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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 463 Documents
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Hybrid PV–VAWT Automatic Fish Feeding System for Sustainable Aquaculture Aulia, M Habib; Dewi, Tresna; Bow, Yohandri
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.v10i2.5769

Abstract

This study developed and experimentally evaluated an automatic fish feeding system powered by a hybrid photovoltaic (PV)–Vertical Axis Wind Turbine (VAWT) energy architecture for small-scale aquaculture applications. The prototype integrated PV generation, a VAWT, battery storage, charge control, a DC–AC inverter, a programmable timer, and an auger-based feeding mechanism. An engineering Design and Development approach was applied through prototype design, assembly, laboratory testing, and field evaluation. VAWT performance was evaluated under controlled laboratory conditions and at two field environments, Lubuk Bakung and Tanjung Api-Api Port, while PV performance was assessed with and without the feeder load. The two automatic feeder units required a combined electrical power of 52 W. The PV subsystem produced a maximum of 76.85 W without feeder load and 60.80 W under feeder load, providing an 8.80-W (16.9%) instantaneous margin above feeder demand at peak output. VAWT maximum power reached 17.304 W in the laboratory, 17.93 W at Tanjung Api-Api, and 0.689 W at Lubuk Bakung, demonstrating substantial site-dependent variation in wind-energy contribution. Battery input voltage remained within 12.4–12.6 V during the Lubuk Bakung observations, while the inverter supplied 208–218 V AC under the tested light-load condition. The feeding mechanism completed the observed programmed cycles without mechanical interruption or pellet blockage. Overall, the findings demonstrate the technical feasibility of a PV-dominant, VAWT-supplemented, battery-buffered architecture for autonomous automatic fish feeding under the tested conditions.
Psychometric Validation of a Two-Factor Self-Report Instrument for Science Process Skills-Related Behaviors in Indonesian High School Students Astutik, Yuli; Zubaidah, Siti; Priambodo, Bagus
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.v10i2.6140

Abstract

Science process skills (SPS) are central to scientific inquiry, yet instruments designed to assess SPS-related constructs require empirical evidence that their measurement structure corresponds to their intended interpretation. In Indonesia, SPS instruments have often emphasized expert-based content validation, while evidence concerning the latent structure of self-reported SPS-related behaviors remains limited. This study developed and psychometrically evaluated a two-dimensional self-report instrument assessing senior high school students’ reported engagement in behaviors associated with Basic Science Process Skills (BSPS) and Integrated Science Process Skills (ISPS). A total of 830 tenth-grade students from East Java, Indonesia, were allocated to three independent samples: preliminary analysis (n = 166), exploratory factor analysis (EFA; n = 339), and confirmatory factor analysis (CFA; n = 325). The EFA data were suitable for factor analysis (KMO = 0.964; Bartlett’s χ²(595) = 7,345.301, p < .001). Parallel analysis, eigenvalue examination, scree-plot inspection, and theoretical interpretability supported a two-factor solution. Seven items were removed, yielding a 28-item instrument that explained 49.8% of the total variance. Because Mardia’s tests indicated multivariate nonnormality, CFA was estimated using robust maximum likelihood. The correlated two-factor model demonstrated acceptable fit, χ²(349) = 768.321, p < .001, CFI = 0.925, TLI = 0.919, RMSEA = 0.061, 90% CI [0.055, 0.067], and SRMR = 0.045. AVE values were 0.510 for BSPS and 0.540 for ISPS, while HTMT was 0.805. Cronbach’s alpha and McDonald’s omega ranged from 0.928 to 0.962, with composite reliability ranging from 0.979 to 0.993. The findings support two closely related yet empirically distinguishable dimensions of self-reported SPS-related behavior. The instrument should therefore be interpreted as assessing reported behavioral engagement rather than demonstrated SPS competence. Generalization beyond comparable student populations should remain cautious because participants were recruited purposively from East Java.
Reflective Learning in Catholic School Catechesis: An Integrative Review and Pedagogical Framework Lay, Sergius; Marbun, Martina Rosmaulina; Binji, Pedro; Zebua, Fitra; Zebua, Betty Novriani; Hondo, Marcella; Telaumbanua, Petra Pebriani
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.v10i2.4771

Abstract

Reflective learning is frequently recommended for religious education, yet its pedagogical use in Catholic school catechesis remains conceptually fragmented and supported by uneven evidence. This integrative review examined how reflective learning is conceptualised, which reflective practices are reported in Catholic and related religious-education contexts, what outcomes and enabling conditions are identified, and how the evidence can inform a catechetical framework. Searches and source verification were conducted through Google Scholar, GARUDA, ERIC, and DOAJ, with the direct evidence corpus restricted to peer-reviewed journal articles published from January 2021 to 19 August 2026; earlier works were used only for theoretical, methodological, or contextual framing. The final verified reference base comprised 56 scholarly sources: 52 peer-reviewed journal articles and four foundational books. Thirty-six recent journal articles formed the direct pedagogical-evidence corpus and were included in the thematic synthesis, while 16 journal articles provided methodological, foundational, or contextual background and were not coded as direct evidence. Four non-exclusive themes emerged: experience-based meaning-making, guided and dialogical reflection, faith-tradition integration, and enabling conditions and safeguards. The synthesis suggests that reflective catechesis is best understood not as unrestricted personal introspection but as a guided process moving from lived experience to critical reflection, communal dialogue, integration with Scripture, Catholic tradition, and doctrinal teaching, and responsive action. The review proposes a six-stage Reflective Catechesis Cycle (RCC) and six design principles for translating these thematic findings into pedagogical practice. Because intervention and longitudinal evidence remain limited, the framework is presented as an evidence-informed pedagogical model rather than as evidence of causal effectiveness.

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