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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 349 Documents
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From Curiosity to Active Engagement: The Teacher’s Role in Physics Learning Sri Suryati; Astalini Astalini; Dwi Agus Kurniawan
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2310

Abstract

Purpose of the study: This study aims to analyze how teachers foster students' curiosity and engagement in physics learning by identifying effective pedagogical patterns that simultaneously support active participation and enhance students’ intrinsic motivation. Methodology: This study employed a qualitative approach using a Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines. Data were collected from Taylor & Francis, Springer, and MDPI databases. Purposive sampling selected 29 articles (1984–2025). Data were analyzed using thematic analysis with document extraction sheets. Main Findings: Teachers act as facilitators, motivators, and learning designers in fostering curiosity and engagement. Effective strategies include inquiry-based learning, project-based learning, contextual approaches, and open-ended exploration. These strategies enhance intrinsic motivation and support cognitive, emotional, and social engagement, while promoting deeper conceptual understanding, scientific character development, and sustained curiosity through inquiry, experimentation, and reflective dialogue. Novelty/Originality of this study: This study integrates student curiosity and engagement into a unified analytical framework in physics education, offering a perspective that has rarely been addressed in prior research. This PRISMA-based SLR provides a systematic synthesis of evidence and advances understanding of how adaptive and collaborative teaching practices foster scientific curiosity in contemporary learning contexts.
Reconstruction of Teachers' Strategies in Cultivating Honest Character through Physics Learning: A Systematic Synthesis Based on Values, Affective, and Cognitive Raden Muhammad Afrialdi; Astalini Astalini; Dwi Agus Kurniawan
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2313

Abstract

Purpose of the study: Study aims to systematically synthesize teachers' strategies in developing students' honest character through physics learning and to identify effective strategy patterns, research gaps, and directions for developing character-based learning in the modern learning era. Methodology: This study used a Systematic Literature Review (SLR) approach with the PRISMA protocol. A total of 29 reputable journal articles published between 2020 and 2025 were analyzed, sourced from Google Scholar, ERIC, Scopus, and DOAJ. Data were analyzed using thematic synthesis to group findings based on pedagogical strategies, teacher roles, assessment design, and affective and moral dimensions in physics learning. Main Findings: The study results show that honest character can be effectively developed through project-based learning, authentic assessment, experimental reflection, formative feedback, and the integration of moral values ​​into the scientific process. Teachers act as value facilitators, connecting cognitive, affective, and moral dimensions. Furthermore, digital literacy and ethical technology policies are important supporting factors in maintaining academic integrity. Novelty/Originality of this study: The novelty of this research lies in the formulation of an integrative conceptual framework that positions honesty as a core value in scientific process-based physics learning. Limitations of this research include its reliance on secondary sources and the paucity of long-term empirical research specifically examining the impact of honesty-based physics strategies.
Development of Scientific Literacy Skills Test Instruments in Elementary School: Analysis of The Rasch Model Milan Nur Familia; Rosita Putri Rahmi Haerani; Erna Suhartini
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2383

Abstract

Purpose of the study: This study aims to develop and evaluate a context-based scientific literacy assessment instrument on the topic of global warming for sixth-grade elementary school students, employing the Rasch model to examine its validity, reliability, item difficult levels, and Differential Item Functioning (DIF). Methodology: The research design followed a systematic instrument development procedure supported by Rasch model analysis. The instrument comprised 20 multiple-choice items based on the OECD scientific literacy framework and was piloted with 26 sixth-grade students. Data were analyzed using Ministep to examine validity, reliability, item difficult, and Differential Item Functioning (DIF). Main Findings: The findings show that most items satisfied the validity criteria based on Outfit MNSQ, ZSTD and PTM Corr indices. Item difficulty levels were proportionally distributed from very easy to very difficult. Reliability analysis yielded a person reliability of 0.70, an item reliability of 0.72, and a Cronbach’s alpha of 0.78. DIF analysis indicated that all items were free from gender bias. As a pilot study with a limited sample from one school, these results represent preliminary evidence rather than as a final validation of the instrument. Novelty/Originality of this study: This study aims to develop and evaluate a scientific literacy test specifically designed for elementary school students on the topic of global warming using Rasch analysis, an area that remains limited in prior research. The instrument integrates real-life contextual situations aligned with current curriculum demands and has the potential to strengthen scientific literacy assessment practices at the elementary education level.
Mapping the Landscape of Critical Thinking Assessment in STEM Education: A Systematic Review of Psychometric Properties, Contextual Implementation, and Future Directions Yuleks Juru Mudi; Kana Hidayati; Muhammad Nursa'ban; Widowati Pusporini
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2385

Abstract

Purpose of the study: This study aims to systematically map the landscape of critical thinking assessment in STEM education, with a particular focus on psychometric characteristics, contextual implementation, and emerging research trends. Methodology: A Systematic Literature Review (SLR) was conducted following the PRISMA protocol using the Scopus database as the primary source. A total of 58 studies published between 2018 and 2025 were analyzed through bibliometric mapping using VOSviewer and thematic synthesis. Main Findings: The findings indicate a substantial increase in research on critical thinking assessment in STEM education since 2020, aligning with growing global attention to 21st-century competencies. However, most studies continue to position assessment primarily as a tool for evaluating learning outcomes or the effectiveness of pedagogical interventions, such as project-based, problem-based, and inquiry-based learning. Only a limited number of studies systematically examine the psychometric quality of assessment instruments, including evidence of construct validity, reliability, and multidimensional structure. This pattern reveals a clear gap between assessment practices in STEM education and established standards for educational measurement, which may lead to weak or potentially misleading conclusions about students’ critical thinking abilities. Novelty/Originality of this study: This review integrates bibliometric and thematic analyses to identify conceptual and methodological gaps in the existing literature and proposes a coherent direction for the development of critical thinking assessments that are both psychometrically robust and contextually relevant within STEM education.
Podcasts and Papers: Using AI to Engage Undergraduates in Scientific Literacy in Biology Shem Unger; Mark Rollins
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2421

Abstract

Purpose of the study: Artificial Intelligence (AI) is emerging as a valuable tool for science education, for both students and instructors. This study was conducted to investigate the efficacy of using AI-generated podcasts to introduce undergraduates to primary scientific literature as a teaching pedagogy. Methodology: Google NotebookLM was used to generate audio podcasts on ten different scientific journal articles for an undergraduate ecology course. Students were surveyed on how engaging, informative, and helpful podcasts were, and whether they helped introduce them to the research article. Data were collected from Likert-scale questionnaires and short responses and analyzed both quantitatively and qualitatively. Main Findings: The majority of students found AI-generated audio podcasts an engaging and effective learning method for increasing science literacy and understanding. No change was noted across the class in student perceptions of podcasts, indicating that the majority of students found AI podcasts helped them learn about scientific research, with ~35% not realizing the podcast was AI. These findings reveal the potential to increase science literacy through our methodology if incorporated across various fields of science education. Novelty/Originality of this study: This study provides evidence that AI-generated podcasts can be used as a new method to introduce biology students to peer-reviewed scientific articles. Other educators can use similar free audio podcasts across subjects to engage undergraduate students in science. The findings add to our body of knowledge on AI and on how educators can utilize podcasts as a powerful pedagogical tool for teaching science.
Science Self-Efficacy (SSE) Relationship on Cognitive Learning Outcomes amongst The Ecology Concept Marsha Hemalia Putri; Nailil Inayah; Maunah Setyawati; Rizka Novia Rochmawati
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2441

Abstract

Purpose of the study: Science Self-Efficacy (SSE) is important for students because it is directly related to their belief in their ability to learn and complete science tasks. Students with high SSE tend to be more confident, do not give up easily when faced with difficulties, and have greater motivation and involvement in the science learning process. This study aims to determine the effect of SSE on students’ cognitive learning outcomes in the Ecology concept, focusing solely on identifying the relationship between these two variables. Methodology: This research utilized a quantitative ex post facto correlational design with Simple Random Sampling. The instruments used were a 30-item Science Self-Efficacy (SSE) questionnaire and a cognitive learning test. Data were analyzed using descriptive statistics and Spearman’s rank correlation in SPSS version 27 to determine relationships among variables. Main Findings: The study revealed that students’ Science Self-Efficacy (SSE) was predominantly categorized as High, with 60% of participants reaching this level. The Spearman correlation coefficient of 0.623 and the significance value of 0.001 indicated a positive, significant relationship between SSE and cognitive learning outcomes. These findings confirm that higher levels of SSE strongly contribute to improved cognitive performance in learning the Ecology concept. Novelty/Originality of this study: This studies rarely examine Science Self-Efficacy (SSE) as a domain-specific construct related to higher-order cognitive outcomes in Ecology, its dimensions (magnitude, strength, and generality), or evidence from multicultural contexts such as Indonesian schools abroad.
Integrating Education for Sustainable Development in Biology: Effects on Systems Thinking and Sustainability Awareness Francis Kung'u Mwangi; Alexandros Kaminas
Integrated Science Education Journal Vol 7 No 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i3.2453

Abstract

Purpose of the study: This study aims to examine the effect of integrating Education for Sustainable Development (ESD) in biology learning on students’ systems thinking skills and sustainability awareness, and to measure the magnitude of its impact compared to conventional teaching methods. Methodology: This study employed a quantitative quasi-experimental design with a pretest–posttest control group. The intervention used an Education for Sustainable Development (ESD)-based biology module, systems mapping tasks, and local environmental case studies. Instruments included a Systems Thinking Skills test and a Sustainability Awareness questionnaire. Data were analyzed using IBM SPSS (version 26) for Shapiro–Wilk, Levene’s test, independent samples t-test, and ANCOVA. Main Findings: The who received Education for Sustainable Development (ESD)-based biology instruction showed substantially higher gains in systems thinking skills and sustainability awareness compared to the control group. ANCOVA results confirmed a highly significant effect of the intervention (p < 0.001) with very large effect sizes (η² = 0.598 for systems thinking; η² = 0.525 for sustainability awareness). These findings demonstrate the strong impact of structured, contextual ESD integration in biology learning. Novelty/Originality of this study: The study provides new empirical evidence that a structured, context-based Education for Sustainable Development (ESD) approach in biology simultaneously and strongly enhances both systems thinking and sustainability awareness. Unlike prior studies focusing on single competencies or correlational data, this research applies a controlled quasi-experimental design, offering clearer causal evidence and a practical, replicable ESD model for secondary science education.
Effect of Heat Treatment and Tempering Process on the Hardness of S55c Steel as A Cutting Blade Material for Plastic Shredding Machines Eko Yudo; Ariyanto Ariyanto; Erwansyah Erwansyah; Zaldy Sirwansyah Suzen; Sugiyarto Sugiyarto; Yuli Dharta; 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 | DOI: 10.37251/isej.v7.i1.2461

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.
Cultivating Environmental Sustainability Awareness in Students Through ECO-SETS: Implementation of Science, Environment, Technology, and Society (SETS)-Based Worksheets on Climate Change Topics Evelina Astra Patriot; Frendi Ihwan Syamsudin; Melly Ariska; Saparini Saparini; Iful Amri; Rahma Tri Kusuma; Nor Farahwahidah Binti Abdul Rahman
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2510

Abstract

Purpose of the study: This study aims to develop the ECO-SETS Worksheet (Environment and Climate Oriented through Science, Environment, Technology, and Society), an innovative student worksheet that integrates the SETS approach with simple coding simulations to train students’ ESA on climate change topics. Methodology: The research employed the ADDIE development model, consisting of five stages. The study involved Grade X and XI students from several schools in South Sumatra. Data collection included teacher interviews, expert validation by three experts, student practicality questionnaires involving nine students, and effectiveness testing through pretest–posttest assessments with 60 respondents. Instruments consisted of Likert-scale questionnaires, open-ended feedback forms, and concept mastery tests. Data were analyzed using the Guttman scale for validity, the Likert scale for practicality, and N-gain and t-tests for effectiveness. Main Findings: The results indicate that ECO-SETS LKPD is highly valid, with average validation scores of 90.7%, and very practical, with student response scores of 97.14% (one-to-one trial) and 96.50% (small-group trial). In terms of effectiveness, the LKPD significantly improved students’ environmental sustainability awareness, evidenced by an N-gain score of 0.65 in the experimental class and statistically significant differences compared to the control group. Novelty/Originality of this study: The novelty of this study lies in the integration of SETS-based contextual learning with simple coding simulations within a structured LKPD framework, bridging environmental education and computational thinking. This integrative approach not only strengthens conceptual understanding but also equips students with adaptive skills to address real-world environmental challenges, offering a new direction for sustainable science education.
Teachers’ Soft Skills on Students’ Science Process Capabilities and Academic Performance Jonathan P Mellona
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2555

Abstract

Purpose of the study: This study aimed to determine the influence of the teachers’ soft skills on science process capabilities and academic performance of grade 11 students in public high schools in clusters IV and V during the S.Y. 2021 – 2022. This study also sought to determine the significant difference between the science process capabilities and academic performance of male and female grade 11 students in Earth and Life Science. Methodology: Explanatory sequential research design was utilized. The respondents included 33 science teachers and 376 grade 11 students. Data were collected through validated surveys, observation checklists, academic records, and interviews. Analysis was conducted using statistical software for quantitative data and thematic review for qualitative responses. Main Findings: Teachers strongly utilized their soft skills. Students demonstrated effective science process capabilities. Academic performance in Science was outstanding. No significant difference in science process capabilities between male and female students. However, female students performed better academically in Earth and Life Science. Moreover, significant positive relationships were found between teachers’ soft skills and students’ science process capabilities and academic performance. Novelty/Originality of this study: This study highlights the impact of teachers’ soft skills on both science process capabilities and academic performance in the new normal. Moreover, this study contributes to the limited empirical evidence linking teachers’ soft skills with both science process capabilities and academic performance in the post-pandemic blended learning context, offering insights for enhancing teaching strategies and professional development in senior high school science education.

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