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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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Design and Validation of a Contextual Project-Based Organic Chemistry Practicum Module for Undergraduate Learning Pino Ramadani; Maasje Catherine Watulingas; Farah Erika; Agung Rahmadani; Fitriah Khoirunnisa
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.v7i2.2603

Abstract

Purpose of the study: This study aims to design and validate a project-based organic chemistry practicum module that integrates a contextual approach, which is designed to facilitate students’ conceptual understanding, practical skills, engagement, learning motivation, and overall learning experience during laboratory practicum activities. Methodology: This study employed the Research and Development (R&D) method utilizing the ADDIE model specifically for the Analysis, Design, and Development stages. It represents early development phase focused on design and expert validation. Data were collected through interviews and questionnaires. Module validation carried out by subject matter and media validators using Likert scale instruments and Gregory matrix calculations to ensure validity. Main Findings: This study’s project-based, contextually integrated organic chemistry practicum module operationalizes PjBL through structured stages. Contextual learning integrates authentic phenomena with real-world applications. Validation involved two subject matter and two media validators, yielding Gregory coefficients of 1.00 for both. The module is highly valid, and future studies should test its effectiveness and practicality in enhancing conceptual understanding or 21st-century 4C skills. Novelty/Originality of this study: This study developed an organic chemistry practicum module that systematically integrates contextual phenomena across all PjBL phases. Unlike previous PjBL modules lacking contextual integration or conventional recipe-style modules with limited learning impact. This module addresses gaps in conceptual reasoning, contextual relevance, and competency, while reducing procedural learning and enhancing conceptual understanding, practical skills, 21st-century skills, and integrated science learning.
Scientific Literacy Achievements in PISA and Their Implications for Science Education Reform in Developing Countries Yuyu Wahyudin; Rexford Baah; Chin Peng Ching
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.v7i3.2630

Abstract

Purpose of the study: This study aims to analyze science literacy achievement based on PISA results and compare the performance of ASEAN and African countries. It also seeks to examine the implications of PISA science literacy outcomes for the development and improvement of science education in developing countries. Methodology: This study employed a descriptive qualitative and quantitative document analysis. Secondary data were obtained from official OECD PISA 2018 and 2022 reports. Content analysis and descriptive-comparative analysis were applied. Data processing and tabulation were conducted using Microsoft Excel, supported by a systematic literature review of peer-reviewed science education journals. Main Findings: The results show that science literacy achievement in ASEAN and African countries remains below the OECD average. ASEAN countries demonstrate relatively higher scores than African countries, although most students are still at basic literacy levels. Significant gaps exist between developing countries and high-performing PISA participants in scientific reasoning and problem-solving skills. Novelty/Originality of this study: The study offers a comparative cross-regional analysis of PISA science literacy between ASEAN and African countries, which is rarely addressed in previous research. It integrates PISA data with science literacy theory to provide policy-relevant insights for science education development in developing countries, contributing to a broader Global South perspective in PISA-based studies.
Integrating Smart Energy Monitoring and Energy Efficiency Measures to Reduce Carbon Emissions in Institutional Buildings: An Environmental Science and Sustainable Development Approach B Naveena; Stefanie White
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.v7i3.2636

Abstract

Purpose of the study: This study aims to evaluate the impact of implementing smart energy monitoring systems on energy efficiency, operational energy consumption, and carbon emissions in institutional buildings in Montenegro. The research seeks to quantify potential energy savings and emission reductions achieved through real-time monitoring and data-driven optimization. Methodology: This study employs a quantitative case study design using a before–after comparative analysis applied using smart energy monitoring systems installed in public institutional buildings. Historical energy consumption data, energy audits, and building characteristics were analyzed. Energy Use Intensity (EUI) and CO₂ emissions were calculated, and data were processed using descriptive and comparative statistical methods with visualization tools to assess before-and-after impacts. Main Findings: Implementation of the smart monitoring system reduced average EUI by approximately 20% (from 222.5 to 178.0 kWh/m²/year) across four institutional buildings. Daily energy consumption decreased across all time periods, with peak-hour reduction reaching 19%. CO₂ emissions declined by about 20%, mirroring energy savings. Statistical analysis confirmed that the reductions were significant (p < 0.01), demonstrating measurable improvements in operational efficiency. Novelty/Originality of this study: This research provides the first empirical evidence from Montenegro on the effectiveness of smart energy monitoring in public institutional buildings. Unlike prior simulation-based studies, it uses full-year real data to show measurable energy and emission reductions. The findings offer actionable insights for policymakers and building managers, advancing knowledge on sustainable energy management in energy-transition countries.
Cooling Media–Driven Shift in Dominant Machining Mechanisms: A Taguchi-Based Optimization of Surface Roughness in CNC Milling of S45C Steel Fatullah Faing; Eko Yudo; Zaldy Kurniawan
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.v7i1.2643

Abstract

Purpose of the study: Is to optimize the surface roughness in CNC milling of S45C steel using two types of cooling media: Dromus and radiator water. Methodology: This study employed the Taguchi experimental design method to compare cooling media. Three main machining parameters, namely spindle speed, depth of cut, and feed rate, were examined at three levels using a Taguchi L9 orthogonal array. In addition, two different cooling media, namely radiator water and Dromus, were applied to investigate their effects on surface integrity. Surface roughness values ​​were measured using a standard surface roughness tester and analyzed using the Signal-to-Noise (S/N) ratio, with the results supported by Analysis of Variance (ANOVA). Main Findings: The results demonstrate that cooling media play a decisive role not only in reducing surface roughness but also in shifting the dominant machining parameter. Under radiator water cooling, spindle speed was the most influential factor, contributing 45.67% to surface roughness variation. In contrast, when Dromus was applied, depth of cut became the dominant parameter with a contribution of 63.40%. Dromus consistently produced lower surface roughness values and higher S/N ratios, indicating improved thermal control and process stability. The optimal machining condition was identified at a spindle speed of 1910 rpm, a depth of cut of 0.2 mm, and a feed rate of 330 mm/min. Novelty/Originality of this study: The novelty of this study lies in revealing how cooling media fundamentally alter surface formation mechanisms and parameter dominance, offering new insights for adaptive and efficient CNC milling optimization strategies.
Ethnophysics of Tua Reta Lou Dance: Mapping Equilibrium, Torque, and Circular Motion for Contextual Physics Learning Egidius Dewa; Claudia Mariska M Maing; Oktavianus Ama Ki`i; Maria Yuliana Kua; Maria Lia Felizarda Freitas
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.v7i2.2665

Abstract

Purpose of the study: This study explores and identifies physics concepts embedded in the Tua Reta Lou dance as a form of local wisdom from Sikka Regency, East Nusa Tenggara, Indonesia, with a focus on motion-dynamics constructs that can be used as contextual resources for physics learning. Methodology: This study employed a qualitative exploratory (ethnophysics) design. Data were collected through (i) field observations of Tua Reta Lou performances, (ii) photo/video documentation of key movement components and dancer bamboo interactions, and (iii) semi-structured interviews with dancers and cultural practitioners selected using purposive sampling (information-rich participants). Data were analyzed iteratively through qualitative reduction–display–conclusion procedures and analytical mapping of observed phenomena to mechanics constructs. Main Findings: The Tua Reta Lou dance embodies key mechanics concepts, including rigid-body equilibrium and center of mass (balancing on the bamboo tip), torque and rotational equilibrium (force regulation through hands/feet and supporting dancers), moment of inertia (stability strategy via limb extension), and circular motion represented through centripetal force and angular momentum. These concepts are consistently represented through recurrent movement components during the performance. Novelty/Originality of this study: This study provides a structured ethnophysics mapping of Tua Reta Lou into explicit motion-dynamics constructs and outlines a curriculum-aligned pathway to transform local cultural practice into contextual physics learning resources.
Integrating Augmented Reality into the FERA (Focus-Explore-Reflect-Apply) Learning Model to Improve Students’ Conceptual Understanding of Atomic Theory Arjuna Pramana; Agung Rahmadani; Nurlaili Nurlaili; Fitriah Khoirunnisa
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.v7i2.2669

Abstract

Purpose of the study: This study aims to examine the effectiveness of the FERA (Focus-Explore-Reflect-Apply) learning model integrated with Augmented Reality (AR) in improving students' conceptual understanding of atomic theory. Methodology: This was a pre-experimental study employing a one-group pretest–posttest design. The sample was 32 tenth-grade students selected through cluster random sampling from ten classes in the public high school in East Kalimantan. The instruments consisted of essay-based pretest and posttest questions, teacher and student observation sheets, and AR-integrated reading materials. The data were analyzed by using descriptive statistics, normality test, Wilcoxon Signed Rank Test, normalized gain (N-Gain), and effect size (r). Main Findings: The results indicated a statistically significant improvement in students’ conceptual understanding after the intervention. The average N-Gain score was 0.67 (moderate category). Meanwhile, the effect size (r = 0.88) showed a large effect. The greatest improvement was found in the classification indicator, whereas the application indicator demonstrated relatively lower gains. Overall, the integration of FERA and AR effectively improved conceptual understanding of atomic theory. Novelty/Originality of this study: The novelty of this study lies in systematically embedding augmented reality within the structured stages of the FERA (Focus-Explore-Reflect-Apply) learning model to improve the students’ conceptual understanding of atomic theory. Unlike previous studies that often employ augmented reality as a supplementary visualization tool, this study integrated AR into a coherent pedagogical framework, aligning interactive 3D representations with specific cognitive processes in each instructional stage.
Enhancing Field Activity Reporting through a Real-Time Telegram Chatbot Integrated with the Google Sheets API Khansa Nabila; Nuur Wachid Abdulmajid
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.v7i2.2682

Abstract

Purpose of the study: This study aims to design and develop a Telegram chatbot integrated with the Google Sheets API as a smart evidence reporting solution to improve the efficiency, accuracy, and timeliness of field activity reporting. Methodology: This study employed the Design Thinking approach as a user-centered system development method, consisting of five stages: empathize, define, ideate, prototype, and test. Data were collected through observations and interviews with staff involved in the field activity. A Telegram chatbot prototype was developed using the Telegram Bot API and integrated with Google Sheets through Google Apps Script. System evaluation was conducted using Black Box Testing to assess functionality and User Acceptance Testing (UAT) to measure user perception and acceptance. Main Findings: The results show that the developed chatbot system functions effectively as a smart evidence reporting tool. The integration enables real-time, automated, and structured storage of field activity data in Google Sheets. Black Box Testing confirmed that all system functions operated as expected, while User Acceptance Testing indicated a high level of user satisfaction, with an acceptance rate of 88%. The chatbot successfully supports fast data input, reduces reporting errors, and improves operational efficiency during field activities. Novelty/Originality of this study: The novelty of this study lies in the use of a widely adopted messaging platform as the primary interface for structured field activity reporting. By leveraging Telegram as a conversational interface and integrating it directly with cloud-based data storage, this study presents a lightweight, low-cost, and easily deployable reporting solution.
Comparative Analysis of Sensor Reading Accuracy Between Arduino and ESP32 Microcontrollers for TDS Sensor Measurements Abdul Rahman; Agus Ulinuha
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.v7i2.2771

Abstract

Purpose of the study: This study aims to compare the performance of Arduino UNO and ESP32 microcontrollers in TDS sensor measurements, evaluating reading accuracy, response speed, and reading stability to recommend the most suitable microcontroller platform for water quality monitoring applications. Methodology: Tools & Hardware: TDS sensor, Arduino UNO (ATmega328P, 10-bit ADC), ESP32 NodeMCU (12-bit ADC), TDS meter (reference instrument). Methods: Waterfall methodology, literature review, direct observation, potentiometer testing, and voltage measurement. Water samples tested at 101, 201, 300, 406, and 515 PPM concentrations, each with three repetitions at room temperature (~20–21°C). Main Findings: Arduino UNO achieved average voltage errors of 0.21%–2.12% across all TDS concentrations, compared to ESP32's 13.1%–54.32%. ESP32 misread 101 PPM as 48 PPM (54.32% error). Arduino UNO's standard deviation was 0.064 ADC versus ESP32's 2.019 ADC 31.5 times more variable confirming Arduino UNO's superior accuracy and stability for TDS sensor measurements. Novelty/Originality of this study: This Arduino UNO achieved average voltage errors of 0.21%–2.12% across all TDS concentrations, compared to ESP32's 13.1%–54.32%. ESP32 misread 101 PPM as 48 PPM (54.32% error). Arduino UNO's standard deviation was 0.064 ADC versus ESP32's 2.019 ADC — 31.5 times more variable confirming Arduino UNO's superior accuracy and stability for TDS sensor measurements.
Exploring the Role of Improvisation and Implementation Challenges in Science Teaching: A Standard-Based Curriculum Study Charity Esenam Anor; Daniel Morrison; Zaaria Sibaweihi
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.v7i2.2817

Abstract

Purpose of the study: Standards-based curriculum reforms emphasise competency development and learner-centered pedagogy, yet implementation in resource-constrained contexts remains underexplored. While research has documented general curriculum implementation challenges, limited empirical evidence exists on specific challenges in science teaching and how teachers employ improvisation to bridge resource gaps in competency-based science education. Methodology: A qualitative case study design was employed involving five science teachers purposively selected from five government basic schools in Ghana. Data were collected through semi-structured interviews, audio-recorded and transcribed. Thematic analysis identified patterns and themes. The interview protocol was adapted from established curriculum implementation instruments and validated through expert review with trustworthiness ensured. Main Findings: Four major challenges emerged as inadequate teacher training in competency-based pedagogy, insufficient instructional resources and laboratory equipment, difficulties implementing authentic assessment, and challenges adapting curriculum content to local contexts. Teachers employed systematic improvisation using locally available materials, which enhanced student engagement, facilitated conceptual understanding of abstract concepts, and aligned with learner-centered objectives. However, improvisation was constrained by time limitations, lack of institutional support, and absence of formal training in material adaptation. Novelty/Originality of this study: This study provides empirical evidence that teacher improvisation constitutes a deliberate pedagogical strategy rather than a compensatory response to resource scarcity, as systematically improvised materials significantly enhance engagement and conceptual understanding. The key implication calls for a policy shift prioritising formal improvisation training, institutional time allocation for material adaptation, and professional recognition of improvisation as valid pedagogy.
Comparative Analysis of Students’ Applying Skills in Science Based on TIMSS 2019: Evidence from Indonesia, Laos, and Cyprus Janah Janah; Vongsone Simmavong; Sherzad Sherzad
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.v7i3.2820

Abstract

Purpose of the study: The purpose of this study is to analyze and compare students’ ability to apply scientific concepts for problem-solving based on the TIMSS 2019 cognitive domain of applying in Indonesia, Laos, and Cyprus. Methodology: The study employed a quantitative comparative research design using secondary data from the TIMSS 2019 International Database released by the International Association for the Evaluation of Educational Achievement (IEA). Data were obtained from official international reports and analyzed descriptively using comparative statistical techniques to examine differences in the applying domain of science achievement. Main Findings: The results show that Indonesia achieved a low level of performance in the applying domain of science, while Laos demonstrated slightly higher but still limited performance. Cyprus achieved a moderate level of applying skills. The findings indicate significant disparities in students’ ability to apply scientific concepts across the three countries, reflecting differences in instructional emphasis and learning orientation. Novelty/Originality of this study: This study provides a focused cross-national comparison of the applying cognitive domain in science using TIMSS 2019 data, which is rarely examined explicitly. The findings contribute new insights into how the application of scientific concepts varies across educational contexts and offer empirical evidence to support curriculum and instructional reforms aimed at strengthening problem-solving skills in science education.

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