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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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Systematic Literature Review :Trends in the Application of Augmented Reality in Science Education in Elementary Schools from 2020 to 2025 Hani Wijil Ramdhani; Sri Susilogati; 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.v10i2.91253

Abstract

This study aims to analyze research trends in the application of Augmented Reality (AR) in Science Learning in Indonesian elementary schools from 2020 to 2025. Using a Systematic Literature Review (SLR) approach, this study collected, reviewed, and analyzed 26 empirical studies obtained from Google Scholar, Scopus, and Publish or Perish databases. The analysis employed PRISMA guidelines to ensure transparency and reliability in article selection, followed by bibliometric mapping using VOSviewer to identify research clusters, keyword relations, and thematic trends. The results indicate that AR has been widely developed in various forms, such as e-modules, flashcards, flipbooks, and mobile applications, enhancing students’ conceptual understanding, critical thinking, creativity, and motivation. Most studies adopted Research and Development (R&D) and experimental designs, focusing on science topics like the human body, earth layers, and water cycles. The findings reveal a growing trend in integrating AR to create interactive and contextual learning aligned with the Merdeka Curriculum’s goals. However, challenges remain, including unequal access to devices, limited teacher training, and non-standardized assessment instruments. Overall, the study concludes that AR offers significant potential to improve the quality of elementary science education by visualizing abstract concepts, fostering engagement, and supporting 21st-century learning competencies.
Analysis Contribution of STEM Education for 21st Century Learning: A Systematic Review in Indonesia (2015-2025) Nadia Eka Ardhani; Ani Rusilowati; Arif Widiyatmoko; Sri Sukaesih; Fianti Fianti
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.v10i2.93526

Abstract

STEM, integrating Science, Technology, Engineering, and Mathematics, represents an educational approach aimed at developing 21st-century competencies in students. The approach fosters innovation in skill enhancement. This study employs a systematic literature review technique, adhering to PRISMA guidelines, to examine trends in STEM and STEAM education research in Indonesia, based on publications published in national and international journals from 2015 to 2025. Utilizing determined inclusion criteria, 63 articles were selected and examined. The findings demonstrate that learning strategies utilizing experimental research methods are the predominant subject. STEM and STEAM education are predominantly executed at the secondary school level, especially in scientific disciplines. The principal instructional approaches incorporated within STEM or STEAM education are project-based learning, problem-based learning, and inquiry. Critical thinking abilities, scientific literacy, and educational results surface as important themes. Further empirical research is advised to explore the potential of STEAM education in enhancing 21st-century learning skills.
STEM Integration in Biology Learning: A Systematic Literature Review Novi Padilla; Ellianawati; Novi Ratna Dewi; Dyah Rini Indriyanti
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.v10i2.97426

Abstract

STEM integration in Biology learning has attracted growing research attention, yet a comprehensive, discipline-specific synthesis of its trends, challenges, and implications has remained unavailable. This study addresses that gap by mapping research trends, identifying implementation challenges, and deriving implications of STEM integration in Biology learning published between 2015 and 2025. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework, encompassing identification, screening, eligibility, and inclusion stages, with searches conducted across Scopus, Web of Science, and Google Scholar. Fifty-five articles meeting the inclusion criteria were analyzed thematically. The results show a significant upward trend in publications, rising from one article in 2019 to seventeen in 2025, with Indonesia as the largest contributor (49.1%), Project-Based Learning as the most widely applied approach (52.7%), and Ecology and Environment as the most frequently studied Biology topic (40.0%). Four major implementation challenges were identified: limited teacher competency in designing interdisciplinary learning, misalignment between curriculum structures and STEM principles, inadequate facilities and resources, and low student motivation and STEM literacy. These findings indicate that advancing STEM-Biology integration requires sustained teacher professional development, broader research coverage across underexplored educational levels and Biology topics, curriculum reform, and more equitable implementation across Indonesia’s regions.
Implementation of the Problem Based Learning Model Using Interactive Learning Videos to Improve Students’ Understanding of Concepts and Learning Interest in The Acid-Base Material of Grade XI Misdarianti Amelia; R Linda; D Futra
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

Abstract

Conceptual understanding and learning interest are important factors in learning, but they are still not evenly distributed among students. This study aims to analyze the improvement in conceptual understanding and learning interest of students after implementing the Problem-Based Learning (PBL) learning model using interactive learning videos compared to the scientific method. The method used is descriptive quantitative. The subjects of the study were grade XI students at MAN 1 Kampar and MAN 4 Kampar in the 2024/2025 academic year. The sample was selected using a purposive sampling technique. The research instruments were conceptual understanding questions and a learning interest questionnaire. The results showed that the Problem-Based Learning (PBL) learning model using interactive learning videos compared to the scientific method. Students' conceptual understanding in classes using the Problem-Based Learning (PBL) model using interactive learning videos chieved results of 80.57% (high category) at MAN 1 Kampar and 74.1% (high category) at MAN 4 Kampar, while scientific methods increased by 75.1% (high category) at MAN 1 Kampar and 68.3% (high category) at MAN 4 Kampar. Meanwhile, student learning interest in classes using the Problem-Based Learning (PBL) model using interactive learning videos was 87.5% (very high) at MAN 1 Kampar and 76.5% (high category) at MAN 4 Kampar. Meanwhile, scientific method learning increased by 76.3% (high category) at MAN 1 Kampar and 72% (high category) at MAN 4 Kampar. These findings indicate that the Problem-Based Learning (PBL) approach using interactive learning videos creates a more engaging learning experience, increases student engagement, and helps them understand concepts more deeply. In conclusion, the Problem-Based Learning (PBL) model using interactive learning videos is more effective than the scientific method in improving students’ conceptual understanding and learning interest. Thus, this approach can be an effective alternative for promoting student engagement and deeper conceptual understanding.
Research Trends and Knowledge Mapping in Science Education Based on Local Wisdom: A Bibliometric Analysis of Scopus 2016–2026 : A Bibliometric Analysis of Scopus 2016–2026 Ahmad Syaiful; Tien Aminatun; Anggi Tias Pratama; Suhartini; Suyitno Aloysius
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.v10i2.98173

Abstract

This study aims to analyze research trends and map the knowledge structure regarding science education based on local wisdom in Scopus-indexed literature from 2016 to May 2026. This study employs a bibliometric analysis approach, adapting the PRISMA 2020 framework to ensure that the document selection process is conducted transparently and systematically. Data were obtained from the Scopus database using keywords related to local wisdom, local knowledge, indigenous knowledge, traditional knowledge, science education, science learning, biology education, biology learning, and STEM education. After applying the inclusion and exclusion criteria, a total of 119 open-access articles were analyzed. Bibliographic metadata was analyzed using Biblioshiny to identify annual scientific output, productive authors, relevant publication sources, institutional and national contributions, citation patterns, co-occurrence of keywords, thematic maps, and thematic evolution. The results indicate that research on science education based on local wisdom has shown consistent growth, with an annual growth rate of 15.79%. Indonesia is the most productive country, followed by the United States, South Africa, Australia, Canada, and New Zealand. Keyword and theme analysis indicates that this field is closely related to science education, local wisdom, indigenous knowledge, ethnoscience, STEM education, sustainability, and contextual learning. The evolution of themes indicates a shift from general discussions of local knowledge toward more specific themes, such as ethnoscience, teacher training, ethnochemistry, and sustainability-oriented science learning. This study provides a knowledge map and directions for future research on the development of culture-based science education.
The Effect of The Culturally Responsive Teaching Approach Based on The Cembengan Tradition on Students’ Science Literacy Skills in The Topic of Motion Indah Yulianti; Didik Setyawarno; Purwanti Widhy Hastuti; Maryati; Dadan Rosana
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.v10i2.100986

Abstract

This study examined the effect of a Culturally Responsive Teaching (CRT) approach integrated with the Cembengan Tradition on students’ science literacy in motion-related material. A quasi-experimental nonequivalent control group design was employed at SMP Negeri 1 Sewon, involving two intact classes with 32 students each. Class VII B was assigned as the experimental class and received learning through the Cembengan Tradition-based CRT approach, while Class VII D served as the control class and received learning through the scientific approach. The instructional treatment integrated the Cembengan Tradition, particularly the procession activities, into motion-related learning to connect scientific concepts with students’ cultural experiences and local contexts. Science literacy was assessed using pre-test and post-test instruments analyzed through the Rasch model, while data analysis included descriptive statistics, prerequisite tests, an independent samples t-test, and effect size analysis. The results indicated a significant difference in science literacy between students in the experimental and control classes. The implementation of the Cembengan Tradition-based CRT approach also showed a positive effect on students’ science literacy in motion-related material. These findings demonstrate that integrating local cultural contexts through CRT can provide meaningful learning experiences by connecting scientific concepts with phenomena familiar to students. The approach supports students in interpreting and applying scientific knowledge within culturally relevant and contextual situations. Practically, science teachers are encouraged to integrate relevant local traditions into classroom learning to strengthen students’ science literacy while preserving meaningful connections between science and local culture.

Page 17 of 17 | Total Record : 166

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