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Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 26156881     DOI : -
Core Subject : Science, Education,
Education Mathematics Physics Other
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
Arjuna Subject : -
Articles 310 Documents
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Deep Conceptual Learning in Physics Learning: A STEM-Based Waterwheel Project for High School Students’ Scientific Literacy Rahmati, Rahmati; Syukri, Muhammad; Mentari, Mentari; Evendi, Evendi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/va1a3q97

Abstract

Scientific literacy is a crucial competency in 21st-century education, encompassing students’ ability to understand scientific concepts, apply them in real-life contexts, and make evidence-based decisions. Despite various curriculum reforms, assessments such as PISA 2022 reveal that Indonesian students’ scientific literacy remains below the international average. Prior studies have applied Project-Based Learning (PjBL) and STEM approaches separately, yet few have explicitly integrated these with the Engineering Design Process (EDP) and local environmental contexts to systematically enhance scientific literacy. Addressing this gap, this quasi-experimental study examines the effectiveness of a PjBL-STEM model, contextualized by a waterwheel project utilizing local river flow, in fostering students’ deep conceptual learning and scientific literacy on the topic of Work and Energy. The study involved two purposively selected 11th-grade classes (N=60) at SMA Negeri 1 Samalanga: an experimental class taught with the PjBL-STEM-EDP approach and a control class taught conventionally. Instruments were validated (Cronbach’s alpha=0.926) and data were analyzed using t-tests, N-Gain, and effect size (Cohen’s d=2.25). Results showed the experimental group achieved significantly higher scientific literacy (mean post-test = 84.83 vs. control = 65.67; N-Gain = 0.83 vs. 0.49; t(58) = -8.71, p < 0.001, 95% CI [-23.6, -14.7]), with the strongest improvement in designing scientific investigations. The novelty of this study lies in aligning PjBL syntax, EDP stages, and OECD scientific literacy indicators within a local-context project. While deep conceptual learning (DCL) is used here as a theoretical framing rather than a measured outcome, the findings highlight the potential of contextual, interdisciplinary learning to foster scientific literacy, creativity, and critical thinking, supporting the goals of the Merdeka Curriculum and Education for Sustainable Development.
Exploring Pre-Service Teacher Motivation: Variations Across Programs and Gender Differences in Indonesia Budiman, Indra; Yanto, Elih Sutisna
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i3.3086

Abstract

This study examines pre-service teachers’ attitudes toward the teaching profession in Indonesia and explores how sociocultural factors shape their motivation. A mixed methods design combined a Teacher Attitude Inventory (TAI) survey (N = 460) with semi-structured interviews (n = 20). Group differences were assessed non-parametrically; interviews were then thematically analyzed to explain the quantitative patterns. Attitudes were broadly positive and stable, with no statistically significant differences by gender, program of study, or semester. Interviews revealed three interlocking strands shaping career decisions: intrinsic–altruistic commitment (meaning, contribution), pragmatic–extrinsic calculus (stability, compensation, entry routes), and sociocultural positioning (family expectations, gendered identities, perceived status). These strands clarify why professional pride and learner-centred beliefs coexist with cautious views of career prospects and perceived limits on teacher voice. Results support (i) gender sensitive mentorship, (ii) discipline-specific motivational scaffolds in ITE, (iii) recruitment and bonded scholarship schemes for rural deployment, and (iv) well-being supports that enhance agency and retention. By integrating group-level convergence with culturally situated narratives, the study reframes motivation as a contextual phenomenon and offers actionable levers for teacher workforce policy and ITE program design.
Integration of Teaching Games for Understanding in Physical Education Learning: Improving Students' Motor Competence through Volleyball Game Modification Apriani, Leni; Bausad, Andi Anshari; Alpen, Joni; Amran, Zaiful; Setiawan, Budi Arif
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/zckjpy50

Abstract

Motor competence is a crucial aspect of the development of elementary school-aged children. The Teaching Games for Understanding (TGfU) model is considered capable of improving motor skills through a contextual and participatory approach to play. However, empirical evidence in local contexts, particularly regarding the effectiveness of TGfU on locomotor and object control skills separately, as well as gender differences, remains limited. This study used a quantitative approach with a one-group pretest-posttest quasi-experimental design. A total of 54 fifth-grade students of SD Negeri 190 Pekanbaru participated in TGfU-based volleyball learning for 6 weeks (12 sessions). The Test of Gross Motor Development, Second Edition (TGMD-2) assessed locomotor and object control skills. Because the data were not normally distributed (Shapiro–Wilk p < 0.05), analysis was performed using the Wilcoxon test. Results showed that TGfU was associated with improvements in overall motor competence (W = 3.5; z = –6.06; p < .001; Median = 4.0, 95% CI [3.5, 4.5], Effect Size = .99), locomotor skills (V1: W = 14; z = –5.47; p < .001; Median = 3.0, 95% CI [2.5, 3.5], Effect Size = .97), and object control skills (V2: W = 16; z = –5.80; p < .001; Median = 2.5, 95% CI [2.0, 3.0], Effect Size = .97). Female students showed greater improvement in locomotor aspects than males. Further research, employing a randomized controlled design and long-term retention testing, is recommended to strengthen the generalizability of these findings.
Innovation of the Teacher's Standby Guidebook in Elementary Schools as an Effort to Prepare for Disaster-Safe Education: Qualitative Perspective Hartatik, Rida; Poerwanti, Endang; Zuriah, Nurul; Tinus, Agus
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/gbzy9j63

Abstract

Elementary schools in disaster-prone regions play a crucial role in instilling disaster awareness and preparedness skills at an early age. This study aimed to develop the Guru Siaga Guidebook as an innovation to support the Satuan Pendidikan Aman Bencana (SPAB) program in Ngantang District, Malang Regency. Using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), integrated with qualitative insights from interviews, observations, and user feedback, data were collected through surveys, interviews, observations, and expert validation. The analysis revealed that most schools lacked structured disaster preparedness procedures, contextual learning materials, and routine simulations. Teachers and students expressed the need for a practical, engaging, and context-specific guidebook. The developed product included modules on disaster introduction, mitigation, evacuation, and first aid, complemented by visuals and interactive activities. Validation by material and media experts rated the guidebook as feasible and relevant (Material S-CVI/Ave = 0.89; Media S-CVI/Ave = 0.86). Field trials involving nine teachers and 90 students showed increased teacher preparedness scores (from 62.3 ± 8.4 to 74.9 ± 7.2; Cohen’s d = 0.64) and improved student accuracy in evacuation steps (from 68% to 83%). Findings provide preliminary evidence that the guidebook supports disaster education and enhances preparedness indicators, aligning with national and international frameworks for safe schools. The guidebook introduces three distinctive features: localized hazard case studies, project-based evacuation drills with assessment rubrics, and child-friendly SOP flowcharts.
Self-Efficacy in Elementary School Digital Competence: A Bibliometric Analysis of 21st Century Learning Research Putri, Irni Rachmawati; Ratri, Safitri Yosita; Kawuryan, Sekar Purbarini
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9azrzf72

Abstract

This study aims to analyze bibliometric mapping of research on self-efficacy and digital competence in Scopus-indexed journals published between 2015 and 2025. The dataset was retrieved from the Scopus database in March 2025 using the query “keywords” with a filter for elementary school, covering a time span of 2015–2025. After screening, a total of 127 documents were included. Bibliometric data were processed using Microsoft Excel and VOS Viewer version 1.6.20 with parameters set at a minimum of five keyword occurrences and full counting method. The annual distribution of publications shows an increasing trend in recent years, reflecting growing academic attention to the topic. Analysis by country indicates that Spain and Germany are the most productive contributors, with active collaboration networks identified at regional and institutional levels. Co-authorship analysis confirms the presence of collaborative research, though large-scale international collaboration remains limited. Document type analysis shows that most outputs are journal articles, followed by conference papers. Keyword co-occurrence mapping highlights “self-efficacy,” “human,” and “digital competence” as the most frequently used terms. Less explored but emerging themes include “digital technology,” “human experimental,” and “questionnaire,” suggesting potential research gaps. Overall, the findings indicate that while research on self-efficacy in students’ digital competence is expanding, opportunities remain for broader international collaboration and exploration of underrepresented themes in 21st century educational practices.
Enhancing Student Learning Outcomes Through Experiential Learning Practices: A Meta-Analysis Alditia, Lalu Muhammad; Suhandi, Andi; Riyadi, Arie Rakhmat; Fadillah, Nurul
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/h2trwj79

Abstract

Implementing the experiential learning model is one effective step in improving student learning outcomes, but recent evidence regarding its effectiveness is still inconsistent and not widely reported. Therefore, to gain a deep understanding and identify the effectiveness of experiential learning practices, this meta-analysis review was conducted. This review was conducted on 23 studies with 40 effect sizes obtained from the Scopus, ERIC, and Web of Science databases. The analysis model used was a random effects model with a robust variance estimation (RVE) approach to address the issue of interdependence between effect sizes within a single study. The measurement results show a high overall effect size (Hedges's g = 1.15; 95% CI), indicating a significant positive impact. Heterogeneity estimates are very high (I² = 98.2%), requiring further moderator analysis. Meta-regression analysis of the variables of education level, treatment type, and learning outcome dimension showed that only the education level variable approached significance in moderating the variation in learning outcomes. Subgroup analysis showed variation in the effectiveness of intervention implementation within each moderator category, but all were within the positive range. Publication bias tests showed bias, but correction using the trim-and-fill method and Peter's test proved that these findings remained consistent and valid. Overall, experiential learning has proven effective in enhancing and shaping various dimensions of student learning outcomes. This approach has great potential to continue being used and integrated into future learning practices, especially through the support of various pedagogical innovations and technology integration.
Argument-Driven Inquiry Assisted by Lumi Education: Improving Students' Scientific Argumentation Skills on Static Electricity Salsabila, Putri Avianita; Hendratmoko, Ahmad Fauzi; Roqobih, Fikky Dian
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/70dd6197

Abstract

The aim of this study is to evaluate the effectiveness of the Argument-Driven Inquiry (ADI) learning strategy, supported by the Lumi Education platform, in enhancing the scientific argumentation skills of students related to static electricity. A quasi-experimental approach, employing a non-equivalent control group, was adopted in this study, including two ninth-grade classes in a junior high school as participants. The participants were exposed to instruction utilizing either the ADI strategy and the support of the Lumi Education website or standard instruction as a control group. The strategies developed included a scientific argumentation skills test, designed as a claim, evidence, and warrant procedure, as well as a questionnaire administered among students. The data gathered were statistically processed by comparing pre-test and post-test results, calculating the normalized gains, as well as a description analysis approach among the students' written responses. The results show that, compared to a low category average normalization gain of 0.18 among the control class, a significantly high average value, 0.70, was established by the experimental class, signifying a statistically significant difference between the two categories, yielding a significance at a probability value less than 0.001. The results among the experimental class developed a Cohen's value, or the standardized effect size, estimated as 0.53, signifying a medium effect, while among the control class, an estimated 0.11, signifying a small effect, was recognized. Students said they liked the learning experience and thought it was more interesting, dynamic, and simpler to comprehend when they worked together on real-world tasks. However, some still encountered difficulties with conceptual comprehension and problem-solving. These findings imply that integrating ADI with digital scaffolding, such as Lumi Education, can effectively strengthen scientific argumentation skills while promoting active and reflective learning.
The Moderating Role of Religiosity in the Relationship Between Social Media Use and Social Concern Among Indonesian Adolescents Suprapto, Budi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/3v6n0r69

Abstract

Social concern represents the moral and behavioral manifestation of empathy, responsibility, and prosocial engagement in addressing societal problems. Religiosity, as a deeply internalized system of belief and moral commitment, has long been recognized as a potential source of prosocial motivation. Meanwhile, social media has emerged as both a powerful channel for mobilizing collective compassion and a potential driver of self-centered or performative behavior. This study examines how religiosity moderates the relationship between social media use and social concern among senior high school students in Malang City, Indonesia. Employing a quantitative explanatory design with a sample of 414 respondents selected through stratified sampling, data were collected using a structured questionnaire and analyzed through Moderated Regression Analysis (MRA). After reanalysis and correction, the regression model shows that religiosity significantly strengthens the positive effect of social media use on social concern. The adjusted coefficient of determination (R²) increased modestly from 0.04 to 0.07 after including the interaction term, indicating that religiosity serves as a meaningful moderator in this relationship. This finding suggests that adolescents with higher religiosity levels are more likely to transform social media exposure into altruistic and socially responsible behavior. The study contributes to the sociology of religion and communication studies by offering an empirical model linking digital engagement and faith-based values  in promoting social solidarity.
Teaching Biology for Sustainability: Insight from Scopus AI Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2z9cbt64

Abstract

In the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).
Immersive Learning through Virtual Reality: A New Paradigm in Chemical Engineering Education Bello, Usman; Wan Osman, Wan Nur Aisyah; Samsuri, Shafirah
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/h1k4wc67

Abstract

Traditional chemical engineering education faces persistent challenges, as lecture-based instruction and limited laboratory access restrict students’ engagement, practical skill development, and comprehension of complex engineering concepts. In overcoming these challenges, immersive virtual reality (VR) learning environments are increasingly being adopted to enhance students’ visualization, interactivity, and experiential learning. Therefore, this study aims to explore how VR can transform chemical engineering education by enhancing student engagement, conceptual understanding, and practical learning experiences. This review also analyzed and mapped research trends in the application of VR for immersive learning in chemical engineering education using keywords like ''Immersive Learning'', ''Virtual Reality'', ''Chemical Engineering'' and ''Chemical Engineering Education''. Accordingly, the keyword co-occurrence analysis revealed four thematic clusters linked to immersive visualisation, collaborative VR learning, VR–AI integration, and safety-oriented training. Based on these findings, a four-stage curriculum integration model is proposed (pre-conceptual familiarisation - immersive experimentation - hybrid transfer - real-lab validation). A comparative cost analysis indicates that although VR-based learning demands a higher upfront investment, it achieves cost parity within approximately 1.5 years and reduces total training expenses by about 40–45% in the third year, offering greater economic advantage for larger student cohorts. Finally, the synthesis indicates that VR can enhance conceptual understanding, hazard-awareness, and systems-level reasoning while improving utilisation efficiency in laboratory-intensive programmes. Future research should prioritise controlled cohort comparisons and longitudinal verification of transferability to physical plant behaviour.

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