cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aristo Hardinata
Contact Email
pendidikan_ipa@unimed.ac.id
Phone
+628121441389
Journal Mail Official
pendidikan_ipa@unimed.ac.id
Editorial Address
Prodi Pendidikan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan. Jalan Willem Iskandar, Pasar V, Medan Estate.
Location
Kota medan,
Sumatera utara
INDONESIA
Indonesian Science Education Research (ISER)
Published by Universitas Negeri Medan
ISSN : 27976262     EISSN : 27154653     DOI : https://doi.org/10.24114/iser
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Physics
This journal was formed to provide a forum for publishing research results for researchers in the fields of science, physics, biology, chemistry, and education. The scope of this journal is all research related to the fields of education, science, physics, biology, and chemistry.
Arjuna Subject : Umum - Umum
Articles 84 Documents
 5   6   7   8   9 
Influence Discovery Learning on Cognitive Skils and Science Process Skills of Grade VII Junior High School Students Nasution, Elfira; Djulia , Ely; Ernawati, Nina
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.68426

Abstract

This research aims to know the influence of Discovery Learning on the cognitive abilities and science process skills of grade VIII students. This study uses the method of the Quasi-Experimental Sampling technique using simple random sampling. The research sample consisted of two classes, namely class VII-4 (Experimental Class), which used the model Discovery Learning, and VII-5 (Control class), using learning direct instruction, each class consists of 31 students. The research instruments in this study were a multiple-choice cognitive ability test consisting of 30 questions and a science process skills observation sheet consisting of 19 statements. Data were analyzed using prerequisite tests and t-tests (independent sample t-tests). Based on the results of data analysis, there was a significant influence (sig 2-tailed) < 0.05, where 0.000 < 0.05 on cognitive abilities and Science Process Skills in the experimental class. Based on the hypothesis test, it was found that there was an influence of discovery learning on the cognitive abilities and science process skills of grade VII students on the solar system material at SMP Negeri 13 Medan, 2024/2025 academic year.
The Relationship Between Scientific Literacy Skills and Self-Efficacy of Junior High School Students in Science Learning Aulya Putri, Winda; Fernando, Adam; Oprasmani, Elfa
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.68655

Abstract

This study aimed to determine the level of scientific literacy skills and self-efficacy of junior high school students in science learning. This research was conducted through the administration of a scientific literacy test and a self-efficacy questionnaire. The research instrument consisted of a scientific literacy test in the form of essay questions that measured three indicators of scientific competence, and a self-efficacy questionnaire adapted from Bandura with indicators of magnitude, strength, and generality. The results showed that students' scientific literacy level was in the very low category, with the majority of students (81.1%) only reaching the nominal literacy level. It indicates that although students can recognize basic concepts in science, they still have difficulty explaining scientific phenomena and using scientific evidence logically. Meanwhile, students' self-efficacy level is generally in the moderate category, although it is still relatively low in some indicators, such as generality. The correlation test shows a significance value of 0.305 > 0.05 with a Pearson correlation coefficient of 0.098, which means there is no significant relationship between scientific literacy skills and self-efficacy. The coefficient of determination of 0.0096 indicates that the contribution of scientific literacy to self-efficacy is only 0.96%, while other factors influence the other 99.04%. The analysis showed no significant relationship between students’ scientific literacy skills and self-efficacy, as scientific literacy contributed only minimally and was largely influenced by other factors. 
Correlation Between Attitude and Self-Efficacy with High-Order Thinking Skills of Grade 7 Students at SMP Negeri 2 Parepare in Science Subjects for the Even Semester risnatia; Anugra, Novia
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.69236

Abstract

This study aims to determine the attitudes, self-efficacy, and high-order thinking skills (HOTS) of seventh-grade students at SMPN 2 Parepare in science subjects in the even semester, as well as to analyze the extent of the relationship between these variables. This study is quantitative research with a correlational approach. Data were obtained through attitude and self-efficacy questionnaires that had been tested for validity and reliability, as well as science learning achievement tests taken from students' final exam results, which had been categorized according to HOTS indicators. The research sample consisted of 115 students. Data analysis includes validity and reliability tests, descriptive analysis, prerequisite tests (normality, linearity, and heteroscedasticity), as well as simple Pearson correlation tests and multiple correlation tests. The results of the descriptive analysis show that the majority of students' attitudes are in the moderate category (66.96%), the majority of students' self-efficacy is also in the moderate category (67.83%), while the majority of students' high-order thinking skills are in the low category, with the analysis aspect being in the high category (40.9%), the evaluation aspect being in the very low category (40%) and the creation aspect being in the very low category (51.3%). The results of the correlation test show that there is a negative and significant correlation between attitudes and high-order thinking skills (r = -0.463; p < 0.05) with a moderate level of relationship, there is a positive and significant correlation between self-efficacy and high-order thinking skills (r = 0.309; p < 0.05) with a low level of relationship, and attitudes and self-efficacy simultaneously have a very high correlation with high-order thinking skills (r2 = 0.848; p < 0.05).
The Effect of STEM-PJBL Model on Students' Creative Thinking Skills Mutia Rahman, Zahra; Muttaqin, Arief; Evita Putri, Rahmah
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.68034

Abstract

Creative thinking is one of the essential 21st-century skills required to respond to rapid global change. The STEM-PjBL (Science, Technology, Engineering, and Mathematics–Project-Based Learning) model integrates project-based learning with STEM principles, thereby fostering students’ creativity and interdisciplinary understanding. This qualitative literature review analyzed 14 research articles selected through purposive sampling using Google Scholar, with inclusion criteria focusing on studies examining the influence of STEM-PjBL on creative thinking. The review findings consistently indicate that STEM-PjBL enhances students’ ability to generate ideas, solve problems, and engage in higher-order thinking processes. These results confirm that STEM-PjBL is an effective instructional model to strengthen creative thinking as a 21st-century competence.
THE EFFECT OF ARGUMENT DRIVEN INQUIRY (ADI) MODEL ON STUDENTS' ARGUMENTATION SKILLS IN SCIENCE LEARNING Celina Tasyya Salsabila; Arief Muttaqiin; Rahmah Evita Putri
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.68079

Abstract

This study aims to analyze the effectiveness of the Argument Driven Inquiry (ADI) learning model in improving students' argumentation skills in science learning. The method used is a systematic literature review (SLR) with reference to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The review process was carried out through four stages, namely identification, screening, eligibility determination, and inclusion, so that relevant articles were published in the range of 2018 to 2025. The results of the study show that the ADI model is consistently able to improve students' skills in building data-based arguments, evaluating peer arguments, and reflecting on conceptual understanding. Compared to conventional learning and regular inquiry models, ADI has proven to be more effective because it integrates scientific practice, collaboration, and critical thinking skills. A number of studies have also reported a significant increase in posttest results and are inclusive of students with different academic abilities. Thus, the ADI model can be used as an effective learning strategy in supporting the mastery of science concepts as well as the development of 21st-century competencies, including critical thinking, creativity, problem-solving, and communication.
The Influence of Problem Based Learning Assisted by PhET on Students’ Critical Thinking Skills on the Material of the Earth and Solar System Parhusip, Jeremia Obrial Steven; Simamora, Pintor
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.68130

Abstract

This research investigates the impact of using the Problem-Based Learning (PBL) model supported by PhET simulation media on students’ critical thinking skills, specifically in enhancing each indicator of critical thinking on the Earth and Solar System topic for Grade VII students at SMP Negeri 13 Medan during the 2024/2025 school year. Based on observations made, it is known that students have not been thinking critically, as indicated by their inability to interpret tables or images, analyze problems, and explain issues. The study adopts a quasi-experimental approach with a pretest-posttest control group design. The participants included two classes: class VII-2 as the experimental group receiving PBL with PhET, and class VII-6 as the control group receiving conventional instruction. Cluster random sampling was employed to determine the sample. Data were gathered through tests and observational methods, and analyzed using the Independent Sample t-test for hypothesis testing. The experimental group had an average pretest score of 12.9 and a posttest score of 77.7, while the control group scored 15.7 and 65.6, respectively. The results confirmed a significant influence of the PBL approach, aided by PhET media, on students’ critical thinking development. Furthermore, the N-gain analysis revealed that the experimental class showed a higher average percentage gain across all indicators compared to the control class.
Analysis Of Stem Project Seminar Results On The Effectiveness Of Project-Based Learning In The Primary School Teacher Education Program At Universitas Pattimura Siregar, Hiba; Erlin Eveline; Eka Sriwahyuni; Abdul Sofyan; Pardosi, Sri Masnita
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.68251

Abstract

This study aims to analyze the results of STEM (Science, Technology, Engineering, and Mathematics) project seminars and assess the effectiveness of Project-Based Learning (PjBL) in the Primary School Teacher Education (PGSD) Program at Universitas Pattimura. The background of the research stems from the demands of the 21st-century curriculum, which emphasizes the development of critical, collaborative, creative, and communicative competencies through contextual and applicable learning. The study employs a quantitative descriptive approach with data collected through seminar observations, project documentation, and student perception questionnaires. The research participants included fourth-semester students who had participated in STEM project seminars and project supervisors. The number of students was 30 students. Data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The integration of STEM project seminars based on Project-Based Learning (PjBL) can enhance teachers’ pedagogical competence and their skills in developing learning activities aligned with the Merdeka Curriculum.  The results show that the STEM project seminars were successfully implemented, marked by active student engagement, systematic presentations, and innovative products that practically integrated STEM elements. Project-Based Learning was found effective in enhancing conceptual understanding, 21st-century skills, as well as students' motivation and self-confidence. However, in-depth mastery of STEM concepts and students’ professional readiness still require improvement through intensive guidance and training. Overall, the STEM project seminar plays a strategic role as both an evaluation medium and a reinforcement of project-based learning within teacher education. The study recommends the development of integrative STEM guidelines and a more systematic project evaluation model to support the achievement of professional competencies among PGSD students.
The Effect of Project-Based Learning (PjBL) Assisted by Miniature Media on Students' Learning Outcomes and Creative Thinking Skills in Solar System Material Simanjorang, Duma Sari; Silaban , Ramlan
ISER (Indonesian Science Education Research) Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i1.69040

Abstract

Science learning media play an important role in the learning process because science is closely related to everyday life and helps students understand themselves and their environment. This study aims to examine the effect of the Project-Based Learning (PjBL) model assisted by miniature media on students’ learning outcomes and creative thinking skills in the solar system topic at SMP Negeri 17 Medan. This research used a quasi-experimental method with a pretest-posttest control group design for learning outcomes and a one-posttest control group design for creative thinking. The sampling technique applied was cluster random sampling, where each class was treated as a cluster. Two classes were randomly selected as samples: class VII-2 as the control group receiving conventional instruction, and class VII-3 as the experimental group taught using the PjBL model assisted by miniature media. The research instruments consisted of a multiple-choice learning achievement test and a creative thinking observation sheet based on Torrance’s indicators of fluency, flexibility, originality, and elaboration. The instruments were validated by experts and pilot-tested to ensure validity and reliability. Data were analyzed using a one-tailed t-test with SPSS version 30. The results indicated that students taught using the PjBL model with miniature media achieved higher learning outcomes and creative thinking skills than those taught conventionally. The t-test results showed significance values of 0.001 < 0.05 for both learning outcomes and creative thinking. Therefore, the PjBL model, assisted by miniature media, positively and significantly influences students’ learning outcomes and creative thinking skills on the solar system topic at SMP Negeri 17 Medan.
IDENTIFICATION OF MOSS PLANTS AROUND NAMORAMBE DISTRICT Dinda, Cindy Silvia; Wulandari, Riris; Fachrizal, Ahmad; Ulfa, Syarifah Widya
ISER (Indonesian Science Education Research) Vol. 6 No. 1 (2024): ISER
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v6i1.62184

Abstract

Non-vascular plants, such as mosses (Bryophyta), are commonly found on land. The class of plants known as tuberous plants, or plants that do not have true roots, stems, or leaves as well as xylem and phloem vessels, includes moss plants. Knowing the diversity of moss plants in Namorambe Sub-district is the purpose of this research. On May 9, 2024, this research was conducted by walking around the Namorambe area to look for moss plants that might be there. This research methodology is qualitative, using descriptive and exploratory techniques. This research used observation, documentation, and literature study as data collection methods. Direct investigation into the Namorambe area was used to make observations to identify moss plants. The three species identified based on the results of the identification of leaf mosses around Namorambe Sub-district were Hyophila sp., Pogonatum cirrhatum, and Barbula indica. Leaf mosses were made near people's work areas and were made on tree bark and stone substrates
DEVELOPMENT OF STUDENT WORKSHEETS BASED ON PjBL USING LIVEWORKSHEET ON TEMPERATURE AND HEAT MATERIALS TO INCREASE STUDENT LEARNING OUTCOMES SMP NEGERI 29 MEDAN T.P 2023/2024 Nasution, Ade Sara Sabila; Simatupang, Halim; Hardinata, Aristo
ISER (Indonesian Science Education Research) Vol. 6 No. 1 (2024): ISER
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v6i1.62185

Abstract

This study aims to see the feasibility based on the assessment of material experts, language and learning experts, design experts, the responses of educators and students as well as the effectiveness of the Student Worksheets Based on PjBL Using Liveworksheet on Temperature and Heat Material to Increase Student Learning Outcomes at VII Junior High School students. The sample of this study was students of class VII-5, totaling 32 people. This type of research is Research and Development (R&D) using the ADDIE model. The instrument used in this study consisted of a material expert validation questionnaire, language and learning experts, design experts, a questionnaire for educators and students' responses. The test is in the form of an essay to measure the level of students' learning outcome on Temperature and Heat material. Based on the results of the study obtained data from material expert validation of 84%, validation of language and learning experts 97,33% and validation of design experts 82,66% with each in the strongly feasible category. The response of students with 32 people was 85,33% and teacher response was 92% in the strongly feasible category. So based on the results of the students™ worksheet validation, this is suitable for use in the learning process. Students™ worksheet which is designed effectively to increase students' learning outcomes, the results of students' learning outcomes are obtained with an average N-Gain value of 0.72 with high criteria.

Page 8 of 9 | Total Record : 84

 5   6   7   8   9 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2025): Vol. 7 No. 1 (2025): Indonesian Science Education Research (ISER) Vol. 6 No. 2 (2024): Vol. 6 No. 2 (2024): Indonesian Science Education Research (ISER) Vol. 6 No. 1 (2024): ISER Vol 6, No 1 (2024): ISER Vol 5, No 2 (2023): ISER Vol 5, No 1 (2023): ISER Vol 4, No 2 (2022): ISER Vol 4, No 1 (2022): ISER Vol 3, No 2 (2021): ISER Vol 3, No 1 (2021): ISER Vol 2, No 2 (2020): ISER Vol 2, No 1 (2020): ISER Vol 1, No 1 (2019): ISER More Issue