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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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Color Characteristics of Morning Glory (Ipomoea purpurea) Extract as a Natural Stain for Avian Blood Smear Preparations Wahyuni, Sri; Hindun, Iin; Zaenab, Siti
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.v10i1.4769

Abstract

Synthetic stains such as Giemsa and Wright remain the standard reagents for blood smear examination, but their repeated use in teaching laboratories raises concerns related to cost, handling safety, and chemical waste. This study evaluated the color characteristics of Morning Glory (Ipomoea purpurea) flower extract as a natural stain for avian blood smear preparations and identified the best-performing tested concentration under the present experimental conditions. A laboratory experiment was conducted using ethanol-macerated Morning Glory extract adjusted to pH 4 and tested at 70%, 80%, and 90%, with unstained smears, methylene blue, and Giemsa as comparators. Blood smears from Columba livia were observed microscopically and evaluated using an ordinal rubric covering clarity, contrast, structural integrity, intensity, and cleanliness, alongside UV-Vis absorbance measurement. The extract showed a maximum wavelength at 641 nm, and absorbance increased with concentration, reaching 2.836 AU at 90%. However, the best microscopic performance among the natural-stain treatments was obtained at 80%, which yielded the highest clarity and contrast scores within the extract group. Kruskal-Wallis analysis indicated significant differences among treatments for clarity (p = 0.003) and contrast (p = 0.001). Although the Morning Glory extract did not match the performance of methylene blue and Giemsa, the 80% preparation showed pilot-level potential as a greener alternative for teaching laboratories and initial smear observation. These findings should be interpreted cautiously because the study was limited to one avian source, relied primarily on visual scoring, and did not yet include objective image-based analysis or long-term stain-stability testing.
Diagnosing High School Students’ Misconceptions in Dynamic Electricity Using a Web-Based Four-Tier Test Ernasari, Ernasari; Hermansyah, Moh Dimas Feri; Faresta, Rangga Alif
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4449

Abstract

This study aimed to identify the conceptual understanding and types of misconceptions demonstrated by senior high school students in dynamic electricity using a web-based Four-Tier Diagnostic Test. The study employed a quantitative descriptive design involving 91 twelfth-grade students from a public senior high school in Jember, Indonesia, selected through purposive sampling. The validated instrument consisted of 30 items, each comprising a conceptual answer, answer-confidence rating, supporting reason, and reason-confidence rating. Expert validation yielded an overall feasibility score of 96%, indicating that the instrument was feasible for use. Students’ responses were classified as understanding the concept, not understanding the concept, misconception, or error based on the combinations of answers, reasons, and confidence levels. Across the student-item responses, 18% were classified as understanding the concept, 27% as not understanding the concept, 42% as misconceptions, and 13% as errors. Among the misconception-classified responses, theoretical misconceptions accounted for the largest proportion at 19.3%, followed by correlational misconceptions at 17.8%, calculation misconceptions at 16.9%, basic misconceptions at 16.4%, language-interpretation misconceptions at 15.3%, and systematic misconceptions at 14.3%. These findings show that students experienced substantial difficulties in understanding fundamental principles and connecting related concepts in dynamic electricity. The instrument can provide teachers with diagnostic information for designing targeted instructional and remedial activities.
Mapping Problem-Based Learning, Computational Methods, and AI in Physics-Related Education: A Bibliometric Analysis A'yun, Qurrota; Dwikoranto, Dwikoranto; Lintangesukmanjaya, Rahmatta Thoriq; Nisa’, Khoirun
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4600

Abstract

This study maps the development, collaboration patterns, and conceptual structure of research connecting Problem-Based Learning (PBL), computational methods, and artificial intelligence (AI) in physics-related education. A descriptive bibliometric design was applied to 251 English-language journal articles and conference papers indexed in Scopus between 2016 and 2025. The dataset was retrieved on January 16, 2026, and analyzed using Microsoft Excel and VOSviewer 1.6.20 through performance analysis, country-level collaboration mapping, keyword co-occurrence analysis, and temporal overlay visualization. Publication output showed an overall upward trend with annual fluctuations, increasing from 10 documents in 2016 and reaching a peak of 36 documents in 2023. The reported citation counts also increased across the study period. The United States led in publication output, citation count, and collaboration strength, followed by China in productivity, while Indonesia ranked third in publication output. Of 2,330 identified keywords, 96 met the minimum occurrence threshold and formed four clusters. Problem-based learning was the most prominent keyword, with 143 occurrences and a total link strength of 999, and was strongly connected with students, simulations, curriculum, and active learning. Artificial intelligence and machine learning each recorded 30 occurrences and comparatively recent average publication years, indicating their emerging position within the network. However, their connections with PBL remained weaker than those of established simulation-based themes. The presence of medical, engineering, and technology-enhanced education terms further indicates that the corpus was interdisciplinary rather than restricted exclusively to physics education. These findings provide a structured basis for future qualitative and empirical research on the effectiveness, design, and responsible implementation of AI-supported PBL environments.
Mapping VR, AR, and AI-Based Mental Health Interventions: A Bibliometric Analysis, 1996–2024 Saky, Sheikh Abu Toha Md; Azani, Mohammad Zakki; Islam, Md Nurul
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.2592

Abstract

This study maps the development, scholarly impact, thematic structure, and international collaboration patterns of research on virtual reality (VR)-, augmented reality (AR)-, and artificial intelligence (AI)-based mental health interventions. Bibliographic records were retrieved from Scopus on November 7, 2024, and analyzed using Biblioshiny. The dataset comprised 282 documents published between 1996 and 2024; therefore, the 2024 publication count represents partial-year coverage. Descriptive performance analysis, citation analysis, co-authorship analysis, keyword co-occurrence mapping, and topic-trend analysis were applied. The literature showed an annual growth rate of 14.47%, an average of 25.94 citations per document, and an international co-authorship rate of 19.15%. The United States, the United Kingdom, and Italy were prominent contributors, whereas Africa, South America, and many low- and middle-income countries remained underrepresented. The citation and thematic structures were dominated by VR, particularly virtual reality exposure therapy for posttraumatic stress disorder, anxiety, and phobias. AR- and AI-related therapeutic applications were included in the broader research landscape but were less prominent in the mapped networks and influential-document rankings. By examining VR, AR, and AI within a single bibliometric framework, this study identifies imbalances in technological maturity, therapeutic focus, and global research participation. Future progress requires stronger clinical validation, transparent and reproducible methods, culturally adapted interventions, ethical governance, cost-sensitive implementation, and more equitable international collaboration.
WHO-Aligned Food Safety Knowledge and Misconceptions Among Vocational Food-Processing Students Kurnia, Nova; Sumarlin, Muhamad; Barrios, Rubilyn G.; de Jesus, Mateus Maia
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.3505

Abstract

Food safety knowledge is essential for vocational students who handle food during school-based processing activities. This study assessed food safety knowledge and examined selected misconceptions among Grade XI students enrolled in an Agricultural Product Processing Agribusiness program at one public vocational secondary school in West Lombok Regency, Indonesia. A descriptive cross-sectional design with an embedded qualitative explanatory component was used. Of 46 students in the cohort, 10 participated in questionnaire pilot testing and were excluded from the main study. The remaining 36 students completed an 11-item True/False questionnaire aligned with the WHO Five Keys to Safer Food framework and participated in individual semi-structured interviews. Students demonstrated strong recognition of handwashing, kitchen-surface cleanliness, separation of raw and cooked foods during storage, and washing fruits and vegetables. However, misconceptions concerned shared cutting boards, thorough reheating, cooking temperature, prolonged room-temperature storage, and judging water safety by appearance. The mean knowledge score was 7.86 of 11, and the questionnaire showed marginal-to-moderate internal consistency for preliminary group-level diagnostic use (KR-20 = 0.69). Interview findings indicated that some students considered previous cooking sufficient, associated reheating with burning, viewed freshly slaughtered meat as containing few bacteria, and treated clear water as safe. These findings identify curriculum priorities related to cross-contamination, time–temperature control, reheating, and invisible microbiological and chemical hazards. Because the study involved one vocational cohort, the findings should be interpreted as a local diagnostic profile.
Measuring Ethnopedagogical and Ecological Values of Seven-Flower Rituals in East Javanese Traditional Dance Afnan, Muhammad Zahrudin; Musthofa, Syafri; Puspitawati, Rinie Pratiwi; Isnawati, Isnawati
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.3561

Abstract

This study examined the pedagogical and ecological significance of bunga tujuh rupa (seven-flower rituals) in traditional East Javanese dance through an ethnopedagogical approach. Previous studies have primarily documented the cultural and spiritual meanings of ritual flowers qualitatively, while quantitative instruments for assessing their educational and ecological values remain limited. This study therefore developed and preliminarily evaluated a 25-item instrument covering five theoretically derived domains: Ritual Knowledge, Flower Meaning, Spiritual Value, Environmental Preservation, and Ethnopedagogy. A purposive sample of 100 respondents from Ponorogo, Banyuwangi, and Lumajang completed the questionnaire. Data were analyzed using descriptive statistics, Cronbach’s alpha, corrected item-total correlations, Spearman’s rho, principal component analysis (PCA), and hierarchical cluster analysis. Mean scores were high for Ritual Knowledge (M = 4.56, SD = 0.48), Flower Meaning (M = 4.37, SD = 0.51), Spiritual Value (M = 4.41, SD = 0.53), Environmental Preservation (M = 4.32, SD = 0.49), and Ethnopedagogy (M = 4.21, SD = 0.52). The instrument demonstrated high internal consistency (α = 0.945), with corrected item-total correlations ranging from 0.631 to 0.812. All ten interconstruct correlations were positive and significant (ρ = 0.603–0.968, p < .001), including a strong association between Environmental Preservation and Ethnopedagogy (ρ = 0.755). PCA of the five aggregate construct scores identified one dominant component with an eigenvalue of 4.18, explaining 83.6% of the total variance. The PCA and clustering results provide preliminary evidence of an integrated Ethnopedagogical-Ecological Value Dimension, while also indicating possible construct overlap. The findings support the use of seven-flower ritual knowledge as a contextual resource for biology education, ecological literacy, and cultural learning. They also inform conceptual design requirements for interactive e-book and augmented-reality media that require subsequent prototype development and classroom-based evaluation.
Women in STEM Education Research, 2006-2025: Knowledge Evolution, Global Collaboration, and SDG Alignment Prakoso, Albrian Fiky; RoziqiFath, Zain Fuadi Muhammad; Ghofur, Muhammad Abdul; Nurlaili, Eka Indah; Rafsanjani, Mohamad Arief; Kurniawan, Riza Yonisa; Srisuk, Prattana
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.3562

Abstract

This bibliometric study maps the development of research on women in STEM education using 348 Scopus-indexed, English-language, open-access publications spanning 2006-2025. Bibliographic records were retrieved on June 12, 2025, and analyzed using Biblioshiny through performance analysis, keyword co-occurrence, co-authorship, co-citation, thematic mapping, and historiographic analysis. The field recorded an annual growth rate of 14.45%, with publication output increasing markedly after 2015 and remaining high after 2020. PLOS ONE was the most productive source, followed by CBE-Life Sciences Education and Sustainability, while highly cited publications by Stoet and Geary and Dennehy and Dasgupta formed important intellectual foundations for research on gender disparities, mentoring, and institutional intervention. Collaboration was extensive: 313 of the 348 documents (89.9%) were multi-authored, and 97.8% of authors contributed to co-authored publications. However, 76% of the scholarly output originated from the Global North, indicating persistent geographical imbalance. Conceptual mapping identified a pedagogical cluster centered on education, gender, students, mathematics, and engineering, alongside a demographic and indexing cluster dominated by female, male, human, and adult. The analysis also revealed limited attention to technology education, intersectional perspectives, and Global South contexts. Overall, the literature is substantively aligned with SDGs 4 and 5 through its focus on equitable access, participation, retention, and institutional inclusion. The findings support more reciprocal North-South partnerships, context-sensitive intervention studies, and stronger integration of intersectional and technology-focused research.
Developing Prospective Physical Education Teachers’ Leadership through Community-Based Service-Learning Projects Hadinata, Reza; Yuliawan, Ely; Daya, Wawan Junresti; Mardian, Roli; Zainuddin, Fadli
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4553

Abstract

This study addresses the limited understanding of how community-based service learning develops leadership as an enacted and contextually shaped practice among pre-service physical education teachers. It explored the leadership-development processes experienced by students enrolled in the Teacher Professional Education Program (PPG) while implementing community-based service-learning projects in Islamic boarding schools. A qualitative multiple-case study design was employed, involving four PPG students who conducted 10-week leadership projects in four Islamic boarding schools in Jambi, Indonesia. Data were collected through semi-structured interviews lasting 45–60 minutes, participatory observations during project implementation, project documents, and participants’ reflective notes. The data were analyzed using team-based thematic analysis supported by NVivo 12 through iterative coding, categorization, comparison, and theme development. The findings showed that participants enacted leadership through stakeholder coordination, role distribution, collaborative communication, negotiation, and adaptive decision-making. These practices were particularly evident when participants responded to limited facilities, structured religious routines, scheduling conflicts, and institutional expectations. Initial difficulties in team management and stakeholder communication became important learning opportunities when participants reflected on their experiences and adjusted their subsequent actions. The Islamic boarding school context therefore functioned not only as the project setting but also as a source of leadership demands that encouraged culturally responsive, adaptive, and collaborative practices. This study provides a process-oriented account of leadership development by demonstrating how contextual demands, situated action, and reflection jointly shape leadership practice. The findings support the integration of structured community engagement, explicit leadership outcomes, and guided reflection into pre-service teacher education programs.
Character Values in Baris Arug Dance: Sasak Local Wisdom and Pedagogical Potential for Elementary Education Sukarni, Sri; Salim, Agus; Yustika, Tesa; Tarenaksa, Babat Nufus; Yusoh, Ruslan
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4561

Abstract

This study documents Baris Arug, a traditional Sasak dance from Longserang Village, Lingsar District, West Lombok Regency, and examines the character values embedded in its historical background, performance structure, symbolic elements, and sociocultural functions. It also explores the dance’s pedagogical potential for elementary education. Using a qualitative descriptive design, data were collected from October to December 2024 through observations of rehearsals and community performances, semi-structured interviews with 17 purposively selected informants—one dance elder and leader, four senior dancers, four musicians, three community leaders, and five younger members—and document analysis. The data were analyzed iteratively through data reduction, data display, and conclusion drawing and verification. The findings show that community oral histories associate Baris Arug with the collective joy of farmers after successfully cultivating new agricultural land. Performed by thirteen male dancers in a commander-led formation, the dance embodies togetherness, courage, discipline, hard work, leadership, responsibility, and gratitude through marching movements, costumes, masks, farming tools, music, and ritual offerings. Baris Arug also functions as community entertainment, a means of strengthening social cohesion and cultural identity, and a medium for transmitting local values across generations. These findings indicate that Baris Arug offers culturally grounded material for local-content and extracurricular learning in elementary schools. However, because the study did not examine classroom implementation, its educational contribution should be understood as a pedagogical potential that requires further development and empirical evaluation.

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