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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 449 Documents
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Immersive Virtual Reality and Computational Approaches for Advancing Chemistry Education: A Narrative Review
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 1 (2025): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i1.2567

Abstract

This narrative review explores the integration of virtual reality (VR) as a transformative instructional medium in computational chemistry, focusing on how VR can address challenges such as limited 3D visualization and costly experimental setups. VR tools like iMD-VR and Nanome offer immersive interaction with 3D molecular structures, enhancing both conceptual understanding and practical skill development. By fostering engagement, critical thinking, and confidence among learners, VR makes complex chemical phenomena more accessible. However, infrastructure limitations and insufficient empirical data persist, especially in resource-constrained regions. Recent studies emphasize cloud-based solutions and collaborative VR labs to reduce costs and improve scalability. This review highlights VR’s potential to modernize chemistry education, calling for more rigorous research to validate its long-term impact on learning outcomes.
Students' Perception of Using ChatGPT as an AI-Integrated Tool in the Malay Language
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 1 (2025): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i1.2584

Abstract

This study examines the perceptions of students using ChatGPT in the Malay language. To meet the aims, We adopted the theory of technology acceptance model (TAM). The study focuses on system quality, information quality, service quality, user satisfaction, perceived net benefits, and awareness of ethics and plagiarism. Data were collected through a Qualtrics survey. The finding informed that the system quality of ChatGPT achieved a mean score of 3.375, indicating ease of use and flexibility. Information quality received a mean score of 3.27, suggesting accuracy and usefulness. Service quality scored 3.207, reflecting adequate technical support and consistent performance. User satisfaction was remarkably high, with a mean score of 3.334, demonstrating strong confidence and contentment with ChatGPT’s functionality. Perceived net benefits scored 3.337, highlighting language skills and communication efficiency enhancements. Meanwhile, the ethical considerations were moderately addressed, with a mean score of 3.115, indicating a need for improved education on responsible use. The findings suggest that ChatGPT is a valuable tool for the Malay language, with areas for further enhancement in information quality and ethical practices. At the same time, understanding users’ perceptions will also help create between relevant AI resources, inform policies for ethical AI use, and enhance learning experience for Malay learners.
Strategies for Addressing Teaching Challenges Among Engineering Lecturers in a South African TVET College Mabunda, Nduvazi; Makgato, Moses; Hondonga, Jerald; Sephokgole, Daniel
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.2620

Abstract

This study explored strategies that can be used to address the teaching challenges faced by engineering lecturers in a selected Technical and Vocational Education and Training (TVET) college in Limpopo Province, South Africa. A qualitative research design was adopted, using semi-structured interviews and classroom observations to examine lecturers’ experiences and practices. Purposive sampling was used to select ten (n=10) lecturers who taught in the Report 191 NATED engineering programme. Data were collected through recorded interviews and observation field notes, and were analysed thematically through familiarisation with the data, coding, theme generation, theme review, and theme definition. The Pedagogical Content Knowledge (PCK) framework was used to interpret the teaching challenges experienced by engineering lecturers and the strategies used to address them. The findings identified key strategies linked to improved teaching practice, including practical lessons, online teaching, lesson preparation, communication among colleagues, and continuing professional development. The study found that the use of these strategies was uneven across participants, with important gaps in lesson preparation and the use of teaching resources. The findings suggest that TVET colleges and the Department of Higher Education and Training (DHET) should strengthen institutional support, lecturer development, and teaching infrastructure to improve teaching effectiveness in engineering education. A limitation of the study is that the Campus Management Team was not included, and future research should incorporate broader institutional perspectives.
The Role of Gamification in English Language Teaching: Insights from Pre-Service Teachers
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 1 (2025): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i1.2644

Abstract

Gamification has emerged as an innovative approach to English language teaching, aiming to enhance student engagement and motivation. This study investigates pre-service teachers' perceptions of gamification in English language teaching practice. This study employed a mixed method based on an explanatory-sequential design as qualitative can clarify generalized quantitative results in a more thorough and appropriate interpretation. The study began by gathering quantitative data through a Likert scale questionnaire, followed by collecting qualitative data through semi-structured interviews with 100 pre-service teachers from Universitas Brawijaya post-teaching practice. The findings show that most pre-service teachers perceive gamification in English language teaching positively. Specifically, 89% of respondents reported increased engagement, while 85% noted improved motivation and focus. However, 15% of respondents remained ambivalent about how well gamification encourages self-directed learning. Additionally, 87% of respondents plan to continue using gamification in their teaching. In conclusion, gamification has the potential to be an innovative pedagogical approach in English language teaching, not only by enhancing engagement and motivation but also by facilitating differentiated learning by enabling students to gain the material at their own pace and fostering an immersive learning environment that enhances language acquisition.  However, some challenges, such as limited infrastructure and pre-service knowledge and readiness to implement learning technology still need to be improved.  Therefore, this study provides recommendations for educational institutions that can support the optimization of gamification in the context of English language teaching in the future. Further studies could explore its long-term effects on language learning to better understand its sustained impact.
Botanical Literacy and Learning Media: What Can Scopus AI Tell Us?
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2676

Abstract

Botanical literacy, crucial for addressing biodiversity and sustainability challenges, is declining due to ineffective traditional learning media. This review utilizes Scopus AI to analyze trends in botanical literacy research and the role of innovative learning media. Key insights include: (1) traditional textbooks are insufficient, while emerging tools such as augmented reality (AR) and interactive games enhance engagement and comprehension; (2) research is concentrated on assessment methods, learning tools, and educational approaches, with immersive technologies addressing Plant Awareness Disparity (PAD) and bridging gaps in experiential learning; and (3) technologies like virtual field trips and AI applications are transforming botanical education by promoting ecological awareness and higher-order thinking. The review emphasizes the need for technology-integrated, student-centered pedagogies and identifies gaps in AI-driven research synthesis. Future directions include longitudinal studies on AR/VR effectiveness, AI-customized tools, teacher training, and cross-cultural assessments. By synthesizing Scopus AI’s data-driven insights with manual analysis, this review provides a roadmap for developing evidence-based learning media that cultivate plant-literate generations capable of addressing global environmental challenges.
Artificial Intelligence in Learning Design: Acceptance, Perceived Effectiveness, and Barriers
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2688

Abstract

This study mapped perceptions of AI in learning design in the Educational Technology Study Program at Universitas Negeri Surabaya (UNESA). A 25-item, 5-point Likert questionnaire (acceptance, perceived effectiveness, limitations; TAM-informed) was completed by 16 lecturers and 130 students selected purposively (users of, or strongly interested in, AI). Content validity met conventional thresholds (all I-CVI ? 0.78; S-CVI > 0.90). Agreement on acceptance (10 items) averaged 82.6% for students (range 80.0–88.5%) and 85.0% for lecturers (range 81.25–87.5%). Agreement on perceived effectiveness (8 items) averaged 85.4% for students (range 80.8–89.2%) and 87.5% for lecturers (range 81.25–93.75%), indicating that respondents believe AI can accelerate material preparation, support adaptive/diagnostic feedback, and enable more personalized learning. Limits were also evident (7 items): difficulty understanding AI (65.4% students; 62.5% lecturers), context relevance of AI outputs (58.5%; 62.5%), curricular alignment (56.9%; 56.3%), feeling safe sharing data (53.9%; 56.3%), and LMS integration (60.8%; 68.8%). Reported training was uneven (61.5% students; 68.8% lecturers), implying roughly 32–38% lacked training. Given the single-site, descriptive design, findings are self-reports—not causal or broadly generalizable. Implications point to pilot-first adoption, targeted capacity building, clearer privacy/ethics governance, and infrastructure alignment before any scale-up.
Development of Ill-Structured Problem-Solving Skills Instrument Based on Local Socio-Scientific Issues (SSI) on the Topic of Environmental Pollution
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2791

Abstract

This study aimed to develop an assessment instrument to measure students’ ill-structured problem-solving skills using local socio-scientific issues (SSI) on environmental pollution. The research employed a Research and Development (R&D) model with four stages: (1) preliminary study, (2) item development, (3) expert validation, and (4) trial. The instrument was piloted with 120 chemistry education students from UIN Mataram and Universitas Pendidikan Mandalika in Indonesia. The final instrument consisted of 27 essay-based items mapped to four stages of ill-structured problem solving: 8 items for problem representation, 6 for solution generation and selection, 5 for justification, and 7 for solution monitoring and evaluation. Expert validation yielded a high construct validity index (CVI = 0.93). Readability analysis indicated that 75% of students found the language clear, 78% understood the visuals, and 70% were familiar with the chemical terminology. Results indicated that 17 items were of moderate difficulty, 7 were easy, and 3 were difficult. The instrument demonstrated high internal consistency, with a Cronbach’s Alpha value of 0.805. This instrument offers a valid and reliable tool for evaluating students’ engagement in authentic, context-rich chemistry problems. It supports chemistry educators in fostering critical thinking and scientific literacy by embedding local socio-scientific issues into semester-long instruction cycles.
Development of Virtual Reality Games with an Ethnomathematics Approach of Batam Culture for Elementary School Social Arithmetic Materials
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2830

Abstract

This research develops a virtual reality-based game with an ethnomathematics approach to Batam City culture in the form of Luti Gendang food in learning social arithmetic material in mathematics learning at the elementary school level. This product's development is significant because students are now a digitally native generation and are more interested in learning through technological media than traditional media. Using the ADDIE model as a basis, this research will focus on the development stage, which includes 3 steps, namely (1) initial product design in the form of making storyboards, making learning videos with Adobe Premiere Pro, designing image designs for VR displays, and making learning videos; (2) initial product development focuses on making VR games and conducting validation tests by experts covering the feasibility of material, media, and language to determine the feasibility of the media being developed, and (3) refining the initial product by making revisions and improvements based on the results of the validation test. The development findings demonstrate that: (1) The initial product design incorporates five key menus—VR Simulation, Material, Video, Quiz, and Info; (2) The expert evaluations of the product’s feasibility across media, language, and content aspects yielded average scores of 85.2, 80.8, and 83.1, respectively, classifying the product’s overall feasibility as excellent; and (3) Subsequent refinements were implemented based on expert validation and user testing feedback, specifically targeting interactivity enhancements, improvements to VR visual elements, and adjustments to in-VR narrations and directional cues.
The Implementation of Project Based Learning integrated Ethno-STEM in Indonesia
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2856

Abstract

This study is driven by the need to develop instructional approaches that foster 21st-century skills. As an archipelagic country with rich cultural diversity, Indonesia has significant potential to link cultural values with science education through the Ethno-STEM approach. The integration of Project-Based Learning (PjBL) with Ethno-STEM in Indonesia has demonstrated promising results. However, systematic investigations into research trends, local wisdom topics, and integration with other instructional approaches remain limited. Given the increasing interest in Ethno- STEM learning, this review aims to identify key trends and gaps in the integration of Project-Based Learning and Ethno-STEM in Indonesia over the past decade. The Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) framework was employed as a guideline for conducting the systematic literature review. Data were gathered using the Publish or Perish (PoP) application, drawing from the Google Scholar, Crossref, and OpenAlex databases. A rigorous selection process was applied, ultimately yielding 25 relevant articles for in-depth analysis. The findings reveal that the publication trend of PjBL-Ethno STEM in Indonesia has experienced significant growth since 2019, peaking in 2023. Development research (36%) and quantitative studies (32%) dominate the body of literature. Most of these studies were conducted on Java Island (76%), while no studies from Kalimantan and Papua were identified. The local wisdom topics explored in the literature include food, beverages, regional arts, traditional technologies, and native flora and fauna. Moreover, the integration of PjBL-Ethno STEM with inquiry-based learning, Ethno-STEAM, and virtual technology has emerged as a significant trend. Overall, PjBL-Ethno STEM stands out as an innovative instructional approach with great potential to cultivate essential 21st-century skills such as critical thinking, creative thinking, collaboration, and communication.
Digitalization of Teacher Performance Evaluation through a Web-Based APIPA Model to Realize Impactful Learning in Junior High Schools
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2875

Abstract

This study aims to examine the effectiveness of the web-based APIPA (Assessment, Planning, Implementation, Product, Appreciation) evaluation model in improving mathematics teachers' performance and exploring its relationship with the effectiveness of impactful learning at the junior high school level. The method used is mixed methods with an explanatory sequential design. Quantitative data were collected through pretest-posttest and analyzed using descriptive statistics, Shapiro-Wilk normality test, paired samples t-test, and N-Gain. Further analysis used Rasch Model and structural equation modeling (SmartPLS 4) to assess the validity of the instruments and the relationship between the model dimensions. Meanwhile, qualitative data were obtained through in-depth interviews and analyzed using NVivo to uncover teachers' instructional reflections on the implementation of the model. The results showed that the web-based APIPA model effectively improved teachers' performance significantly on all indicators (t = -88.7; p < 0.001). The average N-Gain value of 0.3860 indicates moderate and uniform improvement. Rasch analysis shows that the instrument has high structural validity, homogeneous score distribution, and is free from participant bias. Path analysis reveals interactions between model dimensions that reinforce each other in supporting impactful learning. Additionally, differences in instructional reflection between high- and low-scoring teachers suggest that this model also functions as a catalyst for the formation of evaluative awareness. The conclusions of this study affirm that the APIPA model is not merely an evaluation tool but also a reflective-transformational framework capable of driving improvements in the quality of digital, systemic, and sustainable learning.

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