cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wirawan Fadly
Contact Email
wira1fadly@iainponorogo.ac.id
Phone
+628563024430
Journal Mail Official
insecta@iainponorogo.ac.id
Editorial Address
Jurusan Tadris Ilmu Pengetahuan Alam, Institut Agama Islam Negeri Ponorogo Jalan Pramuka 156. Po. Box. 116 Ponorogo 63471, Jawa Timur, Indonesia insecta@iainponorogo.ac.id
Location
Kab. ponorogo,
Jawa timur
INDONESIA
INSECTA: Integrative Science Education and Teaching Activity Journal
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 27228509     EISSN : 27228495     DOI : https://doi.org/10.21154/insecta
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Chemistry Education Physics Social Sciences
Integrative Science Education and Teaching Activity Journal is published by Science Education Department, Faculty of Education and Teachers Training, Institut Agama Islam Negeri Ponorogo as a medium to improve the creativity of teachers (especially science teacher), lecturers, academics, practitioners, researchers, relating to the science education and teaching activity. The Journal provides a peer-reviewed, academically rigorous and professionally recognized venue for the publication. This journal publishes original articles on the latest issues and trends occurring internationally in Natural Science, Integrative Science Education and Teaching Activity (include about curriculum, instruction, learning, the policy of education ministry, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 148 Documents
 11   12   13   14   15 
ENHANCING ACADEMIC ACHIEVEMENT THROUGH THE APPLICATION OF THE 5E LEARNING CYCLE MODEL Lasaiba, Mohammad Amin; Lasaiba, Djamila
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8518

Abstract

This study aims to evaluate the effectiveness of the 5E learning cycle model in improving student learning outcomes and their engagement in the learning process. The research adopts the Classroom Action Research method, conducted at SMA Muhammadiyah Ambon, with a sample from Class XI through random sampling. Data collection includes observation, tests, and documentation. Research instruments comprise observation sheets guiding the investigation, tests assessing students' mastery level, and documentation gathering relevant materials about the research context. Data analysis involves both qualitative and quantitative methods. Quantitative analysis processes numerical data, while qualitative analysis involves reduction, display, and verification. The research findings highlight the effectiveness of the 5E learning cycle model in enhancing student learning outcomes and engagement. Throughout the cycles, there is a noticeable increase in learning completeness based on cognitive assessments. There was a significant increase of 72.5% in Cycle I, and this trend further substantially increased in Cycle II by 85.0%. Performance assessments also reflected these positive trends, showing a 75.0% increase in the first Cycle and a significant 87.5% improvement in the second. This study, marked by its effectiveness, successfully concluded at the end of Cycle II. This success is evident in applying the learning model, the learning process involving teacher and student activities, and the overall improvement in student learning outcomes across cognitive components. The 5E learning cycle model holds significance in Education, emphasizing student-student-centred Learning. Therefore, it is recommended that the 5E learning cycle model be implemented sustainably in educational activities to create a dynamic learning environment and enhance overall learning outcomes.
LITERATURE STUDY OF THE E-BOOK BASED ON EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) AS THE MAIN SOLUTION TO IMPROVING SUSTAINABILITY AWARENESS Sihombing, Rizky Agassy; Muslim, Muslim; Rahman, Taufik; Karimi, Amir
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8616

Abstract

This study underscores the significance of E-books centered on Education for Sustainable Development (ESD) for junior high school students, highlighting the value of interactive and multidirectional learning resources to foster sustainability awareness. The research objectives are to (1) find out the necessity of ESD-based E-books for enhancing sustainability awareness among students, 2) to prove the advantages and disadvantages of ESD-based learning compared to traditional learning, and (3) compare ESD-based learning with traditional methods. Using interviews, and literature study, the study finds traditional printed science textbooks insufficient in engaging students, often reducing their enthusiasm for learning. Interviews reveal that conventional textbooks are the primary learning medium, but students find them uninspiring. E-books, however, show promise in boosting student engagement through features like accessibility, searchability, and interactivity. Challenges exist in integrating ESD into the curriculum, primarily due to educators' limited understanding of sustainability concepts. Nonetheless, ESD-based E-books are seen as effective tools for developing a sustainable culture and enhancing students' awareness of sustainability issues. The literature study indicates a clear need for ESD-based E-books for students, emphasizing their role in preparing the next generation for sustainable development. The study recommends rigorous testing and comparative analysis of STEM-ESD E-books versus traditional resources to evaluate their effectiveness in raising sustainability awareness among junior high school students. The ultimate aim is to promote self-directed learning and greater awareness of sustainability.
FROM ONLINE TO IN-PERSON: STUDENTS’ MOTIVATION AND SELF-REGULATION IN SCIENCE TEACHING ACTIVITIES DURING AND AFTER THE COVID-19 PANDEMIC Syauqi, Salma Kaisan; Winarno, Nanang; Samsudin, Achmad; Damopolii, Insar; Firdaus, Rohim Aminullah
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8689

Abstract

This study aims to find out the differences in students’ motivation and selfregulation in science teaching activities during and after the COVID-19 pandemic and the strengths and weaknesses of science teaching activities during and after the COVID-19 pandemic from students’ perceptions to improve students’ engagement and achievement in science. This study used a survey design involving 469 junior high school students from 7th, 8th, and 9th grades from 30 different schools located in West Java, East Java, West Nusa Tenggara, Central Java, Special Capital Region of Jakarta, Riau, and East Kalimantan. The instrument consisted of an adapted version of the SALES Questionnaire with a 5-point Likert scale and open-ended questions. Data analysis was carried out by quantitative and qualitative methods. The results showed that students’ motivation and self-regulation in science teaching activities during and after the COVID-19 pandemic were significantly different. The strengths of science teaching activities during the COVID-19 pandemic are flexibility, fewer distractions, and the availability of more learning resources, while the weaknesses are a lack of explanation and understanding, uninteresting, limited interaction, and limited practical activities. The strengths of science teaching activities after the COVID-19 pandemic are clearer explanations, availability of practical activities, and ease of interaction, while the weaknesses are distractions from peers, limited learning resources, and boring. The findings from this study provide an opportunity for science teachers to plan and implement effective learning strategies to increase students' motivation and self-regulation to improve their engagement and achievement in science.
THE CHALLENGES OF SCIENCE TEACHERS IN IMPROVING STUDENTS’ RATIONAL THINKING ABILITIES THROUGH SOCIOSCIENTIFIC ISSUE BASED LEARNING Anggi Sofiana, Karisma; Arif, Syaiful
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8848

Abstract

Reasoning is one of the cognitive abilities developed to gain knowledge. Students must have the ability to reason so that they can solve a problem through common sense. They can see accurate information. However, in most communities, many myths or issues are spread among the public, some of which are not even true, so it would be better if science learning were connected to socioscientific issues. This research aims to explore the challenges of junior high school teachers in improving students' rational thinking abilities when they design and facilitate learning of socioscientific issues in the classroom. This research was conducted at SMPN 1 Mlarak with research samples, namely science teachers at SMPN 1 Mlarak Ponorogo and class 7C students at SMPN 1 Mlarak. This research uses a qualitative approach, applying in-depth interview and observation methods. This research uses the N VIVO application to analyze data. From this research, the results showed that several things were challenges for teachers in improving students' rational thinking abilities through socioscientific issue-based learning, namely students' abilities, limited time, and difficulty finding relevant examples. Knowing the challenges teachers face in teaching provides an idea of finding the right solution to overcome the problems.
EXPLORING STUDENTS REASONING PATTERNS ON REPRODUCTIVE SYSTEM OF PLANTS AND ANIMALS MATERIAL Anggraini, Widra Dwi; Pertiwi, Faninda Novika
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8851

Abstract

The 21st century requires students to have high-level thinking abilities. One of the thinking abilities that students must have is logical reasoning. In learning, especially science, scientific logical thinking is very important. Science learning generally focuses on factual memory and experiments, so that both can improve students' scientific reasoning abilities. In the learning process in class, students have different reasoning patterns in understanding a problem. From this background, the aim of this research is to determine students' scientific logical reasoning patterns in solving problem-based problems that integrate material on plant and animal breeding systems and to determine teachers' strategies in efforts to improve students. 'logical thinking skills in scientific reasoning. This research was conducted at a junior high school in the city of Ponorogo with a sample of Ninth grade B students. The method used was a qualitative phenomenological approach. Data collection techniques use interviews, diagnostic test instruments and documentation. Based on the research results, the teacher's strategy in developing students' reasoning skills is to provide problem-based problems based on three indicators of logical thinking skills, namely thinking sequence, argumentation and inference skills. Meanwhile, students can use different reasoning patterns in solving problems given by the teacher. This research is new or new from previous research, namely the N-Vivo software is used for data analysis and is presented in depth with qualitative descriptions.
THE EFFECT OF SCIENCE LITERACY SKILLS TO CONTEXTUAL THINKING SKILLS ON SCIENCE LITERACY-BASED LEARNING Novita Oktaviani; Ulinnuha Nur Faizah
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8852

Abstract

Along with the development of the 21st century, humans are required to have science literacy and contextual thinking skills. The need for contextual thinking skills and science literacy is one of the challenges in education. This study aims to determine whether science literacy-based learning can improve contextual thinking skills and science literacy skills and to determine the effect of science literacy skills on contextual thinking skills. The method used in this research is quantitative with correlation research design. The sample used was 28 students who participated in filling out the student’s worksheet, multiple choice questions and essay test with a cluster random sampling technique. The research data analysis used non-parametric statistical tests with the help of SPPS 26 for Windows software. The results of this study show that science literacy-based learning improves science literacy with an N-Gain value of 0.1368 and contextual thinking skills with an N-Gain value of 0.6981. Based on the non-parametric statistical test conducted, the sig value is 0.001 or <0.05, and it can be concluded that alternative hypothesis is accepted and science literacy ability affects the ability to think contextually, and there is a correlation coefficient value of 0.601 which means the level of strength of the relationship (correlation) between variables is a strong correlation and is unidirectional. Therefore, to improve literacy and contextual thinking skills, science literacy learning can be used, and high science literacy skills can improve students' contextual thinking skills.
IMPROVING CONTEXTUALIZED PROBLEM-SOLVING SKILLS IN 8TH GRADE STUDENTS THROUGH "DIGESTIVE SYSTEM" PROBLEM-ORIENTED LEARNING Alfanisa Dwi Pramudia Wardani; Wirawan Fadly; Martinez David
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8856

Abstract

Problem solving ability is one of the competencies that must be achieved by students to reach sustainable development goals (SDGs). There is a need for more appropriate learning methods and education policies in Indonesia to improve literacy and numeracy skills, including problem-solving competencies, which is fundamental in this era of Industrial Revolution 4.0. Science Education for Sustainable Development (SESD) focuses on developing learners' attitudes and competencies to alleviate life and find an innovation that is relevant to a problem. This study investigated whether Digestive System learning designed to be oriented towards contextual problems with SESD-based direct teaching promotes learners' ability to solve contextual problems better than conventional classroom learning. Data collection included assessment with tests on learners' problem-solving skills through quasi-experimental research using a pretest-posttest experimental control group design. The experimental group received learning about the digestive system with a problem-oriented learning model and the SESD approach. The research sample was the VIII grade students of SMPN 4 Ponorogo. The pre-test scores for the experimental and control groups were similar, at 66.4 and 67.0 respectively. However, the experimental group had a higher post-test score of 82.0, while the control group had an average score of 73.0. Supported by Cohen's d analysis of 0.60 shows that problem-based learning (PBL) with the SESD approach is more effective than conventional learning in improving students' problem-solving skills.
THE EFFECT OF EDUCATIONAL BOARDGAME ON STUDENTS' REFLECTIVE THINKING ABILITY IN LEARNING SUBJECT NUTRITION IN FOOD Al Mustafid, Fika Zakiya; Aristiawan; Cahyani, Vika Puji
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 5 No. 1 (2024)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v5i1.8941

Abstract

Reflective thinking skills are one of the five high-level thinking skills in twenty-first-century learning. The process of reflective thinking is crucial, especially in science education. Mastering reflective thinking skills helps students in solving scientific problems using scientific methods. There are three stages of reflective thinking: reaction, elaboration, and contemplation. To enhance students' reflective thinking skills, the first step is to stimulate student interest. One alternative learning model that can engage student interest is Game-Based Learning using educational boardgame. Boardgame is a type of non-digital game that has various advantages compared to other types of games. This study investigated the reflective thinking skills of junior high school students as an impact of using educational game media in science lessons, especially the material of Nutritional Substances in Food. The research was conducted at SMPN 2 Jetis, Ponorogo Regency. The research sample was the VIII grade students of SMPN 2 Jetis. This research is a quantitative study with a research design using a quasi-experiment with a nonequivalent control group. The data collection technique used pre-test and post-test to measure reflective thinking skills before and after treatment in the control class and experimental class. The results showed that reflective thinking skills at the Reaction, Elaboration, and Contemplation stages in the experimental class using boardgame media were not higher than the control class using paper and pencil media. These results can be influenced by several variables that cannot be controlled by researchers. The conclusion of this study showed that boardgame media could not always be used to improve reflective thinking skills.
ANALYSIS OF VISUAL REPRESENTATIONS OF WATER TOPICS IN JUNIOR HIGH SCHOOL SCIENCE TEXTBOOKS: IMPLICATIONS FOR SCIENCE LITERACY AND POTENTIAL MISCONCEPTIONS Lestari, Putri; Laelasari, Iseu
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 6 No. 2 (2025)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v6i2.11104

Abstract

The low performance of Indonesian students in the PISA 2022 science assessment highlights ongoing challenges in science literacy, especially in interpreting scientific visuals. Textbooks, as the primary learning resource, play a vital role in shaping students’ conceptual understanding. This study examines how water related topics are visually represented in junior high school science textbooks and explores their implications for science literacy and potential misconceptions. A descriptive qualitative method was applied using purposive sampling of nine BSE textbooks published by the Ministry of Education and Culture, covering grades VII–IX in both the 2013 and Merdeka (Indonesian independent) curricula. Visual data were classified into four categories: water, water and society, technology, and sustainability and responsibility. Content analysis was conducted with a coding instrument validated by two experts, one in water literacy and the other in science learning and the data were analyzed using the Miles and Huberman model with RStudio support for visualization. In total, 104 visuals were identified. The majority (63%) belonged to the “water” category, while “water and society” (17%), “technology” (12%), and “sustainability and responsibility” (8%) were underrepresented. Both curricula concentrated visuals in grade VII, with fewer in grades VIII and IX. Common inaccuracies included incomplete water cycle diagrams that omitted infiltration and percolation processes, potentially fostering misconceptions. These findings indicate that textbook visuals emphasize conceptual aspects of water while neglecting social, technological, and sustainability dimensions. This imbalance restricts students’ opportunities to develop comprehensive science literacy. The study underscores the need for more accurate, contextual, and real world aligned textbook visuals to support curriculum goals and reduce misconceptions.
TEACHING MATERIALS IN CREATIVE THINKING SKILLS-BASED LEARNING: A SYSTEMATIC LITERATURE REVIEW Anwar, Muhamad Khoirul; Suratno; Buroidah, Hikmah; Hasan, M. Ubaidillah
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 6 No. 2 (2025)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v6i2.8779

Abstract

Teaching materials designed for creative thinking skills are very important because they guide students to develop innovative problem-solving skills and think outside the box. The purpose of this study is to analyze the characteristics of effective teaching materials in supporting creative thinking skills-based learning, and to identify the essential components that must be present in teaching materials to develop these skills. This study is a systematic literature review that describes teaching materials in creative thinking skills-based learning in the field of biology education. This study synthesizes 11 of 42 articles published between 2021–2024 in Sinta 2–4 journals obtained based on the formulation of the problem. The study results consistently demonstrate the dominance and crucial role of digital-based teaching materials in significantly enhancing students' creative thinking skills. These digital resources are uniquely designed with embedded features like multimedia integration, Problem-Based Learning (PBL) scenarios, and open-ended questions, thereby creating a highly interactive, flexible, and relevant learning environment aligned with 21st-century demands. The efficacy of these digital tools is strongly reinforced through their integration with active learning strategies such as PBL and Inquiry-Based Learning, This finding offers significant novelty by providing empirical evidence that locally-adapted digital products are a primary catalyst for pedagogical transformation. The practical implication is that educators must shift their focus from mere information delivery to designing rich learning experiences that explicitly demand students to generate, test, and validate their own creative ideas, preparing them for future complexity.

Page 14 of 15 | Total Record : 148

 11   12   13   14   15 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2025) Vol. 6 No. 1 (2025) Vol. 5 No. 2 (2024) Vol. 5 No. 1 (2024) Vol. 4 No. 2 (2023) Vol 4, No 1 (2023) Vol. 4 No. 1 (2023) Vol 3, No 2 (2022) Vol. 3 No. 2 (2022) Vol 3, No 1 (2022) Vol 2, No 2 (2021) Vol 2, No 1 (2021) Vol 1, No 2 (2020) Vol 1, No 1 (2020) More Issue