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Rahmat Perdana
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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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Mapping Students’ Misconceptions in Momentum and Impulse: A Systematic Literature Review of Conceptual Understanding and Instructional Interventions Dhinar Asri Intantri; Sutopo Sutopo; Nasikhudin Nasikhudin; Sentot Kusairi
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.v7i3.3191

Abstract

Purpose of the study: This study aims to identify and analyze students’ misconceptions regarding momentum and impulse through a Systematic Literature Review (SLR), focusing on patterns of misconceptions, difficulties in conceptual understanding, and effective instructional interventions reported in previous studies. Methodology: This study employed a PRISMA-based Systematic Literature Review design. Articles were collected from Scopus-indexed journals, SINTA-accredited journals, ERIC, Taylor & Francis, ResearchGate, and Google Scholar published between 2018 and 2025. The article selection process used purposive sampling based on predefined inclusion and exclusion criteria. From 1,032 identified articles, 8 eligible studies were selected for analysis. Data were collected through document analysis and analyzed using thematic analysis and narrative synthesis. Main Findings: The findings indicate that students’ conceptual understanding of momentum and impulse remains low, while misconceptions persist in force–time–impulse relationships, graphical interpretation, momentum conservation, and momentum–energy integration. Most misconceptions originate from an incomplete understanding of Newtonian mechanics and fragmented conceptual structures. Several instructional approaches, including multiple representations, knowledge integration, cognitive conflict, conceptual change text, and demonstration-based learning, were found effective in reducing misconceptions and improving conceptual understanding. Novelty/Originality of this study: This study provides a focused synthesis of misconception patterns specifically in momentum and impulse topics and emphasizes the importance of conceptual integration-based instruction in reducing persistent misconceptions in physics learning.
Designing Biology Lab manuals Based on Local Resources to Enhance Critical Thingking Skills Siska Dwi Anggraini; Imas Cintamulya
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.v7i3.3256

Abstract

Purpose of the study: Biology learning in the 21st century requires innovative, contextual learning resources that support students’ critical thinking skills. However, electronic biology practicum instructions that integrate local potential are still limited in biology education. Therefore, this study aimed to develop and validate local-potential-based electronic biology practicum instructions using Moringa oleifera L. leaf extract to assess its effects on Allium cepa L. growth and support students’ critical thinking skills. Methodology: This study employed the Research and Development (R&D) method using the 4D model; however, the research was limited to the development stage. The developed product was an electronic biology practicum instruction that integrated local potential by using Moringa oleifera leaf extract. Product validity data were collected using validation sheets assessed by three expert validators covering aspects of material, systematic presentation, language, and graphics. Main Findings: The results showed that the average validity score was 90.8%, indicating it is very valid. The validity details included the material aspect (91.6%), systematic presentation aspect (90%), language aspect (88.5%), and graphic aspect (93.3%). These findings indicate that the developed electronic practicum instructions met the validity criteria and are suitable for use in biology learning. Novelty/Originality of this study: The novelty of this study lies in integrating local potential and digital technology into electronic biology practicum instruction to create a more contextual and meaningful learning experience. In addition, the developed product has implications for supporting students’ critical thinking skills and for promoting contextual biology learning relevant to students' daily lives.
Beyond Content: Constructivist 7E Lessons and Emergence of Critical Thinking, Creativity, and Problem-solving in Ghanaian Senior High Electronics Studies Innocent Kwesi Ofori; Eric Appiah-Twumasi; Kenneth Ateko Darko
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3308

Abstract

Purpose of the study: This study explored how 7E-instructed lessons on electronics concepts improved 21st-century skills among Senior High School (SHS) physics students in the Birim North District, Eastern Region, Ghana. Driven by Constructivist Learning Theory, Experiential Learning Theory, and the P21 Framework for 21st-Century Skills, it focused on three questions: students’ proficiency in critical thinking, creativity and innovation, and problem-solving; the impact of 7E lessons on these skills; and the appearance of these skills in students’ post-test responses. Methodology: Using a pragmatist approach, a mixed-methods design with concurrent triangulation was employed, combining a pre-test-post-test quantitative assessment with qualitative content analysis. The study involved 103 SHS 2 physics students from two purposively chosen public schools. Main Findings: The main assessment, a 21st-Century Skills Test on Electronics Concepts, was scored with detailed, task-specific rubrics. Pre-test results indicated that all three skills were at low levels, with average scores below 2.0 on a 4-point scale, highlighting the shortcomings of traditional, teacher-centered teaching. After six weeks of the 7E instructional program, paired-samples t-tests revealed significant improvements across all skills, with large effect sizes: critical thinking (d = 0.912), problem-solving (d = 0.867), and creativity and innovation (d = 0.834). Qualitative analysis uncovered three themes in post-test responses: enhanced analytical integration, the emergence of feasible novel ideas, and structured procedural coherence. Novelty/Originality of this study: The 7E Instructional Model may be an effective, curriculum-aligned strategy for fostering 21st-century skills among Ghanaian SHS physics students in electronics.
Student and Teacher Responses to the Use of Media and Teaching Tools in the STEM Boardgame Nur Hasanah; Erna Suhartini; Tri Wahyuningsih; Yana Supriyatna
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.v7i3.3314

Abstract

Purpose of the study: This study aims to determine the responses of students and teachers to the use of media and teaching tools in the STEM Boardgame, an integrated learning tool that combines board games, teaching modules, and worksheets in STEM learning in elementary schools. Methodology: The study used a quantitative descriptive survey design. The subjects consisted of 27 fifth-grade students and one teacher, selected using purposive sampling based on their direct involvement in learning. Data were collected using a Likert-scale questionnaire with 38 items for students and 39 for teachers, each covering aspects of game and teaching devices. The student instrument was tested for reliability, yielding a Cronbach’s Alpha of 0.924. Data were analyzed using quantitative descriptive methods. Main Findings: Students' responses to the game device aspect reached 83.04% (Very Good) and the teaching device aspect 80.93% (Very Good), with an overall average of 81.99% (Very Good). Teacher responses to the game device aspect reached 92.19% (Very Good) and the teaching device aspect 79.35% (Good), with an average of 85.77% (Very Good). Teachers placed greater emphasis on the board-game aspect, while students rated the teaching-device aspect higher. Novelty/Originality of this study: This study specifically evaluates user responses to integrated STEM learning tools that encompass two aspects simultaneously-the game tool (board game) and the teaching tool from two direct user perspectives. Unlike previous studies, which generally examine only one aspect at a time, this study provides a more comprehensive empirical picture.
Validation and Practicality of ESD-Based Ecology and Biodeversity Materials in Enchacing Students’ Digital and Evironmental Literacy Tri Utami Setianingrum; Bowo Sugiharto; Sarwanto Sarwanto
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3326

Abstract

Purpose of the study: This study aims to determine the validity and practicality of learning media on ecology and biodiversity, incorporating Education for Sustainable Development (ESD), in improving the digital literacy and environmental literacy skills of lower secondary school students. Methodology: The research method employed was Research and Development (R&D) using Thiagarajan’s development model, which comprises the define, design, develop, and disseminate stages. Experts in media, subject matter, digitalization, and environmental education validated the learning media, whereas 28 Year 7 students and six science teachers at MTsN 2 Karanganyar evaluated its practicality. Main Findings: The study’s results indicate that the learning media received a ‘highly valid’ rating, with validation percentages of 86.75% from media experts, 85.6% from subject matter experts, 82.3% from digitalization experts, and 86.6% from environmental experts. The practicality test yielded 89% ratings from students and 99% ratings from science teachers, both categorized as ‘highly practical’, thus deeming the media suitable for use in junior high school science education. Novelty/Originality of this study: A study on the development of learning media on ecology and biodiversity, designed with learning activities incorporating Education for Sustainable Development. The study addressed gaps in the use of learning media in schools. The implications of this study are that teaching materials on ecology and biodiversity incorporating Education for Sustainable Development (ESD) can be used as a valid and practical alternative learning resource to support science education in lower secondary schools and enhance pupils’ digital and environmental literacy.
Science Learning Through Realia and Manipulative Media: An Application of Bandura’s Social Learning Theory Rey Mar Engcong; Nicole Andrea Botes; Marielle Cordova; Elayza Rae Lara; Rey Melitante; Haya Jane Elan
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3355

Abstract

Purpose of the study: This study explored how realia and manipulative media contribute to students' perceived learning in science, particularly in terms of knowledge retention anchored in Albert Bandura’s Social Learning Theory that investigates how these instructional materials are utilized to gain a deeper understanding of students’ learning experiences and perceptions. Methodology: A phenomenological qualitative research design was used to scrutinize the experiences of eight Grade 10 learners from the St. Pius X section, Holy Trinity College of General Santos City, Philippines. Data were gathered through semi-structured interviews, audio-recorded, transcribed, and analyzed thematically. The interview protocol and ethical guidelines were taken into consideration to ensure the study's trustworthiness. Main Findings: The use of realia and manipulative media enhances learners’ ability to visualize scientific processes, improves memory retention, and increases engagement and interest in lessons. However, challenges such as limited access to materials and lack of guidance were noted as barriers to full participation and effective learning. The findings significantly emphasize the importance of thoughtfully integrating realia and manipulative media into science instruction to promote meaningful, relevant, and responsive learning experiences. Novelty/Originality of this study: The educational benefits of tangible materials are well-documented quantitatively; a critical gap in understanding the lived experiences of learners navigating these tools remains unexplored while explicitly framed within the retention component of Bandura’s Social Learning Theory. Through providing adequate empirical evidence, this study offers paramount insights by capturing the nuanced, firsthand perspectives of students as they socially construct scientific knowledge.
Effectiveness of Reverse Engineering STEM-ESD on Students’ Creative Problem-Solving Ability: A Quasi-Experimental SDG-12 Topic Study Syifa Nur Shadrina; Riandi Riandi; Ari Widodo
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3461

Abstract

Purpose of the study: This study examines the effectiveness of a Reverse Engineering-based STEM-Education for Sustainable Development (STEM-ESD) learning model in improving tenth-grade students’ Creative Problem Solving (CPS) Thinking ability on the SDG-12 topic, compared with an Engineering Design Process-based STEM-ESD (STEM-EDP) model and conventional instruction. Methodology: A mixed-methods explanatory sequential design combined a quasi-experimental non-equivalent control-group pretest–posttest design with 108 tenth-grade students in three intact classes (STEM-RE, STEM-EDP, and Control) at a public senior high school in Bandung, purposively selected at the class level, and semi-structured interviews with 9 purposively selected students. Quantitative data were analyzed using normalized gain (N-Gain), the Shapiro–Wilk normality test, the Kruskal–Wallis test, and the Mann–Whitney post hoc test with Bonferroni correction in SPSS; qualitative data were analyzed using Braun and Clarke’s thematic analysis. Main Findings: The STEM-RE group achieved the most consistent improvement in CPS Thinking across all four indicators (N-Gain = 0.255–0.301), with statistically significant differences among the three groups (Kruskal-Wallis and Mann-Whitney, p < 0.05). Idea flexibility was the only indicator to reach the moderate category, while the STEM-EDP group showed fluctuating, low-category gains and the Control group showed negligible or negative change. Novelty/Originality of this study: This study provides indicator-level comparative evidence that a Reverse Engineering-based STEM-ESD sequence, contextually integrated with SDG-12, produces more consistent CPS Thinking gains than an Engineering Design Process-based alternative within the same sustainability context a comparison not previously reported thereby advancing both creative problem-solving pedagogy and sustainability-oriented science education.
STEM-ESD Learning Based on Engineering Design Process and Reverse Engineering Toward Student Action on SDG-6 Ayudya Fitriyani; Rini Solihat; Ari Widodo
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3462

Abstract

Purpose of the study: This study aims to analyze the effect of STEM-ESD learning—implemented through two engineering approaches, Engineering Design Process (EDP) and Reverse Engineering (RE)—on student action competency related to SDG-6 (clean water and sanitation) among secondary school students. Methodology: Mixed-methods convergent design. Participants: 108 students in three groups (two experimental: EDP and RE; one control; 36 per group). Instruments: action questionnaire, student worksheets, open-ended questionnaires, structured interviews. Analysis: descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, one-way ANOVA, Kruskal-Wallis test. Main Findings: Neither EDP nor RE produced a statistically significant overall improvement in student action compared to the control group. However, at the indicator level: the RE group showed significant gains in competency achievement; the EDP group consistently outperformed others on current action and future action indicators. Both approaches demonstrate distinct, complementary mechanisms of influence. Novelty/Originality of this study: This study uniquely integrates STEM-ESD with two contrasting engineering approaches (EDP and RE) to address SDG-6, revealing their differential effects on student action competency. It advances knowledge by demonstrating that EDP and RE are not interchangeable but serve complementary functions—RE builds conceptual competence while EDP fosters action orientation and behavioral commitment.
Comparative Performance Analysis of Monocrystalline and Polycrystalline 50 WP Solar Panels at Varying Solar Radiation Intensities During the Rainy Season Fikih Fidulloh Gimasyah; Muhammad Kusban
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3465

Abstract

Purpose of the study: This study aims to analyze and compare the performance of monocrystalline and polycrystalline 50 Wp solar panels under varying solar radiation intensity conditions during the rainy season in Surakarta City. Methodology: A field experimental method was used, installing both panels side by side with identical orientation and tilt angles. Measurements were taken every hour from 07:00 to 17:00 WIB for seven days using an INA219 sensor-based data logger connected to an Arduino Uno microcontroller with SD card storage. Main Findings: Polycrystalline panels consistently produced higher power output than monocrystalline under low-to-medium irradiance conditions typical of the rainy season, with peak power of 41.323 W versus 39.338 W. Daily peak power fluctuated dramatically from 41.323 W (sunny) to 8.433 W (heavy overcast). Monocrystalline panels showed superior response during morning irradiance transition hours. Novelty/Originality of this study: This study provides empirical comparative data on both panel types specifically during the Indonesian tropical rainy season in Surakarta, offering practical design recommendations for PLTS systems in high-rainfall tropical regions, including a minimum 75-80% derating factor during rainy season.
Community Empowerment Model Based on Nonformal Education Through Waste Bank Program to Improve Environmental Management Competencies Paruk Maulana Wijaya; Jawatir Pardosi; Husnawati Husnawati; Hepy Tri Winarti
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3508

Abstract

Purpose of the study: This study aims to describe an education-based community empowerment model through the Ramli Ceseri Waste Bank Program, a Pertamina CSR program, to improve community environmental management competency. Methodology: The study used a qualitative approach and was conducted at the Ramli Ceseri Waste Bank in Sungai Kunjang District, Samarinda. Data collection techniques included observation, interviews, and document studies. The data obtained were analyzed using data reduction, data presentation, and conclusion drawing techniques. Main Findings: The waste bank community empowerment model operates through three stages. First, awareness-raising uses outreach, group discussions, and social media to improve understanding of waste management. Second, capacity transformation provides training and mentoring on waste sorting, processing, and weighing to develop essential practical skills. Third, capacity building enables the community to manage waste independently, create economically valuable products from recycled materials, and sustain the program over the long term. Novelty/Originality of this study: This study examines a non-formal education-based community empowerment model implemented through the Ramli Ceseri Waste Bank Program, focusing on the empowerment stages of awareness raising, capacity building, and empowerment. The study provides an empirical understanding of how these stages contribute to improving environmental management competencies and fostering community independence.

Page 34 of 35 | Total Record : 349

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