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Journal of Science Education Research
Published by Universitas Negeri Yogyakarta
ISSN : 25979701     EISSN : 25979701     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Journal of Science Education Research is a journal published by Universitas Negeri Yogyakarta, which contains articles on research in Science and Science Education.
Arjuna Subject : -
Articles 166 Documents
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Effect of Socio-Scientific Issues Based-Instruction on Critical And Creative Thinking Skills on The Topic of Environmental Change Yakun Paristri; Slamet Suyanto
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.92259

Abstract

This study aims to determine: 1) the influence of the Socio-scientific Issues (SSI) based-instruction on critical thinking skills of the students of SMAN 2 Bantul; and 2) the influence of the Socioscaintific Issues based learning on creative thinking skills of the students of SMAN 2 Bantul. SSI learning steps include problem analysis, clarification of science, refocus on socioscientific dilemmas, role playing tasks, and meta-reflective activities. The conflict raised was whether or not a shrimp pond was needed on the southern coast of Bantul Regency and was discussed in the topic of environmental change. This research was a quasi-experimental research type Nonequivalent control group design. The research sample was taken from 2 classes, one class as the experimental class and the other as the control class. The sampling technique used in this study was cluster random sampling. The data were collected using a written test, the observation sheet for the implementation of the learning model and the student response questionnaire. Data were analyzed using one-way ANOVA.The results of this study indicate that: 1). The SSI learning model in Biology learning has a very significant effect on the critical thinking skills of students of SMAN 2 Bantul with a significance value 0.00. This effect is on the aspects of providing simple explanations, developing basic skills, concluding, making further explanations and arranging strategies and tactics.; 2) The SSI learning model in Biology learning has a very significant effect on creative thinking skills in students of SMAN 2 Bantul with a significance value 0.00. This influence on the aspects of fluency, flexibility, originality and elaboration.
Effect of Applying the Outdoor Learning Process on Concept Understanding and Scientific Attitude Istanti Yuli Astuti; Djukri Djukri
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.92473

Abstract

This study aims to determine the effect of applying the Outdoor Learning Process on concept understanding and scientific attitude regarding the Spermatophyta sub-material in Grade X students. Learning using the Outdoor Learning Process method was conducted in the greenhouse and school garden. This research is a quasi-experiment using a non-equivalent control group pretest & posttest design. The population in this study included all Grade X students of SMA Negeri 1 Jetis. The research sample was determined using cluster random sampling techniques, with class X1 as the experimental class and class X2 as the control class, totaling 64 students. Data collection was carried out through testing techniques, observation, interviews, and documentation. Research instruments used pretest and posttest questions. The obtained data were analyzed descriptively and inferentially. Inferential analysis used: MANOVA (Multivariate Analysis of Variance) to determine the effect of the Outdoor Learning Process on students' concept understanding, and Gain Score calculation to determine the improvement in students' concept understanding. The results showed that: the application of the Outdoor Learning Process affects the concept understanding of Spermatophyta sub-material in Grade X students, evidenced by a significance value of 0.000 < 0.05 and a medium improvement category from the N-Gain Score calculation of 0.7513. The Outdoor Learning method is able to accommodate students in obtaining direct learning experiences14. Direct learning experiences make students more enthusiastic about learning, more concentrated on the material, and develop their thinking power, thereby making it easier for students to understand the material better.
Development of E-LKM Inquiry Learning oriented STEM Respiration and Photosynthesis Materials to Improve Science Literacy and Student Investigation Ability Intan Elvianti Agustina; Suyitno Aloysius
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.93281

Abstract

This study aims to produce E-LKM Inquiry learning media oriented STEM towards respiration and photosynthesis materials that are appropriate, practical, and effective in increasing science literacy and student investigation capabilities. This research is a study and development (R&D) with the Addie model. In this study, it was not only a trial in a small scale, but also a large scale test was conducted using the Non-Equivalent Control Group quasi-experimental design in 62 students divided into experimental and control groups. The instrument used was in the form of a scientific literacy test and a student investigation capability questionnaire. Data analysis was carried out using the Manova test. The results showed that the E-LKM Inquiry Learning is STEM-oriented and practical to support the learning process with a very good category, based on validation by media experts and materials and based on the assessment of educators and students. In addition, E-LKM Inquiry Learning oriented STEM also affects in increasing science literacy and students' investigation abilities simultaneously from GIS grades. Manova test of 0,000 (<0.05). In conclusion, the E-LKM Inquiry Learning oriented STEM is declared feasible, practical, and effectively used in learning, especially in respiration and photosynthesis material. This media is proven to be able to increase science literacy and students' investigation abilities simultaneously.
The Roles of Academic Ability, Gender, and Grade Level in Pre-Service Teachers' Critical Thinking Skills at Ecology Course Panggih Priyambodo; Wulandari Saputri; Risya Pramana Situmorang; Rini Rita T. Marpaung; Zalsa Nurlinda Apriyani; Handrianus Eka Uma
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.94615

Abstract

Pre-service teachers (PSTs) are expected to have the ability to engage in mitigating various ecological difficulties in the future thanks to their abilities in critical analysis. Critical thinking (CT) is influenced by various factors. However, not much in-depth research has been conducted on CT skills in previous studies. This study evaluated PSTs’ CT abilities based on GPA, gender, and grade level. In this quantitative descriptive research, 265 PSTs from various institutions in Java, Indonesia participated. An ecological essay test was used to collect data, and descriptive statistics and the Kruskal Wallis test were used to analyze the data. The results showed that PSTs' CT skills were in the medium category ( = 45.12), with the interpretation component getting the highest score ( = 51.64) and the inference aspect getting the lowest score ( = 33.96). The findings of this study also showed statistically significant differences in CT skills based on GPA, gender, and grade level. Better CT skills are found in PSTs who have a high GPA, are female, and are in 5th grade. This finding may have an impact on improving lecture programs so that PSTs' CT skills improve more effectively.
Development of a Problem-Based Learning-Based E-Module to Facilitate Students' Scientific Literacy on the Topic of Excretory System Disorders Due to Imbalanced Nutritional Intake Arda Putri Junia Agatha; Indra Fardhani; Erti Hamimi
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.86282

Abstract

Indonesian students' scientific literacy competence remains below the international average, partly due to teachers' limited optimization in training this competence during the learning process. This study aimed to develop a Problem Based Learning (PBL)-based e-module to facilitate students' scientific literacy competence on the topic of excretory system disorders due to imbalanced nutritional intake, and to examine its feasibility and practicality. This study employed a Research and Development (R&D) approach with the 4D model, limited to the Develop stage. The e-module was tested at a public junior secondary school in Malang City through validation, practicality, and readability tests. Data were analyzed using Likert and Guttman scales, as well as Inter-Rater Agreement (IRA). Validation by two experts yielded an average score of 93.36% (highly feasible), while practicality testing by four science teachers produced 99.8% (highly feasible). Readability testing among 35 students resulted in 88.76% (highly feasible). IRA results showed agreement levels of 100% for the alignment between learning activities and PBL syntax, and 88.88% for alignment with scientific literacy competence. These findings indicate that the developed PBL-based e-module is feasible and practical for facilitating students' scientific literacy competence on the topic of excretory system disorders due to imbalanced nutritional intake.
Wordwall as An Interactive Media For Science Learning In Primary Schools Literature Study: (2020-2025) Lika Aprilia; Noening Andrijati; Bambang Subali; Nuni Widiarti
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.91465

Abstract

This study aims to examine the use of Wordwall as an interactive learning medium in Natural and Social Sciences (IPAS) learning at the primary school level. The research employed a Systematic Literature Review (SLR) design to identify, screen, and synthesize relevant studies published between 2020 and 2025. Articles were retrieved from several academic databases, including Google Scholar, SINTA, DOAJ, and ResearchGate, using the Publish or Perish software. The selection process was conducted based on predefined inclusion criteria focusing on empirical studies related to Wordwall implementation in primary education. A total of 20 studies met the eligibility criteria and were further analyzed. In addition to qualitative synthesis, bibliometric mapping using VOSviewer was conducted to visualize keyword co-occurrence, thematic clusters, and research trends. The findings indicate that most of the reviewed studies report positive associations between the use of Wordwall and increased student motivation, engagement, and conceptual understanding in science-related subjects. However, variations in research design, sample characteristics, and outcome measures were observed across studies. Therefore, the conclusions drawn in this review are limited to the patterns identified in the selected literature. Overall, the results suggest that Wordwall has potential as an interactive digital medium to support primary science learning, while further rigorous empirical studies are recommended to strengthen the evidence base.
Visual Design in High-Stakes Science Assessments: A Longitudinal Content Analysis of Singapore Primary Science Examinations Wai Mun Loke
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.101105

Abstract

Integrating visual elements into high-stakes science examinations requires balancing instructional scaffolding with cognitive load optimization. This study investigates the structural and functional topography of visual representations by conducting a total population content analysis of Singapore Primary School Leaving Examination Science papers across a three-year longitudinal window from 2023 to 2025. The examined corpus evaluated every visual representation deployed across all 120 multiple-choice and short-answer test items (NMCQ=84; NSAQ=36). Guided by Cognitive Load Theory and Mayer’s Coherence Principle, 134 extracted visual units were classified across four typologies (Representational, Abstract, Data-Driven, Relational) and three functional levels (Essential, Supporting, Decorative). A critical baseline finding for item designers was the absolute absence of decorative visuals (0.00%), with 97.01% (n=130) categorized as functionally essential for problem-solving, validating a construct-driven approach to assessment layout. A Pearson’s Chi-Square Test of Independence revealed that the deployment of visual types is significantly dependent on the specific scientific theme (chi2(12)=26.76, p=0.0084), with the Cycles thematic block capturing 100% of all relational process graphics. Longitudinal analysis revealed an intentional formatting shift. While multiple-choice visual density halved over three years (from 39 down to 19 elements), representational visuals within short-answer items nearly doubled (from 6 to 11). This trajectory reveals an evolutionary transition away from utilizing graphics as analytical data puzzles toward deploying them as generative contextual scaffolds for written explanations. These findings offer item writers concrete benchmarks for optimizing cognitive processing and construct validity in international STEM testing environments.
A Phenomenological Study of Student Learning Motivation at Angkasa Lanud Adi Soemarmo Junior High School in Science Learning Rahma Ainun Nur Aini; Nurma Yunita Indriyanti; Annisa Nur Khasanah
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.89774

Abstract

This study aims to determine the learning motivation and motives behind the learning motivation of students at Angkasa Lanud Adi Soemarmo Junior High School in science learning. This research is qualitative in nature. The type of research is phenomenological. The subjects of this research are eighth-grade students at SMP Angkasa Lanud Adi Soemarmo Colomadu, Karanganyar, Central Java, Indonesia. The data collection techniques used are questionnaires, interviews, and observation sheets. The data validity test technique used was the triangulation technique. The data analysis technique used was qualitative description. Based on the research findings and discussion presented, it can be concluded that the learning motivation of students at SMP Angkasa Lanud Adi Soemarmo in science lessons is generally in the moderate category, with the most influential motive being showing interest. In addition, the motives behind student learning motivation in science learning include diligence in facing tasks, persistence in facing difficulties, enjoyment of working independently, ability to defend their answers, unwillingness to give up on what they believe in, quick boredom with routine tasks, and activeness in seeking and solving problems.
A Students' Perceptions of Green Chemistry Through a Culture-Integrated Project-Based Learning (PjBL) Model Familia Novita Simanjuntak; Candra Ditasona; Sri Rejeki Ignasia Sitohang; Angelia Patricia Situmorang
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.90130

Abstract

Education plays an important role in shaping competitive and characterful human resources. Cultural integration in learning is key to building environmental awareness and sustainability, particularly through the application of green chemistry principles. This study aims to analyze students' perceptions of green chemistry material through a culture-integrated Project-Based Learning (PjBL) model. The study was conducted as qualitative descriptive research involving 35 tenth-grade students at SMA Don Bosco 1 Jakarta Utara. The learning process was carried out in six PjBL stages, focusing on a project-based activity rooted in green chemistry principles and cultural context. Data was collected through a survey using Google Forms and analyzed qualitatively. The results of the study indicate that the culturally integrated PjBL approach can enhance students' understanding of green chemistry concepts, foster an environmentally conscious attitude, and transform students' perceptions of chemistry into more positive, enjoyable, and meaningful ones. Keywords: green chemistry; student perceptions; Project-Based Learning (PjBL)
The Influence of Local Wisdom-Based E-Modules on Science Learning to Improve Student’s Learning Outcomes: A Systematic Review Amalia; Yelykha Henirayuza Nst; Kartika Ratna Pertiwi
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.90927

Abstract

This study presented a systematic review of articles examining the use of local wisdom-based e-modules in science learning, and simultaneously analyzing their implementation, effectiveness, and associated challenges in improving students’ learning outcomes. A Systematic Literature Review (SLR) method was employed using PRISMA guideline. Records were collected from Google Scholar and Garuda databases and selected using the inclusion criteria based on the PICO framework. A total of 83 relevant articles were initially identified, of which 11 met the inclusion criteria and were included in the final analysis. The findings revealed that all eleven studies (100%) reported positive effects of local wisdom-based e-modules on students’ learning outcomes. Several studies reported moderate-to-high N-gain scores ranging from 0.59 to 0.74, while others demonstrated high levels of effectiveness, learning mastery, and positive student responses. In addition, improvements were observed in learning motivation, engagement, creativity, learning independence, and science process skills. This study highlights the importance of developing culturally relevant and technology-integrated learning media. Furthermore, it provides a foundation for educators to design instructional materials that integrate local wisdom as a valuable learning resource in modern science education.

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