cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mr. Kiki Septaria, M.Pd
Contact Email
kikiseptaria@unisla.ac.id
Phone
+6289515461636
Journal Mail Official
seaj@unisla.ac.id
Editorial Address
Jl. Veteran 53-A Tlogoanyar Lamongan
Location
Kab. lamongan,
Jawa timur
INDONESIA
Science Education and Application Journal
Published by Universitas Islam Lamongan
ISSN : 26566672     EISSN : 26568365     DOI : -
Core Subject : Science, Education,
Chemistry Computer Science & IT Education Energy
The articles in SEAJ include developments and researches in Education, Science Education, include Chemistry, Physics, and Biology (theoretical studies, experiments, and its applications) and management education. More details about Focus and Scope, please check Focus and Scope. SEAJ also carries a Comments and Criticism section, which provides a forum for expressing different view points, comments, clarification, and correction of misunderstanding regarding topics in published papers. Readers of the journal are earnestly invited to contribute their ideas to this forum. Contributions for the Comments and Criticism section should be relatively brief, normally two to four manuscript pages, written in Indonesian and English, and will be published as rapidly as possible.
Arjuna Subject : Umum - Umum
Articles 125 Documents
 9   10   11   12   13 
Application of the Game-Based Approach in Optimizing Fundamental Movement Skills in Learning for Junior High School Students Bagong Yanuar Arif; Advendi Kristiyandaru; Afifan Yulfadinata
Science Education and Application Journal Vol. 8 No. 1 (2026): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v8i1.1328

Abstract

Fundamental Movement Skills (FMS) are essential to students’ motor development and serve as the foundation for participation in various physical activities. However, physical education learning in many junior high schools still relies on teacher-centered instruction and repetitive technical drills, which often limit students’ active engagement and meaningful movement experiences. This study aimed to examine the effectiveness of a game-based learning approach in improving students’ fundamental movement skills in physical education classes. A quasi-experimental one-group pretest–posttest design was employed. The participants were 30 seventh-grade students aged 12–13 years from a public junior high school. The intervention was conducted over four weeks with eight learning sessions using structured game-based activities designed to stimulate locomotor, non-locomotor, and manipulative movements. Fundamental movement skills were assessed using a modified movement skill test adapted for junior high school students. Data were analyzed using descriptive statistics and a paired-sample t-test to determine differences between pretest and posttest scores. The results indicated a significant improvement in students’ fundamental movement skills after the implementation of the game-based learning approach (p < .001). Improvements were observed across locomotor, non-locomotor, and manipulative movement components. In addition to motor improvement, students demonstrated higher participation and engagement during physical education lessons. These findings suggest that game-based learning can provide meaningful movement experiences and effectively support the development of fundamental movement skills among junior high school students. Therefore, integrating game-based activities into physical education lessons is recommended to enhance both motor competence and student engagement.
Enhancing Scientific Literacy on Global Warming in Junior High School: The Role of SETS-Oriented Guided Inquiry and Infographic-Based Multimedia Azhar; Hasan Subekti
Science Education and Application Journal Vol. 8 No. 1 (2026): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v8i1.1336

Abstract

Scientific literacy in the context of global warming remains a persistent challenge in science learning, particularly in students’ ability to interpret data and use evidence for decision-making in real-world contexts. This study aimed to examine the effect of a SETS (Science, Environment, Technology, and Society)-oriented Guided Inquiry Learning model supported by infographic-based multimedia on students’ scientific literacy. The research was conducted at SMP Negeri 52 Surabaya with 30 seventh-grade students during the 2025/2026 academic year on the topic of global warming. A pre-experimental one-group pretest–posttest design was employed to investigate changes in students’ scientific literacy before and after the implementation of the learning model. The intervention was carried out over four weeks in eight instructional sessions. Data were collected through validated multiple-choice and essay-based pretests and posttests and were analyzed using N-Gain and paired-samples t-test. The results indicated a statistically significant improvement in students’ scientific literacy (p < .05) with an average N-gain of 0.53 (medium category). These findings suggest that integrating SETS-oriented guided inquiry learning with infographic-based multimedia can enhance students’ engagement and support the development of scientific literacy, particularly in understanding complex environmental issues such as global warming.
Preliminary Evaluation of Sound Insulation Capability in Wood-Based Materials Using Realistic Noise Sources under a Simplified Experimental Approach Irma Wahyuningtyas; Syafi'i; Agung Nugrawan Kutana
Science Education and Application Journal Vol. 8 No. 1 (2026): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v8i1.1337

Abstract

This study evaluates the sound attenuation capabilities of four wood-based materials under realistic noise conditions. An experimental approach using a simple, non-standardized test method was conducted in a small-scale chamber, where each material was alternately installed as a barrier. Sound sources included motorcycle horns, falling objects, woodworking machines, and music. Sound intensity was measured using a sound level meter, and each treatment was repeated three times. The data were analyzed using Analysis of Variance (ANOVA) followed by Duncan’s Multiple Range Test (DMRT) at a 5% significance level. The results showed that all tested materials significantly reduced sound intensity compared to the control (P < 0.05), with the average sound intensity value ranging from 74.6 to 89.6 dB. Statistical analysis confirmed significant differences among materials. In conclusion, wood-based materials demonstrate the ability to reduce sound intensity under practical noise conditions, with particle board showing the best performance, and solid wood showing the lowest performance. Although the method used is simple and not based on standardized acoustic testing, the results provide preliminary evidence of the potential of porous wood-based materials as sound-absorbing media.
Insights from a Teaching Assistance Program in Thailand: A Scientific Literacy Analysis of a Lower Secondary Science Textbook Agustin Intan Permatasari; Fajar Dinar Maftukh; As’ari; Rorsi Che Muda
Science Education and Application Journal Vol. 8 No. 1 (2026): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v8i1.1346

Abstract

This study was conducted in response to the growing importance of scientific literacy as a key competence for students in the 21st century, particularly in relation to global challenges and evidence-based decision making. The research aims to analyze the presentation of scientific literacy in the Science and Technology textbook for Mattayom 3 Semester 2 used at Ban Kayae School, Narathiwat, Thailand, and to describe its strengths and limitations based on the OECD scientific literacy framework. A qualitative approach with content analysis design was employed. The unit of analysis included all chapters, learning activities, illustrations, and evaluation tasks in the textbook. Data were collected through documentation, checklist sheets based on three OECD competencies, and semi-structured interviews with two expert validators. Data were analyzed through coding, percentage calculation, and inter-rater agreement using Cohen’s Kappa. The results indicate that the textbook integrates the three core competencies of scientific literacy: explaining phenomena scientifically (35.1%), evaluating and designing scientific inquiry (32.4%), and interpreting data and evidence for decision making (32.2%), with relatively balanced distribution across chapters. Although certain chapters emphasize particular competencies, the book does not solely focus on conceptual knowledge but also incorporates inquiry and application aspects. The textbook is structurally aligned with OECD indicators and is considered worthy as a model for literacy-oriented science textbooks. Future development should strengthen authentic inquiry activities, contextual data analysis, and visual clarity to further enhance scientific literacy integration.
Bridging the Gap: Profiling Environmental Literacy Dimensions among Pre-Service Chemistry Teachers Ayu Ashari; Faathir Almur
Science Education and Application Journal Vol. 8 No. 1 (2026): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v8i1.1362

Abstract

This study aims to measure the environmental literacy of prospective chemistry teacher students, focusing on three main aspects: knowledge, attitudes, and behavior. This study was conducted on prospective chemistry teacher students from a state university in Makassar. The study population was all students from the class of 2025, consisting of six classes. The sample was selected using purposive sampling based on the criteria of students currently studying chemistry education. The sample size of this study involved 73 prospective chemistry teacher students from three classes of the class of 2025. Data collection was conducted using a questionnaire distributed to prospective chemistry teacher students via Google Form. The data collection instrument met the reliability test with a value of >0.70 using the Cronbach Alpha test and obtained the knowledge aspect with a value of 0.935, attitude with a value of 0.913, and behavior with 0.873. The data obtained were analyzed using descriptive statistical analysis. The results showed that the knowledge aspect had an average score of 64.27% in the medium category. The student attitude aspect obtained an average score of 79.04%, which is in the high category. Meanwhile, for behavior, the average score of 81.48% is in the high category. Although students have positive attitudes toward sustainability and are beginning to adopt pro-environmental behaviors, a gap remains between knowledge and behavior. This research recommends strengthening the chemistry curriculum and conducting research on improving environmental literacy, particularly in the knowledge aspect. Furthermore, a qualitative study is needed to determine why behavior is significantly higher than knowledge.

Page 13 of 13 | Total Record : 125

 9   10   11   12   13 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2026): Science Education and Application Journal Vol 7 No 2 (2025): Science Education and Application Journal Vol 7 No 1 (2025): Science Education and Application Journal Vol 6 No 2 (2024): Science Education and Application Journal Vol 6 No 1 (2024): Science Education and Application Journal Vol 5 No 2 (2023): Science Education and Application Journal Vol 5 No 1 (2023): Science Education and Application Journal Vol 4 No 2 (2022): Science Education and Application Journal (SEAJ) Vol 4 No 1 (2022): Science Education and Application Journal Vol 3 No 2 (2021): Science Education and Application Journal Vol 3 No 1 (2021): Science Education and Application Journal Vol 2 No 2 (2020): Science Education and Application Journal Vol 2 No 1 (2020): Science Education and Application Journal Vol 1 No 2 (2019): Science Education and Application Journal Vol 1 No 1 (2019): Science Education and Application Journal More Issue