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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 145 Documents
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Development of Electronic Pocketbook Media on Plant-like Protist for Class X Senior High School Qairunisa, Maya Rahmadanty; Daningsih, Entin; Candramila, Wolly
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1067

Abstract

Purpose of the Study: This study aimed to develop and validate an innovative electronic pocketbook on plant-like protists, designed for use by class X Senior High School students. The pocketbook integrates real-world examples of phytoplankton research from the Teluk Nibung River, offering a modern and engaging learning tool that enhances students' understanding of plant-like protists. Methodology: The research employed a Research and Development (R&D) method, encompassing three stages: pre-production, production, and post-production. Validation was conducted using questionnaire sheets with a Guttman scale, assessed by two lecturers. Additionally, media validation sheets, covering format, content, language, and practicality, were evaluated using a Likert scale by two lecturers and three biology teachers. Main Findings: The electronic pocketbook contains comprehensive material on plant-like protists, enriched by real phytoplankton research results from the Teluk Nibung River. The pocketbook includes essential components such as cover, preface, instructions, table of contents, material content, bibliography, glossary, and author profile. The validation results yielded a CVI value of 1.00, indicating that the pocketbook is valid and suitable as a learning medium for plant-like protists in class X biology. Novelty/Originality of this Study: This study presents a unique approach by integrating phytoplankton research into the curriculum through a digital format. The electronic pocketbook offers flexibility by being accessible both online and offline, and can be downloaded using free applications, providing students with a practical and innovative tool for learning. The incorporation of real-world data not only enhances engagement but also bridges the gap between theoretical knowledge and field research.
Socialization and Training on Making Instruments for Arguing Skills Students in Madrasah Aliyah School Yusnidar, Yusnidar; Harizon, Harizon; Haryanto, Haryanto; Astalini, Astalini; Darmaji, Darmaji; Suryati, Sri; Salsabilla Nurma Yahya, Gita
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1117

Abstract

Research objectives: The objectives of this study are to introduce and improve teachers' ability in designing student argumentation assessment instruments in measuring students' level of understanding in learning. Ultimately, it will help students develop good and correct argumentation skills during the learning process. Methodology: The method used in this study is a quantitative method. In using this method, the researcher uses a research design in the form of a questionnaire. By combining this method and design, the research results will be obtained in the form of numbers. The subjects in this study were teachers at Mtss Al-Hidayah. Kebon IX. The results of this study will later become a reference for how this research is conducted and what conclusions can be obtained from the implementation of this research. Main Findings: In the research related to the implementation and application of argumentation instruments, it was found that more than 50% of teachers agreed to implement this argumentation ability instrument. It is seen that teachers strongly agree with the existence of argumentation ability instruments. Teachers are interested and also want to try the argumentation skills instrument. Novelty/Originality of this study: This study is rarely conducted and this study is also quite interesting. From the discussion session, there are still many teachers who do not know about the existence of this argumentation ability instrument. Teachers are interested in implementing this argumentation ability instrument not only in science learning, but also in other subjects.
Diskaprod: Dissemination and Creation of Basic Process Skills Assessment Instruments in Science Learning Darmaji, Darmaji; Astalini, Astalini; Kurniawan, Dwi Agus; Yusnidar, Yusnidar; Harizon, Harizon; Pramitha, Sarah; Afrialdi, Raden Muhammad
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1118

Abstract

Purpose of the Study: This research aimed to identify and analyze the outcomes of the DISKAPROD program, specifically focusing on assessing the effectiveness and quality of instruments used to measure students' basic process skills in schools. The study also sought to determine teacher perceptions regarding the program's impact on improving student learning outcomes. Methodology: A descriptive quantitative method was applied. The study population consisted of all teachers at the Al-Hidayah Foundation Kebon IX Muaro Jambi, with 21 teachers selected via purposive sampling. Data collection was conducted using questionnaires and interviews, while data analysis involved descriptive statistical tests to evaluate the teachers’ perceptions and responses to the program. Main Findings: The findings revealed strong teacher support for the DISKAPROD program. A significant 57.1% of the teachers expressed agreement with its implementation, and 76.1% provided a positive response to the program’s impact. These results suggest widespread approval and recognition of the program’s effectiveness in enhancing the measurement of student process skills, indicating the potential for broader adoption. Novelty/Originality of this Study: This study introduces a fresh approach by highlighting the critical role of teacher-developed assessment tools in accurately measuring student learning outcomes. The integration of the DISKAPROD program into the curriculum is presented as a novel and effective method for improving science education, particularly at the Mts level. By emphasizing the practical application of assessment instruments, this research contributes to ongoing efforts to refine educational practices and foster student skill development in scientific inquiry.
Symbiotic Enlightenment: Exploring the Fascination of Biology Education Students with Religion Studies in an Academic Tapestry Ulandari, Tesa; Ferry, Dharma; Damni, Albertos
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1122

Abstract

Purpose of the Study: This study aims to evaluate the interest of biology students in attending general education courses, specifically religious subjects, while exploring the impact of various factors such as gender, academic background, and extracurricular involvement. By doing so, it seeks to better understand how these factors influence students' engagement in interdisciplinary education. Methodology: The research adopts a mixed-methods approach. It begins with quantitative analysis, employing descriptive statistics to assess general interest levels, followed by qualitative validation through interviews with seven selected informants. The study population consists of 131 active biology students in the 2023/2024 academic year, with a final sample of 100 after data cleaning. The sampling method used was total sampling to ensure broad representation. Principal Findings: The findings reveal a variety of interest levels among biology students in religious subjects, with no significant differences based on gender, academic semester, high school major, or extracurricular involvement in religious activities or organizations. However, the school of origin emerged as a significant factor, indicating that students' previous educational experiences play a crucial role in shaping their engagement with religious subjects. Novelty/Originality of this Study: This research introduces a novel perspective by uncovering the influence of a student’s educational background specifically, their school origin on their interest in interdisciplinary religious education. It offers new insights into how prior schooling experiences contribute to shaping students’ academic and personal interests, particularly within the context of general education courses, thus providing valuable implications for curriculum design in higher education.
Uncovering the Veil: Overcoming Challenges in Science Teaching Standards Agni, Raya; Febriawan, Aan; Zainal, Syech
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1272

Abstract

Purpose of the study: This study examines the challenges faced by junior high school teachers in implementing science teaching standards, with a particular focus on issues related to instructional guidance, continuous assessment, and the provision of resources. It aims to identify gaps and offer strategies to enhance science education quality in Indonesian schools.Methodology: A mixed-method approach was employed, combining classroom observations, structured interviews, and questionnaires. Data were collected from 160 participants, including teachers and students from junior high schools in Mantikulore District, Central Sulawesi. Quantitative data were analyzed using descriptive statistics, while qualitative insights were drawn from thematic coding of interviews and observations.Main Findings: The findings reveal that while teachers demonstrate competence in providing guidance and conducting assessments, significant challenges remain in creating conducive learning environments. These include insufficient access to modern teaching resources, limited training in continuous assessment methods, and overcrowded classrooms that hinder effective science instruction. Students reported that practical activities and hands-on experiments were often constrained by a lack of laboratory materials, impacting their engagement and understanding of scientific concepts.Novelty/Originality of this study: This research provides localized insights into the systemic and practical challenges faced by Indonesian schools in implementing science teaching standards. It uniquely highlights the interplay between resource availability, teacher development, and classroom practices. The study proposes innovative strategies for resource allocation, capacity building, and the integration of technology to address these gaps, contributing to evidence-based policy recommendations.
Meta-analysis: Validity of Atlas Development as a Supplement to High School Biology Teaching Materials Salsabila, Mutiara Ratu; Yogica, Relsas; Helendra, Helendra; Anggriyani, Ria
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1087

Abstract

Purpose of the study: This study aims to analyze the validity and effectiveness of the Learning Atlas as a supplementary teaching material in Biology education. Supplementary teaching materials, such as the Learning Atlas, provide an alternative medium for enhancing students' comprehension of biological concepts by presenting information visually, without requiring direct observation of the phenomena. The Atlas is designed to help students engage with and absorb complex material more effectively, supporting traditional classroom learning. Methodology: The research employs a meta-analysis approach by systematically reviewing source articles obtained via Google Scholar. The sample includes 12 journals and theses related to the development and validation of the Learning Atlas and similar booklets as educational tools in Biology. Data from these sources were synthesized to assess the validity and impact of the Atlas. Main Findings: The validity of the Learning Atlas as a teaching supplement was found to be 95.55%, categorizing it as “very valid.” Additionally, the reviewed studies highlight that the Atlas effectively enhances students’ conceptual understanding and engagement in Biology learning, making abstract ideas more tangible and accessible. Novelty/Originality of this study: This research provides new insights into the use of the Learning Atlas as a practical and highly valid supplementary tool for Biology education. Unlike conventional resources, the Atlas integrates visual and textual content to support independent and classroom learning, offering educators a reliable and innovative way to enhance students’ mastery of biological concepts. It also underscores the potential for the Atlas to improve learning outcomes in diverse educational settings.
Development and Validation of a Taxonomy for Specific Questions Based on Deficiencies in Logical Reasoning Qiu, Li; Ikeda, Fumihito; Yamashita, Naoko
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1102

Abstract

Purpose of the study: This study aims to develop a taxonomy of specific questions based on deficiencies in three types of logical reasoning: inductive, deductive, and hypothetical reasoning. The study also seeks to validate the quality of this taxonomy. Methodology: This study is a developmental research project that utilized a “three-level model” combining deductive approaches with empirical data analysis to develop and validate a taxonomy of questions. A convenience sampling method was employed, whereby 57 questions were selected from 1,164 posed by graduate students at a university in Japan. The question data were categorized by two raters. Descriptive statistics and the kappa coefficient method was employed to verify the quality of the categorization. Main Findings: The taxonomy of specific questions comprised nine categories, with three categories assigned to each type of logical reasoning. The comprehensiveness assessment results showed that all questions were assigned to one category, with at least one question included in each category. The results for exclusivity and objectivity revealed high kappa coefficients, indicating a high degree of agreement between raters. However, there was some confusion among question categories within the same reasoning method during the categorization process. Novelty/Originality of this study: The development of a taxonomy of specific questions based on logical reasoning deficiencies. This framework facilitates the design of strategies that enable learners to generate specific questions. The proposed method of assigning questions enables an objective assessment of learners’ proficiency in formulating specific questions and is expected to more effectively guide the support process.
Autoethnographic Projection of Climate Change Education through Project-Based Learning: Perspectives from Early Career Scholars Siddique, Zeeshan Faiez; Nahar, Lizoon; Mahmood, Farheen
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1170

Abstract

Purpose of the study: Project-based learning (PBL) is an effective pedagogical strategy for climate change education. This paper investigates the support early scholars receive and the challenges they face while conducting educational interventions using project-based learning (PBL) pedagogy for high school students’ environment and climate change education. Methodology: A collaborative autoethnographic approach was used to analyze the narratives from the projects conducted by two early scholars regarding their experiences educating high school students on environmental and climate education in Pittsburgh and Indiana, in Western Pennsylvania, US. Convenience sampling was used in this study. This research's primary data collection method includes personal narratives, reflective journals, and field notes accumulated throughout the project. A thematic deductive qualitative analysis was conducted. Main Findings: The findings demonstrate the effectiveness of PBL supported by institutional and community partnerships. The narratives reveal that universities and administrators have greater outreach capabilities than independent project leaders. Additionally, the study found that teachers’ contributions were instrumental in enhancing student engagement. Collaboration between local universities, schools, and community organizations creates opportunities for project leaders that might otherwise be challenging to access. Novelty/Originality of this Study: The study offers valuable strategies for project leaders to implement PBL successfully in diverse educational settings.
Integrating Scientific Attitude to Realize Pancasila Learner Profile in Science Learning Ummah, Wihda Tul; Yohamintin, Yohamintin
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1318

Abstract

Purpose of the study: Investigate the integration of scientific attitudes in Natural Science learning and its impact on the character development of Pancasila Students. With the increasing need to form a generation that is not only academically intelligent but also has a strong character, this study focuses on how scientific attitudes can be integrated into the science curriculum to support Pancasila values. Methodology: This study used a literature review approach by analyzing 40 relevant articles and studies published between 2014 and 2024. Data were collected through searches in academic databases, and qualitative analysis was conducted to identify key themes related to integrating scientific attitudes and character. Main Findings: This study found that integrating scientific attitudes in Natural Science learning is very important to shape students' characters under Pancasila values. Effective learning models, such as project-based learning and group discussions, can increase student engagement and understanding of science concepts and encourage positive behaviors such as tolerance and cooperation. These findings align with previous studies showing active and collaborative learning approaches can increase student engagement. Novelty/Originality of this study: The holistic approach that combines scientific attitudes and the character of Pancasila Students in Indonesia's education context. The results of this study provide important implications for educators and policymakers to adopt a learning model that integrates scientific attitudes and character education in the curriculum. Thus, this study contributes to the development of better educational practices relevant to the needs of the times and prepares students to become responsible and ethical individuals in society.
The Effects of Chemistry Virtual Laboratories in Academic Achievement of Secondary Level Learners: A Meta-Analysis Castro, Richelle
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1379

Abstract

Purpose of the study: Chemistry education is continuously improving to provide appropriate learning for the students. The dynamic shaping of technology in the education induces innovative strategies including the utilization of virtual laboratories. This study explores the topic of examining the effectiveness of virtual laboratories in improving learner’s academic achievement in secondary level chemistry. Methodology: To facilitate the meta-analysis, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used. Only 17 studies that met the inclusion criteria were included in the study. Using the Review Manager Version (RevMan) 5.4 software, the standardized mean difference (SMD) was used to measure the effect of virtual laboratory in enhancing learners’ achievement. Main Findings: The meta-analysis discovered the effect size of SMD = 0.98 which can be interpreted as positively large effect size of virtual laboratories in the academic achievement. Sub-groping was also utilized in this study due to the heterogeneous collected data which revealed the effect sizes according to the region, grade level, topic in chemistry, and duration of implementation. Novelty/Originality of this study: This study aims to synthesize current studies on the use of virtual laboratories in chemistry that focus on secondary-level students. This meta-analysis provides a comprehensive overview for the teachers, researchers, and policy-makers as a basis for the effectiveness of virtual laboratory integration in education. This may help the chemistry instructors design appropriate strategies for utilizing virtual simulations.

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