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 
STEAM-DESIGN PROCESS WITH TELESCOPE PROJECT TO FOSTER STUDENTS’S ATTITUDE TOWARD SCIENCE Jihan Reihana Nurfadhila; Nanang Winarno; Eka Cahya Prima; Ahmad, Nur Jahan
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.v6i2.11605

Abstract

Attitude Toward Science in the PISA global ranking shows a low-average. This study analyzed the effect of STEAM-Design Process on students’ attitude toward science in the topic of optical instruments. Quantitative research method alongside a quasi-experimental design was utilized in this study. The experimental class used the STEAM-Design Process whereas the control group used conventional learning. The sample for this study were 8th-grade students from a public school in Tasikmalaya Regency, Indonesia. The experimental group consisted of 38 students, while the control group consisted of 30 students. Students ages ranged from 13-14 years old. The data obtained in this study used 60 statements form a questionnaire with two open-ended questions. The findings revealed a significant difference in attitude toward science between the experiment and control class. The N-Gain score in the experiment class is 0.32 and control class 0.12, which is described as medium and low improvement. Based on this research, teaching through STEAM- Design Process is effective approach that can be significantly improve attitude toward science. Educators should consider integrating this model more broadly in secondary science curricula. It is recommended to explore the long-term effects and explore ways to better support the emotional dimensions of student attitudes.
STUDENT TEACHERS’ CHALLENGES TOWARD ACTION RESEARCH IN TEACHER EDUCATION COLLEGE Srieng , Kimsron; Kong, Sam Ol; Srun , Sienghour
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.v6i2.11840

Abstract

Research activities provide an important aspect of graduate students, and it promotes critical thinking, reasoning and rational decision making among the researchers. However, doing research is not easy for students; especially, students who has never conducted research. This study aimed to highlight challenges of student teachers facing with action research implementation. Cross-sectional descriptive research was conducted using a self-administered questionnaire via google form distributed to 184 student teachers from primary and lower secondary in 12+4 program in Phnom Penh Teacher College (PTEC). The questionnaire consisted of two sections with questions aimed at collecting demographic data and data regarding perspective of student teachers towards difficulties of the student-researchers. Data was analyzed by using SPSS version 22. Descriptive and inferential statistics were calculated. The results show that student teachers had many challenges on research knowledge and skills. These challenges derived from student-related challenges, mentor-student challenges, and institution-related challenges. The study suggested that student teachers should have more training on practical research skills, rather than theory, proposed to conduct other topics beside teaching and learning method, more follow up student teacher’s research progress, action research in Khmer language should be promoted through PTEC lecturers, and research written format should be specific and unique, not often be changed.
ENHANCING STUDENTS’ SCIENTIFIC LITERACY THROUGH A DISCOVERY LEARNING MODEL ASSISTED BY SCIENCE MODULES ON MADURESE BATIK Wulandari, Ana Yuniasti Retno; Putera, Dwi Bagus Rendy Astid; Sulastri, Endang; Darmawati, Vita Dwi
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.v6i2.11923

Abstract

Students’ scientific literacy in Indonesia, especially at the junior high school level, is still low, thus requiring an innovative learning approach. Integrating local wisdom, such as Madurese batik, into science learning makes learning more contextual. This research aimed to analyze the effect of discovery learning assisted by a Madurese Batik science module on students’ scientific literacy improvement. A one-group pretest-posttest design was utilized for this study, involving a sample of 31 students from class 7 at SMPN 2 Bangkalan. The research instrument used an essay test on scientific literacy competency. The analysis technique used the Wilcoxon and the N-Gain tests. The findings indicated a significant improvement in students’ scientific literacy (Wilcoxon sig. = 0.000), with a moderate N-Gain of 0.65. This study implies that integrating local wisdom into discovery learning can be an effective strategy to enhance students’ scientific literacy.
FROM READINESS TO DESIGN: MAPPING PRE-SERVICE CHEMISTRY TEACHER’S INCLUSIVE COMPETENCIES WITH CHARLOTTE DANIELSON’S FRAMEWORK ‘Azmi, Madah Ikrimatul; Suprihatiningrum, Jamil; Wulayalin, Khafifah Aulia
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.v6i2.12091

Abstract

This study examines the inclusive teaching readiness of pre-service chemistry teachers using Charlotte Danielson’s Framework for Teaching (FfT) as an analytic lens and as an entry point to Educational Design Research (EDR). Fifty participants from six Indonesian state universities were surveyed with a 22-indicator Likert instrument adapted from the FfT. The instrument showed good internal consistency (α = .87). Descriptive statistics and non-parametric tests were used to compare domains and explore variance. Results indicate high competencies in Planning & Preparation, Classroom Environment, and Instruction, while Professional Responsibility shows comparatively lower means and greater dispersion. Weakest indicators include adaptive assessment, inclusive/multimodal communication, and professionalism, suggesting both curricular gaps and unequal access to clinical experiences. Potential ceiling effects in planning signal the need for more sensitive, authentic indicators (e.g., project-based assessment across representations). We translate these findings into EDR design principles prioritizing (1) adaptive assessment, (2) multimodal communication, (3) mentoring and professional learning communities, and (4) accessibility audits for laboratory spaces. The study formulates EDR design principles emphasizing adaptive assessment, multimodal strategies, mentoring networks, and accessibility audits. Overall, this research operationalizes the Charlotte Danielson’s FfT in inclusive chemistry education, linking empirical measurement to practical design solutions and offering implications for curriculum reform and iterative EDR-based model development.
MODELING CHEMISTRY ASPIRATIONS IN HIGH SCHOOL: A STRUCTURAL EQUATION APPROACH TO SELF-EFFICACY, LEARNING APPROACHES, AND SELF-REGULATED LEARNING Nasihah, Durrotun; Sutrisno, Hari
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.v6i2.12140

Abstract

This study aims to (1) identify the best model of relationships among learning self-efficacy, learning approaches, and self-regulated learning on the chemistry aspirations of high school students during the pandemic, and (2) determine the structural equation model (SEM) that best represents these relationships, including the relevant dimensions and indicators for each variable. This quantitative research employed a survey method, path analysis, and SEM approach. The sample consisted of 603 students from the Cirebon district, selected through cluster random sampling. Data were collected using a structured questionnaire. Prior to statistical analysis, prerequisite tests including normality, homogeneity, and outlier detection were conducted. Validity and reliability were examined using Exploratory and Confirmatory Factor Analyses.The findings revealed that the learning approach had the most significant direct association with students’ chemistry aspirations, whereas self-efficacy and self-regulated learning showed indirect relationships. Interestingly, surface motives rather than deep strategies were found to be more strongly linked to chemistry aspirations, suggesting that students’ engagement is primarily driven by performance goals and exam success. This context-dependent finding reflects Indonesia’s teacher-centered and exam-oriented learning culture. The most influential indicator was students’ initiative to use their free time to explore chemistry topics, while the least influential was self-control during unsupervised study. These results highlight the need to design learning strategies that gradually transform surface motives into deeper, intrinsic engagement through reflective, inquiry-based, and feedback oriented learning.
THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING (PBL) MODEL WITH AN EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) APPROACH IN IMPROVING STUDENTS' ENVIRONMENTAL AWARENESS Aida Amalia Fadilah; Faizah, Ulinnuha Nur
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.v6i2.12149

Abstract

The environmental awareness of students at SMPN 3 Ponorogo is still lacking as evidenced by results of initial observations through a pretest in class VII with material Ecology and Biodiversity in Indonesia, especially sub-chapter Influence of Human Actions on Environment, obtained an average of 48,83%. This study aims to determine the effectiveness of PBL model with ESD approach to environmental care skills of class VII students. The method used in this study is a quantitative approach with a True Experiment design with experimental and control classes. The sampling technique used is Simple Random Sampling, the sample is students of class VII B and VII F, each class consisting of 30 children. Data collection techniques with tests through pretest and posttest. Data analysis techniques used included normality tests, homogeneity, t-test (independent), N-Gain, and effect cohend. Based on the research results, it is known that the average value of experimental class' environmental care ability for environmental insight indicator is 80 to 90, the maintenance, preservation, and skills indicator is 90 to 98. PBL learning model and ESD approach proved effective in terms of environmental care skills as evidenced by the results of t-test (independent) which showed in experimental class and control class. The results of the N-Gain and effect cohend tests showed that experimental class was more effective in improving students' environmental care skills than control class.
SUPPORTING STUDENTS' LOGICAL THINKING ABILITY WITH CASE BASED LEARNING MODEL WITH SMART QUIZ TECHNIQUE Firdausi, Firna Nahwa; Arif, Syaiful
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.v6i2.12153

Abstract

Indonesia faces serious challenges in developing logical thinking skills, particularly in science. This skill is crucial because it serves as the foundation for students to analyze, evaluate, and create solutions to complex problems, not only in school but also in everyday life. Unfortunately, data from various sources indicates that Indonesian students' logical thinking skills are still far below global standards. The TIMSS consistently ranks Indonesia at the bottom, ranking 44th out of 49 countries with a score of 397. This study aims to 1. Determine the implementation of the CBL with the quiz technique on logical thinking skills. 2. Determine student activities during the implementation of the CBL model with the quiz technique on logical thinking skills. 3. Determine the effectiveness of the CBL with the quiz technique on logical thinking skills. This study used a quantitative approach with a quasi-experimental design. The research design involved an experimental class implementing the CBL with the quiz technique, and a control class using conventional learning methods. Data were collected after being tested for validity and reliability. The results of the study showed that the average student activity during the implementation of the CBL with the quiz technique reached 83% which is included in the good category. The results of the hypothesis test showed a significant difference in students' logical thinking abilities between the experimental class and the control class, where the sig value (2 tailed) was 0.000. The N-Gain analysis showed that the average N-Gain value of the experimental class was 0.74, which was categorized as "moderate and quite effective". Thus, this study concluded that the CBL with the quiz technique was effective in improving students' logical thinking abilities.
ANALYSIS OF STUDENTS' QUESTIONING SKILLS TO CORRECT MISCONCEPTIONS RELATED TO UNDERSTANDING TEMPERATURE AND HEAT MATERIALS Munawaroh, Afifah Al; Faninda Novika Pertiwi; Udomsak Kitthawee
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.v6i2.12154

Abstract

This study aims to analyze the questioning ability of grade VII students in an effort to correct misconceptions on temperature and heat materials. The ability to ask questions is an important skill in the learning process, because the right questions can help students dig deeper into understanding and identify and correct their misconceptions. This study uses a qualitative descriptive approach with the subject of grade VII students in one of the junior high schools based on Islamic boarding schools in Ponorogo. Data was obtained through tests, interviews, and document analysis in the form of student question notes during the learning process. The results of the study show that most students still have difficulty asking exploratory and critical questions related to the concept of temperature and heat. However, through targeted guidance from teachers, the quality of the questions. From the questions asked by students on the material on temperature and heat, it can be an indicator of misconceptions because by asking questions, students have constructed their own thoughts, making them more curious and satisfying that curiosity through their ability to ask questions. this research connects the two showing how questioning can be a diagnostic and corrective tool to address students’ conceptual misunderstandings. This research is important because many students still hold misconceptions about temperature and heat, while their questioning skills remain low, preventing these errors from being revealed. By analyzing students’ questions, this study provides an effective way for teachers to diagnose misunderstandings early and improve science learning quality.

Page 15 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