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Wirawan Fadly
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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 158 Documents
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STUDENT-TEACHERS’ PERCEPTIONS OF THE EDUCATIONAL ENVIRONMENT AT PHNOM PENH TEACHER EDUCATION COLLEGE (PTEC): A DREEM-BASED STUDY: Student-Teachers’ Perceptions on Surrounding Environment Teaching and Learning of Phnom Penh Teacher Education College (PTEC) Phearun Reth; Sophea Seng; Chanvey Kun; Kimsron Srieng
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.12353

Abstract

Phnom Penh Teacher Education College (PTEC) is well-known as an institution in Cambodia and it is the first instituute that establish to promote teachners’ qualification and teaching quality. This study aimed to explore how the surrounding environment at Phnom Penh Teacher Education College (PTEC) affected student-teachers' perception of their learning and teaching. The instrument in this study was used questionnaire, which adapted from the previous relevant topic. Likert scale was utilized to evaluate 207 individuals who were student-teachers. Utilizing five DREEM domains of gender, accommodation, and qualification. The result revealed that there were no differences in the student’s perspective. Students claimed that the surrounding environment was acceptable in total. Researcher strongly recommend DREEM instrument to assess the surrounding environment in the university or college because it may be helpful to address and deal with this particular problem. The further research should focus on lecturers who work there to illustrate their perspective on surrounding environment at PTEC.
LUNGLAB 3D: VISUALIZATION FOR INTEGRATED SCIENCE LEARNING OF THE HUMAN RESPIRATORY SYSTEM Annida Fatiya Ananta Sofi; Naili Jauharotun Nisa’; Raihsa Hanipa Naya; Tasbi Khatuz Zumaro; Rahmi Faradisya Ekapti
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13117

Abstract

Science learning is often perceived as abstract because many concepts are difficult for students to understand concretely, especially the human respiratory system. This often affects students’ motivation and understanding of the concepts being taught. Therefore, innovative and interactive learning media are needed to provide three-dimensional visualizations that make abstract concepts more concrete and engaging. To address this need, a learning medium called LungLab 3D was developed. It is a three-dimensional lung model designed to help students study the human respiratory process in a visual and hands-on way. The media not only illustrates the anatomical structure of the lungs but also demonstrates the mechanisms of inspiration and expiration, enabling students to connect theory with real biological phenomena occurring in the body. This study employed a Research and Development (R&D) approach using the 3D Thiagarajan model (1974), which consists of three main stages: define, design, and development. Product validation was conducted by four junior high school science teachers, assessing six aspects: material relevance, durability, accuracy, efficiency, aesthetics, and safety. The validation results showed an average score of 4.42 with a percentage of 88.3%, categorized as very good. Therefore, LungLab 3D is considered suitable for use in science learning and has the potential to enhance students’ understanding, especially when integrated with creative thematic worksheets that promote exploration and critical thinking.
ANALYSIS OF EPISTEMIC BELIEFS OF PROSPECTIVE SCIENCE TEACHERS IN CARRYING OUT PRACTICUM ACTIVITIES REVIEWED FROM MOTIVATION Tria Mariska; Aristiawan
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13315

Abstract

Science education, especially in the field of Natural Sciences (IPA) plays an important role in shaping students' skills and understanding, especially through practicum activities as a means of applying theory in a real context. This study aims to analyze the influence of epistemic beliefs of prospective science teachers in practicum activities, identify the  role of motivation on epistemic beliefs, and find out the relationship between the two. Based on the purpose of the study, this study was designed using a descriptive qualitative method with observation, interview, and questionnaire techniques on 30 prospective science teachers in the Tadris Science laboratory at IAIN Ponorogo. The use of questionnaires in this qualitative research serves as supporting data to strengthen the findings, with the main analysis still emphasizing qualitative descriptiveness. Then the data from the research results are compared with the existing research theory which will later provide research conclusions. The results of the study show that the majority of prospective science teachers have high epistemic beliefs, with a percentage of 80% in the high category. This belief includes four dimensions, namely, certainty of knowledge, simplicity, source of knowledge, and justification. In addition, 52% of respondents have the motivation to develop their potential through practicum activities. There is a positive relationship between epistemic beliefs and motivation, where strong beliefs can increase motivation to actively engage in practicums. This study concludes that the development of epistemic beliefs and good motivation is very important to improve the quality of science education in Indonesia.  
DESIGNING THE QUALITY OF PHYSICS GRADUATES: A SYSTEMATIC EXPLORATION OF BASIC PHYSICS PRACTICUMS ALIGNED WITH 21ST CENTURY COMPETENCIES Alfi Mufidah; Sentot Kusairi; Hartatiek; Wirawan Fadly
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13398

Abstract

Physics education programs must produce graduates capable of transforming scientific principles into innovative solutions. However, a significant gap exists in the systematic integration of laboratory design, standardized 21st-century competency assessments, and SDG 4-relevant outcomes. This study addresses this fragmentation by exploring basic physics laboratory models through a Systematic Literature Review (SLR) and bibliometric analysis of 22 selected articles from 2015–2025. Findings confirm a paradigm shift toward competency-based teaching, with research interest in technology integration peaking in 2023. The analysis identifies that inquiry-based models, such as the Higher Order Thinking Laboratory (HOT Lab), are most effective for fostering graduate work-readiness by prioritizing critical thinking and problem-solving. Furthermore, the study highlights the indispensable role of laboratory assistants as pedagogical agents whose 4C competencies significantly catalyze students' experimental comprehension. The study’s primary novelty is the formulation of the "Triple-Aligned Architecture," a framework ensuring that instructional objectives, digital technology integration, and evaluations systematically converge on three pillars: 21st-century skills, professional competencies, and sustainability. This architecture provides a strategic roadmap for institutions to transform laboratories into innovation hubs that produce adaptive graduates with measurable global impact and readiness for the digital era.
TRANSFORMATION OF STUDENTS' UNDERSTANDING OF LINEAR MOTION SUB-MATERIALS THROUGH ASSEMBLR EDU LEARNING MEDIA AT THE JUNIOR HIGH SCHOOL LEVEL/MTS STUDENTS Lailita Nur Azizah; Andi Suhardi
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13483

Abstract

Science instruction on the topic of linear motion often leads to misconceptions because the concepts of position, velocity, and acceleration are abstract and dynamically interrelated. The prevalence of formula-based instruction causes students to tend to understand concepts procedurally without being able to relate them to physical phenomena. The use of Augmented Reality (AR)-based media, such as Assemblr Edu, has the potential to help visualize concepts in a more concrete and interactive way. This study aims to describe the transformation of students’ conceptual understanding of the linear motion subtopic through the use of AR media. Unlike previous studies that mainly focus on learning outcomes, this study specifically examines the process of conceptual transformation based on the framework of Conceptual Change Theory. The research focuses on: (1) students’ initial understanding, (2) the process of understanding transformation during learning, and (3) students’ final understanding. This study employs a descriptive qualitative approach with subjects comprising a science teacher and six eighth-grade students in Class VIII C at MTsN 1 Lumajang. Data were collected through observation, interviews, and documentation, and analysed using thematic coding based on stages of conceptual change, with validity ensured through source and technique triangulation. The findings indicate that students’ initial understanding is dominated by procedural patterns and conceptual misconceptions. During instruction, AR visualization triggered cognitive conflict that encouraged conceptual restructuring through visual exploration, social interaction, and teacher facilitation. Students’ final understanding developed into a more conceptual and applied form, as evidenced by their ability to explain relationships between variables and apply them in real-life contexts. These findings suggest that the integration of AR with appropriate pedagogical support facilitates meaningful and relatively stable conceptual change. This study implies that AR-based learning should be designed not only as a visualization tool, but as a structured pedagogical strategy to support students’ conceptual development.
STUDENTS' DATA INTERPRETATION SKILLS IN GENERAL BIOLOGY LABS: ANALYSIS BASED ON PRIOR KNOWLEDGE AND IMPLICATIONS FOR SCIENTIFIC LITERACY Aziza Karenina; Nuris Fattahillah; Andyta Ma'rifatul Usnia; Winda Rachman Putri; Rasyid Zuhdi; Angsoka Dwipayana Marthaliakirana
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13517

Abstract

Data interpretation ability is an important component of scientific literacy that needs to be developed through practicum activities. Prior knowledge acts as a cognitive basis that enables students to understand scientific concepts, recognize experimental variables, and connect observation results with relevant theories in biology practical activities. This study aims to analyze differences in students' data interpretation abilities in General Biology practicums and examine the relationship between prior knowledge and data interpretation abilities from a scientific literacy perspective. This study is quantitative with a descriptive, comparative, and correlational design. The subjects were students in classes A, B, C, and D who participated in General Biology practicums. Prior knowledge data were obtained through a pretest, while data interpretation abilities were obtained through practicum results. Data analysis was carried out using normality tests, homogeneity tests, One Way ANOVA tests, Tukey Post Hoc follow-up tests, and Pearson correlation tests. The results showed that significant differences occurred between class D and classes A, B, and C, while there were no significant differences between classes A, B, and C. The results of the Pearson correlation test showed a significant positive relationship between prior knowledge and data interpretation abilities (r = 0.62; p < 0.05), which is included in the moderate to strong category. The practical implications of this study emphasize the importance of considering prior knowledge in teaching biology practicums through pre-learning activities and providing scaffolding during the practicum, so that students' data interpretation skills can develop optimally and support increased scientific literacy.
THE EFFECT OF STEAM ORIENTED INQUIRY BASED LEARNING MODEL ON CRITICAL THINKING SKILLS AND COGNITIVE LEARNING OUTCOMES ON BIODIVERSITY Alda Alfina; Sofia Ery Rahayu; Zahra Nugraheni
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13591

Abstract

This study investigated the effect of the STEAM-oriented Inquiry Based Learning (IBL) model on students’ critical thinking skills and cognitive learning outcomes in biodiversity topics among tenth-grade students at SMA Laboratorium UM. The study employed a quasi-experimental design using a Nonequivalent Control Group Design and involved 102 students divided into three groups: a STEAM-oriented IBL class, an IBL class, and a conventional learning class. Data were collected through tests measuring critical thinking skills and cognitive learning outcomes. The analysis techniques included ANCOVA, Bonferroni post hoc tests, and N-Gain analysis. The findings showed that the STEAM-oriented IBL model significantly influenced students’ critical thinking skills and cognitive learning outcomes, with significance values of p < 0.001. The effect sizes were high, with η² values of 0.734 for critical thinking skills and 0.742 for cognitive learning outcomes. Furthermore, the N-Gain analysis indicated substantial improvement in both variables, with scores of 0.9 for critical thinking skills and 0.8 for cognitive learning outcomes. Overall, the STEAM-oriented IBL model proved more effective than the IBL and conventional models in improving students’ higher-order thinking skills and academic achievement in biodiversity learning. The implementation of STEAM elements within the Inquiry Based Learning process encouraged students to participate actively in problem solving, investigation, collaboration, and knowledge construction. This approach also provided learning experiences that supported conceptual understanding and strengthened students’ ability to analyze, evaluate, and interpret biological concepts in real-life contexts. Therefore, the STEAM-oriented IBL model can be considered an effective and innovative learning strategy for secondary biology education.
DEVELOPMENT OF STEAM-BASED PHYSICS LEARNING KITS AS INSTRUCTIONAL MEDIA TO IMPROVE HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS Wildan Mubarok; Sherlynggar Anugrah; Iqbal Ainur Rizki
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13723

Abstract

Critical thinking skills are essential competencies in 21st-century physics education, yet conventional instruction still tends to emphasize memorization and procedural learning. This study aimed to develop STEAM-based physics learning kits as instructional media to improve high school students’ critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The participants were 35 eleventh-grade students at SMA Negeri 1 Sidoarjo selected through purposive sampling. The developed learning kits integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) components with critical thinking indicators, including analysis, inference, evaluation, interpretation, and explanation. Validation conducted by an experienced physics teacher indicated that the developed learning kits were categorized as very valid with an average score of 4.57. The implementation results showed a significant improvement in students’ critical thinking skills, reflected by the increase in average scores from 56.43 on the pretest to 82.17 on the posttest. The average N-gain score was 0.68, categorized as moderate improvement, while the paired sample t-test showed a statistically significant difference between pretest and posttest scores (p < 0.05). Students also responded positively toward the developed learning kits in terms of attractiveness, usability, and support for conceptual understanding and collaborative learning. The findings indicate that the developed STEAM-based physics learning kits effectively facilitate meaningful physics learning and support students’ critical thinking development aligned with the demands of 21st-century education.

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