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Integrated Science Education Journal
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27163725     EISSN : 27161609     DOI : https://doi.org/10.37251/isej
Core Subject : Education, Social,
Education Social Sciences
Covers all the Integrated Science Education Journal (ISEJ) at the level of primary, secondary, senior, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers state-of-the-art reviews are invited for publication in all areas of Integrated Science Education Journal (ISEJ). Topics of Interest include, but are not limited to the following: Science Education Literacy Ethoscience-Based Learning Collaborative & Interactive In Science Learning Learning Analysis for Science Education Science Education Management Systems STEM (Science, Technology, Engineering, Mathematics) in Science Education Virtual Based Learning In The Laboratory E-Learning And Multimedia For Science Education Science Teacher Evaluation Curriculum, Research, and Development for Science Education Web-Based Tools For Science Education Learning/Teaching Methodologies and Assessment in Science Education Global Issues in Science Education Games and Simulations in Science Education Mobile/Ubiquitous Computing In Science Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Search results for , issue "Vol 7 No 1 (2026): January" : 20 Documents clear
An Integrative Model of Green Sustainable Science, Environmental Awareness, and Eco-Friendly Practices in Community Life Dianmante, Darius Joseph; Morshed, Md Masud
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2134

Abstract

Purpose of the study: Sustainable community life requires aligning scientific knowledge, environmental awareness, and daily eco-friendly behavior. However, the connection between what communities know, believe, and practice often remains inconsistent. This study aims to examine how Green Sustainable Science is integrated into community life, assess environmental awareness levels, and identify environmentally friendly practices that support sustainability in daily activities. Methodology: This study used a qualitative case study approach. Data were collected through in-depth interviews, participatory observation, and documentation. The instruments included semi-structured interview guides, observation sheets, and documentation notes. Data analysis employed the Miles and Huberman interactive model with reduction, display, and conclusion stages. Main Findings: Findings show that sustainability concepts have been integrated into community routines, although understanding varies and tends to be practical in nature. Environmental awareness ranges from moderate to high among active groups but remains inconsistent in others. Eco-friendly behaviors such as waste sorting, reducing plastic use, and saving energy are present but constrained by limited facilities and policy support. These findings reveal that sustainable behavior emerges from the interaction between knowledge, awareness, and structural conditions, highlighting the need for stronger community programs and better environmental infrastructure. Novelty/Originality of this study: This study provides new insights into how communities integrate sustainability concepts beyond formal education and policy frameworks. Its originality lies in examining the direct link between scientific knowledge, awareness, and daily life practices. The findings contribute to advancing strategies for community empowerment and contextual environmental programs.
Integrating Financial Literacy, Financial Technology, and MSME Performance with Moderated Networking to Support Sustainable Production Methods Wahyudi, Muhammad Arry; Lin, Shwu-Jen
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2135

Abstract

Purpose of the study: This study aims to analyze the influence of financial literacy and financial technology on the performance and sustainability of MSMEs, with performance as a mediating variable and networking as a moderating variable. Methodology: The research method used was explanatory research with a quantitative approach. Data were obtained from 80 food and beverage MSMEs in Genuk District, Semarang, using a Likert-scale questionnaire and analyzed using multiple linear regression, the Sobel test, and Moderated Regression Analysis (MRA). Main Findings: The research results show that financial literacy and financial technology have a positive and significant impact on the performance and sustainability of MSMEs. MSME performance has also been shown to improve business sustainability. However, networking does not strengthen the relationship between financial literacy and performance; instead, it only enhances the influence of financial technology on MSME performance. Novelty/Originality of this study: This finding provides a theoretical contribution by emphasizing that the sustainability of MSMEs is not only determined by financial literacy and the use of fintech, but also by the synergy between business performance and the social networks owned by MSME actors.
Water, Sanitation, and Maternal Behavioral Factors Associated with Diarrhea Risk in Children 10–59 Months: An Epidemiological Analysis Showell, Jack Okon; Mwasaru, Boniface Mwadime
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2137

Abstract

Purpose of the study: This study examines the relationship between clean water sanitation facilities and maternal health behaviors in relation to the incidence of diarrhea among toddlers aged 10–59 months, a persistent public health problem in many developing regions. Despite ongoing improvements in water and sanitation infrastructure, diarrhea remains a leading cause of morbidity in early childhood, suggesting that behavioral factors may play a crucial mediating role. Methodology: This research employed a quantitative cross-sectional design involving 90 toddlers, with data collected through structured interviews with mothers and direct household observations to capture both environmental sanitation conditions and daily hygiene practices. Main Findings: The results of the study showed that 35.6% experienced diarrhea and 64.4% did not experience diarrhea. Then, from the bivariate results with α 5%, two variables were found to be related to the incidence of diarrhea in toddlers, namely the use of latrines with a p-value of 0.024 and handwashing habits with a p-value of 0.050. Meanwhile, the variables of clean water sanitation facilities (pv 0.082) and boiling water (pv 1.000) did not have a significant relationship with diarrhea. Novelty/Originality of this study: The novelty of this study lies in its integrated analysis of environmental sanitation and maternal practices, demonstrating that behavior-related factors may exert a stronger influence on diarrhea prevention than infrastructure alone. By highlighting the interaction between sanitation access and maternal behavior, this study provides new empirical evidence to support community-based health interventions that prioritize behavioral change communication alongside sanitation development.
Effectiveness of Inquiry Learning Model Based on Socio-Scientific Issues to Develop Students’ Critical Thinking Skills Irawati, Sabrina Oktavia; Wulandari, Ria
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2223

Abstract

Purpose of the study: This study aims to describe the effect of the socio-scientific issue-based inquiry learning model on the critical thinking skills of eighth-grade students in the subject of the digestive system. Methodology: This study used a quantitative experimental method with a nonequivalent control group design. The population in this study was 320 eighth-grade students, with a sample size of 64 students. Data collection techniques used tests. The research instruments used pretest and posttest critical thinking skills. The data analysis technique in this study used N-gain (Normalized Gain) and inferential statistics in the form of an independent sample t-test. Main Findings: The main findings of this study indicate that the socio-scientific issues-based inquiry learning model significantly improves students' critical thinking skills compared to conventional learning with N-gain 0,94 in high category. The test results show a sig. value (2-tailed) = 0.021 (<0.05), which indicates a significant difference between the experimental and control classes. This model is effective because it involves students in scientific investigations based on real social issues that encourage them to think reflectively, analytically, and evidence-based in their decision-making. Novelty/Originality of this study: The novelty of this study lies in the application of a socio-scientific issues-based inquiry learning model to digestive system material to develop students’ critical thinking skills. The socio-scientific issues used are obesity and GERD. The socio-scientific issues-based inquiry learning model integrates scientific investigation with contextual and evidence-based social analysis.
ISCO-Based Analysis of Internship Activities as a Basis for the Development of Sustainable Automotive Vocational Skills Sidik, Rasyid; Rohman, Ngatou
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2282

Abstract

Purpose of the study: Internship activities can serve as a reference for the skills vocational education institutions require to produce competent graduates. By analyzing internship activities by International Standard Classification of Occupations (ISCO) skill level, the aim is to create a mapping of automotive skills. Methodology: A qualitative approach was employed to analyze 15 internship documents, including activity notes and reports validated by industry experts. The interview participants, selected using purposive sampling, consisted of 5 vocational internship supervisors. The analysis process included data collection, reduction, coding, data triangulation, and interpretation, using NVivo 12. Main Findings: The research results indicate that the foundational competencies in automotive include ISCO 1 skills in terms of work ability and the maturity of soft skills related to the job. The demand for hard skills is driven by jobs equivalent to ISCO skill levels 2; however, higher-level skills, namely ISCO levels 3 and 4, are also required for jobs involving advanced thinking and decision-making in the automotive after-sales industry. Document analysis results reveal the types of skills vocational education institutions can prepare students to engage with, including simulation-based learning, project-based learning, problem-based learning, and work-based learning. Novelty/Originality of this study: Ultimately, this study demonstrates sustainable skill mapping based on job types and ISCO skill levels at low cost through systematic, integrative steps, leveraging the potential of annual industrial internship activities and serving as a reference for other professional competencies.
Conceptual Understanding and Perceptions of Pre-Service Science Teachers in the Predict–Observe–Explain (POE) Model: Evidence from a Mixed-Methods Study Sakyi-Hagan, Nelly Adjoa
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2285

Abstract

Purpose of the study: This study examined pre-service science teachers’ conceptual understanding and perceptions of the Predict–Observe–Explain (POE) model-based teaching and learning strategy. Specifically, it aimed to determine how the POE strategy enhances conceptual learning of science concepts while gauging the participants’ views towards the use of the approach. Methodology: A convergent parallel mixed-methods design was employed, involving seventy-three first-year pre-service Integrated Science teachers purposively sampled from a teacher education university. Data were collected during a twelve-week intervention using pre- and post-tests and the Cognitive Perceptions of the POE Model-Based Teaching and Learning (CPPOE) questionnaire. Quantitative data were analysed using descriptive statistics and normalised gain analysis, while qualitative data were thematically analysed to capture participants’ perceptions. Main Findings: Findings revealed that the POE model enhanced participants’ conceptual understanding of selected science concepts, with an average normalised gain 〈g〉 of 0.44 indicating moderate conceptual improvement. Qualitative results also demonstrated positive perceptions with participants revealing that the strategy deepened their understanding, reduced confusion, encouraged curiosity, and helped them relate scientific ideas to everyday experiences. Novelty/Originality of this study: This study contributes original mixed-methods evidence of the POE strategy from a Sub-Saharan African context, demonstrating its dual impact on pre-service science teachers’ conceptual learning and their perceptions. These findings underscore the potential of integrating POE into science teacher education curricula to advance inquiry-driven, evidence-based scientific reasoning and student-centred instruction. The findings are limited to a single cohort of first-year pre-service science teachers within one institution.
The Factors, Forms, Causes, Positive and Negative Impacts of the Digital Divide on Educational Practices from Both Educators’ and Learners’ Perspectives: A Systematic Review Mollah, Shorif
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2314

Abstract

Purpose of the study: The infusion of technology into education has transformed teaching and learning worldwide, offering numerous benefits to learners, educators, and institutions. However, unequal access to technological and educational resources has created two distinct groups: the privileged, who enjoy abundant access and benefits, and the deprived, who lack essential tools and opportunities. This disparity constitutes the digital divide, which creates significant negative effects on learning outcomes and equity. Methodology: This systematic literature review investigates three key aspects of the digital divide in education, which are contributing factors, advantages, and negative impacts. A total of 34 studies were analyzed, representing data and perspectives from 40,548 participants across 25 countries spanning five continents. Main Findings: The findings of this study reveal multiple causes of the digital divide in the educational sector, including limited access to technology, poor internet connectivity and digital literacy, lack of educational tools and financial resources, insufficient institutional infrastructure, as well as negative attitudes and poor communication skills. These deficiencies collectively lead to substantial pedagogical, technical, and social consequences. Novelty/Originality of this study: Notable impacts include widened socio-economic disparities, achievement gaps, reduced interaction and engagement, poor knowledge retention, higher dropout rates, weak digital skills, and diminished relationships between teachers and students. Thus, ultimately, the digital divide fosters a persistent negative perception of technology integration, as many learners and educators view technological use as a frustrating challenge rather than an empowering tool.
Integrating Local Wisdom in Science: Development and Validation of Ethnoscience Teaching Modules for Improving Science Literacy of Junior High School Students Sutanto, Taufiq; Akhsan, Hamdi; Kistiono, Kistiono
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2344

Abstract

Purpose of the study: The low level of science literacy among Indonesian students requires innovative and contextual learning approaches. This study aims to develop and test the validity of an Ethnoscience-Based Teaching Module on the subject of Vibrations and Waves. The uniqueness of the module lies in its deep integration of the local wisdom of East OKU Regency as a learning context to bridge abstract scientific concepts with the cultural reality of students. Methodology: This study used the Research and Development (R&D) method with a 4-D model, limited to the Develop stage. Validation was carried out by four experts (material, media, language, and culture) using adapted assessment instruments. Quantitative data were analyzed using Aiken's V coefficient. Main Findings: The developed ethnoscience-based teaching module was declared "Highly Valid" with an average Aiken’s V score of 0.90. All validation aspects scored highly: subject matter (0.90), media design (0.88), language (0.85), and cultural integration (0.95). The module is therefore feasible for further testing. Novelty/Originality of this study: The developed module has met the eligibility criteria in terms of content, design, language, and authentic cultural integration. The implication of this research is the availability of valid and contextual teaching materials, which are ready to be further tested for their effectiveness in learning to improve science literacy while building students' cultural awareness.
Five Senses Windmill: An Innovative Edutainment Learning Media Integrating Local Wisdom to Enhance Conceptual Understanding in Students with Intellectual Disabilities Azmi, Vina Fitria; Fatmaryanti, Siska Desy; Ngazizah, Nur
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2364

Abstract

Purpose of the study: This study develops and validates the Five Senses Windmill, an innovative edutainment-based learning media integrating local wisdom, designed to enhance conceptual understanding and active engagement among students with intellectual disabilities in Special Needs Schools. Methodology: Employing Research and Development (R&D) with the ADDIE model, this study systematically developed the media through five phases: Analysis, Design, Development, Implementation, and Evaluation. Media and content validity were assessed using Aiken's V (≥0.80), with instrument reliability reaching 0.87 (Cronbach's Alpha). Three fourth-grade students with mild intellectual disabilities participated in purposive sampling trials. Data collection involved expert validation, pre-post testing, structured observations, and teacher interviews. Quantitative analysis measured validity and effectiveness through N-gain calculations, while qualitative analysis explored learning dynamics and engagement patterns. Main Findings: The Five Senses Windmill demonstrated high validity (Aiken's V = 0.91) and proved effective in improving students' conceptual understanding with moderate-to-high effectiveness (N-Gain = 64.5%). Students showed significant improvement in identifying sensory functions, increased from passive dependency to active participation, and demonstrated enhanced confidence in applying concepts to daily life. The bamboo-based media successfully integrated visual, kinesthetic, and cultural elements, creating meaningful learning experiences. Positive teacher responses confirmed the media's practicality and ease of implementation. Novelty/Originality of this study: This study uniquely combines edutainment pedagogy with Indonesian local wisdom through sustainable bamboo materials, addressing the gap in holistic, multisensory, culturally-responsive learning media for students with intellectual disabilities. The windmill's interactive design simultaneously develops cognitive, affective, and psychomotor domains while fostering cultural identity and environmental awareness.
Reconstructing the Integration of Religion and Science through al-Attas’ Epistemology: A Deep Learning Instructional Model for Islamic Religious Education Nursima, Nini; Amril, Amril
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2371

Abstract

Purpose of the study: This study aims to analyse Syed Muhammad Naquib al Attas epistemological framework on the integration of religion and science and to formulate its application within Islamic Religious Education in contemporary learning contexts in order to address knowledge fragmentation and support deep and meaningful learning. Methodology: This study uses a qualitative library research method. The data sources include primary works by Syed Muhammad Naquib al Attas, international peer reviewed journal articles, and selected IEEE indexed conference proceedings. Qualitative content analysis was employed, supported by Mendeley reference management software and document analysis techniques. Main Findings: This study identifies four core epistemological concepts in al Attas framework, namely human nature, knowledge, reason, and nature, grounded in a tawhid based worldview and guided by adab. Based on these concepts, a four component instructional model for Islamic Religious Education was formulated to support conceptual coherence and deep learning. Novelty/Originality of this study: This study introduces an operational instructional model that translates al Attas epistemological ideas into practical guidance for Islamic Religious Education. It advances existing scholarship by bridging classical Islamic epistemology with contemporary deep learning principles, offering a structured framework that addresses knowledge fragmentation and strengthens meaning oriented learning.

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