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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 165 Documents
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The Development of Electronic Students’ Worksheets (E-LKPD) Based on Argument Driven Inquiry Learning Model to Improve Scientific Argumentation Skills Utami, Suri Margi; Haryanto, Haryanto; Subagyo, Agus
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.810

Abstract

Purpose of the study: This research aims to develop electronic student worksheets (E-LKPD) based on the Argument Driven Inquiry (ADI) Model to enhance the scientific argumentation skills of high school students. The impetus for innovative educational tools is intensified by ongoing industrial and social revolutions, necessitating advanced human resource capabilities. Methodology: Research and development, the study encompasses the stages of analysis, design, development, implementation, and evaluation. The subjects were 29 Class XI IPA students. Data analysis utilized descriptive statistics and paired sample t-tests to assess the effectiveness of the E-LKPD in improving students' argumentation skills. Main findings: Validation results from material and media experts indicated that the E-LKPD is highly feasible. Furthermore, responses from science teachers and student trials in one-on-one, small, and large group settings rated the E-LKPD in the "very good" category. A notable finding was the significant improvement in students' argumentation skills when using the E-LKPD, as evidenced by the paired sample t-tests. Novelty/Originality of this study: The originality of this study lies in its application of the ADI model to E-LKPD, tailored to meet the demands of the industrial and social revolutions by fostering an entrepreneurial mindset in students. This research underscores the critical need for educational innovation, particularly in integrating entrepreneurship-based learning videos in junior high schools. By instilling an entrepreneurial spirit, students are better equipped to navigate and compete in the contemporary landscape, making this study a pivotal contribution to educational practices and resource development.
Discovering Differences in Consciousness of Facial Features Among Japanese University Students in the Year of Admission According to COVID-19 Komiya, Nozomi
Integrated Science Education Journal Vol 5 No 1 (2024): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i1.849

Abstract

Purpose of the study: This study aims to determine the significant differences in students' awareness of appearance between those admitted to universities during the COVID-19 pandemic and those admitted when the pandemic was deemed controlled in Japan. Methodology: The author hypothesized notable variations in the change of self-consciousness regarding appearance, particularly facial appearance, contingent upon the year of admission. To test this hypothesis, a questionnaire survey was conducted among 428 students in Japan attending universities as of Fiscal Year 2023 to gauge their facial self-consciousness. Main Findings: The initial analysis focused on changes in body image and facial self-consciousness. However, due to the predominant focus on facial aspects, a chi-squared test was allowed to determine the relationship between the year of admission and changes in facial self-consciousness. The results indicated a significant difference between the admission year and changes in facial self-consciousness, with the largest difference between 2020 and 2023. Novelty/Originality of this study: The author used Cross-tabulation and Chi-Square analyses to compare previous years with 2023. The findings showed significant differences in facial self-consciousness depending on the admission year, with a p-value of less than 0.05. The results indicated statistically significant differences in facial self-consciousness among students admitted in 2020. (p < .05, =.005, =.014, ­­ =.016).
Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work Apeadido, Shine; Opoku-Mensah, Douglas; Mensah, Gabriel Opoku
Integrated Science Education Journal Vol 5 No 1 (2024): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i1.854

Abstract

Purpose of the study: This study aims to determine whether the use of practical work can enhance General Science students’ science process skills acquisition and academic performance students in biology at Juaben Senior High School in Ghana. The study sought to answer two research questions and test one hypothesis at a 0.05 significance level. Methodology: The study used action research, and the sample consisted of 45 students, selected through convenience sampling. The study used various instruments, including pre- and post-tests, weekly intervention exercises, and scoring rubrics, to collect data. The analysis of the gathered data employed descriptive statistics and a paired sample t-test to reveal and solidify the findings of the study. Main Findings: According to the study’s results, the use of practical work resulted in a steady increase in students’ acquisition of science process skills in each cycle, and all students were able to demonstrate some degree of required science process skills at the post-test level in contrast to the pre-test level. Furthermore, the pre- and post-test outcomes of a paired sample t-test analysis with a 95% confidence level showed a significant improvement in the academic performance of the students, attributed to practical work. Novelty/Originality of this study: This research update confirms the need for practical work in biology education and shows that incorporating it into biology lessons enhances students’ acquisition and development of science process skills, which in turn enhances their academic performance.
Evaluation of Natural Science Subject Teachers as Improving the Quality of Student Learning at Madrasah Tsanawiyah Madyan, Madyan; Atika, Nurul; Selvia, Dora; Hayati, Syamsimar; Salsabilah, Wanada Siti
Integrated Science Education Journal Vol 5 No 1 (2024): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i1.862

Abstract

Purpose of the study: The aim of this research is to evaluate the performance of Natural Sciences teachers at MTs Nurul Huda in Muaro Jambi Regency. Methodology: This research uses a descriptive qualitative approach. The sampling technique is the Purposive sampling technique. The sample in this research was the Natural Sciences teacher at MTs Nurul Huda in Muaro Jambi Regency. Data collection in this research was carried out using document analysis and interview techniques. Document analysis using document assessment sheets. The data analysis technique used is the Miles & Huberman technique. Main Findings: Based on the results of interviews with MTs Nurul Huda Natural Sciences teachers in Muaro Jambi Regency, planning, implementation, and assessment were good. Likewise, attention from foundations and school principals should give full attention to teachers so that they can continue to develop their potential and improve their teaching performance. Novelty/Originality of this study: This research can provide a more comprehensive and contextual view in evaluating teacher performance and efforts to improve the quality of learning at MTs Nurul Huda in Muaro Jambi Regency. This can also support updates in general teacher performance evaluation methods in the educational environment.
Applying the Rasch Model to Assess Retention and Transfer Test Instruments in Science Education on Additive and Addictive Substances Fitria, Anisa; Siburian, Jodion; Falani, Ilham; Muhammad, Damris
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.864

Abstract

Purpose of the study: This study aims to evaluate the quality of items in retention and transfer tests related to additive and addictive substances. Using Rasch modeling, the study seeks to enhance the management of learning evaluations and improve our understanding of student abilities and question quality. Methodology: The research utilizes the Rasch Model to analyze retention and transfer test instruments on science topics involving additives and addictive substances. Conducted with Winstep software, the analysis focuses on the performance of 92 purposively sampled 8th-grade students during their first semester of junior high school. The study examines retention and transfer abilities, comprehensively evaluating the test items. Main Findings: The Winstep program analysis reveals that, according to the Rasch model, the average ± MNSQ Outfit values for both items and persons are 0.92. The Outfit ZSTD values for items and persons are -0.12 and -0.01, respectively. The instrument's reliability, measured by Cronbach's alpha, is 0.60, indicating moderate reliability. The research findings demonstrate that each item in the instrument is valid and reasonably reliable, with all 20 items deemed suitable for assessing student performance in retention and transfer tests. Novelty/Originality of this study: This study offers a detailed examination of retention and transfer test instruments' quality using the Rasch Model, providing valuable insights for enhancing the accuracy and reliability of these assessment tools. The research significantly improves educational assessments in science education, particularly in evaluating students' understanding of additives and addictive substances.
The Results of Inquiry-Based Learning Management on Critical Thinking and Academic Achievement of Grade-8 Students Leekhot, Khwanjira; Payougkiattikun, Wisarut; Thongsuk, Tawan
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.901

Abstract

Purpose of the Study: The objectives of this research were threefold: (1) to evaluate the analytical thinking ability of Grade 8 students following exposure to the inquiry-based 7E learning model, (2) to assess the academic achievements of these students both before and after engaging in 7E learning, and (3) to explore the students' satisfaction with their learning experience under the 7E framework. Methodology: The study involved 39 Grade 8 students from a school in Kalasin province, selected via Cluster Random Sampling during the first semester of the 2023 academic year. The research utilized a pre-experimental One Group Pretest-Posttest Design, with a classroom as the sampling unit. Data were gathered through pretests, posttests, and satisfaction surveys, with a focus on measuring analytical thinking and academic achievement. Main Findings: The study revealed three key outcomes: (1) Students' critical thinking abilities improved significantly after learning with the 7E model, with results showing a statistically significant difference at the .05 level. (2) Academic achievement post-7E learning was recorded at 70.17%, indicating a notable improvement from the pretest scores. (3) Students reported high satisfaction with the 7E learning experience, emphasizing its positive impact on learning and engagement. Novelty/Originality of this Study: This research contributes uniquely by demonstrating the effectiveness of the 7E inquiry-based learning model in enhancing critical thinking, a vital 21st-century skill. The study also shows how the 7E model boosts student engagement and academic performance, offering an innovative approach to fostering deeper cognitive skills and academic success in a rapidly evolving educational landscape.
Effectiveness of E-Assessment in Science Learning: Improving the Quality and Efficiency of Assessment in the Digital Era Baah, Rexford; Konovalov, Oleksandr; Tenzin, Sangay
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.960

Abstract

Purpose of the study: The aim of this research is to provide an overview of how effective the use of e-assessment is in science learning. Methodology: This research is qualitative research with a literature review research method. The data in this research is secondary data where data is obtained from search results for documents related to the research topic. The sample from this research in the form of articles was selected based on several criteria, including publications in journals ranging from 2017-2022. After articles that match the topic and the basis of the data are collected, the researcher then carries out a review using several criteria explained in the descriptive statistics table. Main Findings: Based on the results of a review of several relevant articles, it was found that the use of e-assessment will greatly simplify the assessment process and is useful for quickly providing results for science assessment. So the application of e-assessment for assessing student science is very necessary to be implemented in schools. Novelty/Originality of this study: The novelty lies in its focus on the comprehensive application of e-assessment in evaluating cognitive, affective, and psychomotor aspects of science learning. The results of this research can be a basis for policy makers in developing and implementing e-assessment systems in schools. With evidence that e-assessment can speed up the assessment process and improve learning outcomes, policies that support the digitalization of assessments will be more easily accepted.
The Effect of Problem Based Learning (PBL) Model Based on Local Wisdom to Improve Students' Critical Thinking Skills Cahayu, Sri Anika; Siburian, Jodion; Hamidah, Afreni
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.985

Abstract

Purpose of the study: The purpose of this study was to determine the effect of problem-based learning (PBL) model based on local wisdom in making lemang kancung beruk to improve students' critical thinking skills. Methodology: The research method is a quasi-experimental form of non-equivalent pretest-posttest control group design with non-probability sampling technique-purposive sampling. The data collection techniques used critical thinking skills tests with FRISCO indicator essay tests and observation sheets. Technical data analysis used Analysis of covariance (Ancova) test and quantitative descriptive approach used SPSS 20 program. Main Findings: The research results of the Ancova hypothesis test show that the corrected model sig value is 0.000 <0.05, then H0 is rejected and H1 is accepted, This means that the problem-based learning (PBL) model based on local wisdom in making lemang kancung beruk has a significant and moderate effect on improving students' critical thinking skills. Novelty/Originality of this study: The novelty of this research is the implementation of problem-based learning (PBL) model based on local wisdom of Kerinci-Sungai Penuh area in science learning. The limitations in the study are the competencies measured in the integrated essay test and the subject matter is the science material of substances and their changes in class VII.
Comparative Effects of Generative Learning Strategies and 5E Strategies on Pre-Service Teachers’ Achievement of Integrated Science Concepts Asamoah, Yao Donusem; Appiah-Twumasi, Eric; Fiave, John Bosco Kwasi; Mamudu, Daniel
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1002

Abstract

Purpose of the study: This study aims to investigate the comparative effects of generative learning strategy (GLS) and 5E strategy (5E-IS) on the academic achievement of pre-service teachers in integrated science. This study addressed two research questions and test one hypothesis at .05 level of significance. Methodology: The research employed a non-equivalent pre- and post-tests design followed by semi-structured interviews. A sample of 157 pre-service teachers were selected from two intact programmes of study. The main data collection instruments were pre- and post-tests, and interview schedule. Data was analysed using mean scores, adjusted means, percentages and with Analysis of Covariance (ANCOVA). Interview results were analysed using narratives. Main Findings: There was relative improvement in pre-service teachers’ performance taught with GLS and 5E-IS. Moreover, pre-service teachers instructed using generative learning strategies demonstrated superior performance compared to those in 5E strategy group (effect size = 0.32, p = 0.000, < 0.05). The interview data reveals that both generative and 5E strategies were perceived as beneficial and adaptable approaches that enhance understanding, retention, knowledge transfer across various contexts, and ultimately motivating learners throughout the learning process. Novelty/Originality of this study: The effectiveness of GLS and 5E-IS hold significant implications for curriculum design, instructional practices, and teacher preparation programmes. Understanding pedagogical approach which yields superior learning outcomes, enhances retention of scientific concepts, and teacher efficacy is key. Insights from this study may contribute to the on-going discourse surrounding best practices in science education, fostering continuous improvement and innovation in instructional methodologies.
Development of Logic-Based Question Classification Methods to Measure the Ability to Ask Questions Essential for Setting Research Questions Qiu, Li; Ikeda, Fumihito; Yamashita, Naoko
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.1003

Abstract

Purpose of the study: Many learners experience difficulties in generating questions that lead to research questions. This study aimed to present perspectives on questions that inquire into the logic within each type of logical reasoning, propose a new question classification method based on these perspectives, verify its objectivity, and examine participants' logicality. Methodology: This study deductively developed perspectives and classification methods for questions based on the logical reasoning theory. To verify the question-classification method and examine participants' logicality, 1,164 Self-described questions from 24 graduate-level students were collected. These questions were classified by two raters using qualitative research software, followed by a statistical analysis. Descriptive and inferential statistics were used for the analysis. Main Findings: Based on the analysis of the question data, the degree of agreement on question classification between the two raters was high. Notably, there was exceptional concordance in categorizing questions asking about deductive reasoning, hypothetical reasoning, and specific questions. Additionally, the analysis of question characteristics revealed a predominant presence of questions asking about inductive reasoning and ambiguous questions. In contrast, there were fewer questions asking about deductive reasoning, hypothetical reasoning, and specific questions. Novelty/Originality of this study: This research adds a logical perspective to traditional question frameworks and develops objective question classification methods. It provides a framework to support the formation of questions that lead to research questions and a method to objectively assess the quality of learning question formation techniques, with significant implications for educational practices. This study is limited by few raters, few specific questions.

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