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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 357 Documents
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STEM-Based Learning in Early Childhood Education: A Systematic Literature Review on Children’s Scientific Literacy Agung Wahyu Hermansyah; Dika Putri Rahayu
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.v7i4.3633

Abstract

Purpose of the study: This study aims to systematically map the development of global research on STEM-based learning in early childhood education, with a focus on research trends, dominant themes, implementation characteristics, and their contribution to the development of children’s scientific literacy. Methodology: A Systematic Literature Review (SLR) was conducted by integrating bibliometric analysis and thematic synthesis of 158 scientific articles obtained from research databases. The analysis involved mapping publication developments, keyword analysis, research networks, and identifying key themes related to STEM learning and early childhood science literacy. Main Findings: The findings reveal a significant growth in publications on STEM-based learning in early childhood education, reflecting increasing global attention to early scientific literacy development. Bibliometric analysis identifies scientific literacy, STEM education, science education, curriculum, and engineering education as dominant research themes. Thematic synthesis shows that STEM implementation is commonly conducted through play-based learning, exploration, simple experiments, investigation, and problem-solving activities, supporting children’s scientific literacy and 21st-century competencies. Novelty/Originality of this study: This review makes a novel contribution by integrating bibliometric analysis and thematic synthesis to map global research on STEM learning in early childhood education. It expands on previous understanding by identifying research trends, characteristics of STEM implementation, and developing a conceptual framework linking STEM learning ecosystems, authentic experiences, and children's scientific literacy development.
TGT-Based Biology Snakes and Ladders Learning Media to Enhance Senior High School Students’ Critical Thinking Skills on the Human Movement System Elifia Dwi Utami; Miza Nina Adlini
Integrated Science Education Journal Vol 7 No 5 (2026): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i5.3634

Abstract

Purpose of the study: This study aimed to develop a Teams Games Tournament (TGT)-based Biology Snakes and Ladders (ULTABI) learning media on the Human Musculoskeletal System and to evaluate its validity, practicality, and effectiveness in improving students’ critical thinking skills. Methodology: The study employed a 4-D development model (Define, Design, Develop, and Disseminate). The research participants consisted of 20 eleventh-grade science students at Al-Wardah Educational Foundation Madrasah Aliyah. The research instruments included a needs-analysis questionnaire, media and materials expert validation sheets, teacher and student response questionnaires, and a critical-thinking skills test based on Facione's critical-thinking indicators. The data were analyzed descriptively using percentage analysis and the Normalized Gain (N-Gain) test. Main Findings: The results showed that the ULTABI learning media achieved a very high level of validity, with scores of 93.18% from media experts and 86.90% from material experts. The media was also rated as very practical by both teachers (97.70%) and students (88.70%). The effectiveness test revealed a significant improvement in students’ critical thinking skills, with the average score increasing from 39.65 on the pre-test to 91.30 on the post-test, resulting in an N-Gain score of 0.845, which falls into the high category. Among the critical thinking indicators, interpretation achieved the highest score, whereas evaluation showed the lowest achievement. Novelty/Originality of this study: The Teams Games Tournament (TGT)-based ULTABI learning media is proven to be valid, practical, and effective in enhancing students’ critical thinking skills on the topic of the Human Musculoskeletal System.
Smart Card Media Based on Science Literacy in Nervous System Material for 11th Grade High School Rizky Afifah Alfi; Kartika Manalu
Integrated Science Education Journal Vol 7 No 5 (2026): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i5.3635

Abstract

Purpose of the study: This study aims to develop Science Literacy-Based Smart Card Media on the nervous system material for 11th-grade science students and to test its validity, practicality, and effectiveness in improving students’ science literacy skills. Methodology: The study uses a Research and Development approach based on the 4-D model, which includes the stages of define, design, develop, and disseminate. The research subjects were 35 11th-grade science students at Budisatrya Private High School, Medan. Research instruments included interview guidelines, expert-validation questionnaires, teacher and student response questionnaires, and pretests and posttests. The data were analyzed descriptively using validity percentages, practicality, N-Gain, and a paired-samples t-test. Main Findings: The research results show that the developed media received a media expert validation score of 96.42% and a material expert score of 89.06%, both of which fall into the very valid category. Practicality tests showed student responses of 95% and teacher responses of 98.14%, both categorized as very practical. Effectiveness tests showed an increase in average scores from 46 on the pretest to 90 on the posttest, with an N-Gain score of 0.81 (80.88%), categorized as high. Novelty/Originality of this study: The novelty of this research lies in integrating PISA science literacy indicators into Smart Card media by presenting scientific phenomena, contextual case studies, data interpretation, and problem-solving activities on the nervous system. Science Literacy-Based Smart Card Media is declared valid, practical, and effective, making it suitable for use as an alternative Biology learning media to support the strengthening of students’ science literacy.
The Effect of Media Crossword Puzzles Based on Polya’s Problem-Solving on Improving Students’ Problem-Solving Skills in the Human Skeletal System Material Wan Ridha Rasyida; Rohani Rohani
Integrated Science Education Journal Vol 7 No 5 (2026): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i5.3636

Abstract

Purpose of the study: This study aims to analyze the effect of Polya-based problem-solving Crossword Puzzle media in improving students’ problem-solving skills on the Human Skeletal System material. Methodology: The study uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The research sample consisted of 40 students who were divided into an experimental class and a control class using a total sampling technique. Data collection was conducted using problem-solving ability tests, observations, and questionnaires, while data analysis included normality and homogeneity tests and independent-samples t-tests, all conducted in IBM SPSS Statistics 25. Main Findings: The research results indicate that the developed media is highly feasible, as validated by experts. The average posttest score for the experimental class was 86.25, higher than that of the control class, which was 65.00. The hypothesis test results showed a t-value of 9.920 with Sig. (2-tailed) = 0.000 (<0.05), indicating a significant difference between the two groups. These findings demonstrate that the Polya problem-solving-based Crossword Puzzle media improves students’ problem-solving skills. Novelty/Originality of this study: The novelty of this study lies in integrating the Polya problem-solving steps into the Crossword Puzzle media, so it not only functions as a concept reinforcement tool but also as a means to develop systematic, analytical, and reflective thinking skills in biology learning.
Development and Validation of an Interactive Pocket Book Based on Sustainable Development Goals to Improve Understanding of Concepts and Sustainability Literacy in Plant Growth and Development Material Widia Azhari Saputri; Rahmadina Rahmadina
Integrated Science Education Journal Vol 7 No 5 (2026): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i5.3637

Abstract

Purpose of the study: Integrating the Sustainable Development Goals (SDGs) into biology learning is one way to improve students’ understanding of concepts and sustainability literacy. This study aims to develop and validate an SDG-based interactive pocketbook on plant growth and development. Methodology: The research uses a Research and Development (R&D) method with the 4D model, which includes the stages of define, design, develop, and disseminate. The research subjects consist of one media expert, one material expert, one instrument expert, one biology teacher, and 33 eleventh-grade science students. Data was collected through expert validation sheets, teacher and student response questionnaires, as well as a Two-Tier Multiple Choice (TTMC) test. Main Findings: The study results showed that the SDGs-based interactive pocket book has a very high level of validity, with media validation at 96.55%, material validation at 94.16%, and instrument validation at 83.65%. The practicality of the media is also considered very high, based on teacher responses at 97.50% and student responses at 94.02%. In addition, the media has proven effective in improving learning outcomes, as shown by the increase in average scores from 38.28 in the pretest to 88.79 in the posttest, with an N-Gain score of 0.83 (83.02%) categorized as high. Novelty/Originality of this study: The interactive pocket book based on the SDGs is considered valid, practical, and effective as a biology learning tool to enhance concept understanding while also supporting the strengthening of students’ sustainability literacy in line with the implementation of the Merdeka Curriculum.
The Effectiveness of Respectful Mind Based Sociodrama Group Guidance to Improve Science Students’ Interpersonal Communication Ana Fitriana; Budi Astuti
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.v7i4.3643

Abstract

Purpose of the study: This study aimed to examine the effectiveness of Respectful Mind Based Sociodrama Group Guidance in enhancing junior high school students' interpersonal communication. It also explored how integrating the Respectful Mind concept strengthens sociodrama as a theoretically grounded group guidance intervention for developing students' interpersonal communication skills. Methodology: This study employed a quasi-experimental one-group pretest-posttest design involving 40 junior high school science students selected through convenience sampling from four public schools in Bantul Regency, Indonesia. The intervention consisted of five 90 minute Respectful Mind Based Sociodrama Group Guidance sessions. Data were collected using a validated interpersonal communication scale and analyzed through the Shapiro-Wilk normality test and paired-samples t-test using IBM SPSS Statistics.  Main Findings: The findings revealed a significant improvement in students' interpersonal communication following the intervention. The mean score increased from 96.33 at pretest to 134.08 at posttest. The paired samples t-test indicated a statistically significant difference between pretest and posttest scores (p < .001), demonstrating that the intervention effectively enhanced students' interpersonal communication. Novelty/Originality of this study: This study extends previous sociodrama research by integrating the Respectful Mind framework into group guidance, providing a theoretical explanation of how reflective role enactment, empathy, perspective taking, and respect for diversity facilitate the development of interpersonal communication. However, the findings should be interpreted with caution because the study employed a one group pretest-posttest design and a relatively small convenience sample, which may limit the generalizability of the results.
Trends in Ethnoscience Based Learning and Implications for SDGs: A Systematic Literature Review Rahayu Fuji Astuti; Franklin Untailawan; Mia Aina; Meilani Dhamayanti
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.v7i4.3644

Abstract

Purpose of the study: Ethnoscience Based Learning (EBL) integrates indigenous knowledge into science education to promote scientific literacy, cultural identity, and sustainable development. Despite its growing implementation, evidence regarding global publication trends, collaboration patterns, thematic evolution, and its contribution to the SDGs remains fragmented. Therefore, this study aims to systematically map the development of EBL research, identify research gaps, and examine its implications for the SDGs. Methodology: This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. A total of 39 Scopus indexed articles published between 2019 and 2026 were analyzed using bibliometric techniques with VOSviewer to examine publication trends, collaboration networks, research themes, and research gaps. Main Findings: EBL publications increased substantially after 2023, with Indonesia leading publication output and international collaboration. Keyword co-occurrence analysis identified ethnoscience as the central research theme, closely associated with culture, science education, learning models, environmental awareness, and sustainability. The review also revealed several research gaps, including limited international collaboration, inadequate integration of digital technologies, underrepresentation of higher and vocational education, and the absence of comprehensive SDGs oriented evaluation frameworks. Novelty/Originality of this study: Unlike previous reviews, this study integrates systematic literature review and bibliometric analysis to provide a comprehensive overview of global EBL research while explicitly linking its development to the SDGs. The findings offer strategic directions for strengthening multidisciplinary collaboration, digital technology integration, and SDGs oriented evaluation frameworks. This review is limited to Scopus indexed publications, which may not fully represent relevant studies available in other international databases.

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