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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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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.
Augmented Reality–Based Flashcard Media: A Study of Foster Senior High School Students’ Critical Thinking Skills on Atomic Models Anggraini, Riska; Marlina, Leni; Siahaan, Sardianto Markos
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.v7i1.2374

Abstract

Purpose of the study: This study aimed to develop augmented reality–based flashcard learning media for teaching atomic models and to examine its validity, practicality, and effectiveness in fostering senior high school students’ critical thinking skills. Methodology: This study employed a research and development approach using the Rowntree model, comprising planning, development, and evaluation stages, with formative evaluation adapted from Tessmer. Data were collected through expert validation sheets, practicality questionnaires, and critical thinking skills tests. Data analysis included CVR and CVI for validity, descriptive analysis for practicality, and N-gain analysis for effectiveness. Main Findings: The results indicated that the augmented reality–based flashcard media achieved excellent content validity, with S-CVI/Ave and S-CVI/UA values of 1.00, categorized as very valid. The media was considered practical, with mean practicality scores of 3.9 in the one-to-one evaluation and 4.1 in the small group evaluation. Additionally, the field test showed an improvement in students’ critical thinking skills, with an N-gain value of 0.56, indicating moderate effectiveness. Novelty/Originality of this study: The novelty of this study lies in integrating augmented reality technology into flashcard-based learning media to foster students’ critical thinking skills in learning atomic models. Unlike previous studies that mainly emphasize visualization or conceptual understanding, this research focuses on developing higher-order thinking skills through interactive, mobile-supported learning media to address abstract physics concepts.
Solar System Learning Innovation through Augmented Reality: Increasing Student Concept Solar System Ramadhani, Anggi; Ismet, Ismet; Wiyono, Ketang
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.v7i1.2443

Abstract

Purpose of the study: Students’ conceptual understanding of Solar System topics remains low due to the abstract nature of astronomical phenomena and the limited use of interactive visual learning media. This study aims to develop AR-based Solar System learning media that are valid, practical, and effective in improving students’ conceptual mastery. Methodology: The research employed a Research and Development approach using the 4D model. Participants comprised 46 eighth-grade students from Muhammadiyah 1 Junior High School in Palembang, selected through purposive sampling. Data collection involved teacher interviews, expert validation (3 experts), student practicality questionnaires (9 students) and pretest-posttest assessments (46 respondents),. The instruments included closed-ended Likert-scale items, open-ended feedback, and concept mastery tests. Data analysis was conducted using the Guttman scale for validity, the Likert scale for practicality, and the N-gain test for effectiveness. Main Findings: The developed AR learning media achieved a validity score of 100%, a practicality score of 96.82% (very practical), and high effectiveness, with an average N-gain of 0.71. Students’ posttest scores showed substantial improvement compared to pretest results, indicating enhanced understanding of planetary motion, rotation, and revolution. Novelty/Originality of this study: The findings confirm that AR-based learning media effectively facilitate conceptual change by transforming abstract Solar System concepts into concrete, interactive experiences. The novelty of this study lies in integrating realistic 3D visualization, curriculum-oriented design, and effectiveness testing. The results imply that AR media can serve as a viable instructional innovation in science education, particularly for abstract topics that require spatial reasoning.
The Effect of Experimental-Based Problem-Based Learning on Undergraduate Students’ Scientific Writing and Presentation Skills in a Basic Physics Course Sari, Lutfiana Ditta; Sudarti, Sudarti; Siswati, Bea Hana
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.v7i1.2454

Abstract

Purpose of the study: This study aims to examine the effect of experimental-based Problem-Based Learning (PBL) on students’ scientific writing and presentation skills in a Basic Physics course. Methodology: The study employed a quasi-experimental posttest-only control group design involving 73 undergraduate students from the Biology Education program. Participants were divided into an experimental group receiving experimental-based PBL instruction and a control group receiving conventional learning. Data were collected using validated rubrics for scientific writing and scientific presentation skills. Data analysis was conducted using descriptive statistics, independent samples t-tests, One-Way ANOVA, and the Mann–Whitney U test. Main Findings: The results show that students in the experimental group achieved significantly higher scientific writing scores (M = 562.97) than those in the control group (M = 518.19), with significant differences across most writing components (p < 0.05). One-Way ANOVA results indicate a very large effect size (Partial Eta Squared = 0.970). In addition, scientific presentation skills were significantly higher in the experimental group across all assessed indicators, including contribution, collaboration, confidence, content mastery, and communication (p = 0.000). Novelty/Originality of this study: This study provides empirical evidence that experimental-based PBL effectively enhances both scientific writing and presentation skills in an interdisciplinary Basic Physics learning context. The findings highlight the role of inquiry-oriented and experimental learning in strengthening scientific communication skills and offer practical implications for improving scientific literacy in higher education.
The Effect of Fiber Length on the Strength of Composites as Boat Body Materials Pratika, Anggun; Yuliyanto, Yuliyanto; Juanda, Juanda
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.v7i1.2456

Abstract

Purpose of the study: This study investigates the effect of coconut fiber length on the mechanical performance of polyester-based composite materials intended as an alternative body material for small boats, addressing the growing demand for sustainable and locally sourced marine materials. Methodology: An experimental research design was employed using coconut fiber reinforcements with lengths of 10 mm, 30 mm, and 50 mm at a fixed fiber–resin ratio of 5%:95%. Composite specimens were fabricated using the hand lay-up method, reflecting practical production conditions commonly used in small-boat construction. Mechanical characterization was conducted using flexural strength testing in accordance with ASTM D790-02 and impact strength testing in accordance with ASTM E-23, using a Zwick Roell Z020 universal testing machine. Main Findings: The results demonstrate a clear positive correlation between fiber length and mechanical strength, with longer fibers providing more effective stress transfer and energy absorption within the composite matrix. The composite reinforced with 50 mm of coconut fiber exhibited the highest performance, achieving a flexural strength of 63.4 MPa and an impact strength of 45.42 kJ/m², both of which meet the mechanical requirements for small-boat materials set by the Indonesian Classification Bureau. Novelty/Originality of this study: Optimization of coconut fiber length for marine-grade polyester composites, offering empirical evidence that locally available natural fibers can meet regulatory standards for small vessel applications. This research advances eco-friendly composite technology and presents coconut fiber–reinforced polyester as a viable, sustainable alternative to conventional wood-based boat materials.
Effect of Heat Treatment and Tempering Process on the Hardness of S55c Steel as A Cutting Blade Material for Plastic Shredding Machines Yudo, Eko; Ariyanto, Ariyanto; Erwansyah, Erwansyah; Suzen, Zaldy Sirwansyah; Sugiyarto, Sugiyarto; Dharta, Yuli; Zulfitriyanto, Zulfitriyanto
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

Abstract

Purpose of the study: This study aims to optimize the heat treatment process of S55C medium-carbon steel by examining the combined effects of austenitizing temperature, quenching media, and tempering temperature on impact toughness. Methodology: An experimental approach was employed using quenching and tempering treatments. Quenching was performed at three austenitizing temperatures (950°C, 1000°C, and 1050°C) with three different cooling media—salt water, oil, and seawater—followed by tempering at 100°C, 200°C, 300°C, and 400°C. All heating processes were conducted in an electric furnace. Parameter optimization was carried out using the Taguchi method with an L9 orthogonal array. Mechanical performance was evaluated through Charpy impact testing, and confirmation experiments were conducted to validate the optimal parameter combination. Main Findings: The Taguchi analysis identified the optimal quenching condition at an austenitizing temperature of 1050°C with salt water as the cooling medium, yielding the highest impact toughness. Confirmation tests supported the reliability of this result. Additionally, the tempering process showed that increasing the tempering temperature decreased hardness while significantly improving toughness, indicating effective stress relief and improved ductility in the steel microstructure. Novelty/Originality of this study: The novelty of this study lies in the integrated optimization of quenching temperature and diverse cooling media, including seawater, using the Taguchi method, with a specific focus on toughness rather than hardness alone. This research provides new insights into tailoring heat treatment parameters for S55C steel to achieve superior impact resistance, offering practical guidance for more efficient and application-oriented heat treatment strategies in manufacturing industries.

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