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BIOCHEPHY: Journal of Science Education
Published by MO.RI Publishing
ISSN : 27981126     EISSN : 27980472     DOI : https://doi.org/10.52562/biochephy
Core Subject : Education,
Education
BIOCHEPHY: Journal of Science Education is an open-access journal published by the MO.RI Publishing. This journal aims to provide a forum for researchers, educators, teachers, trainer, and other practitioners to present their latest research papers on the results of the study and review of the literature in the sphere of Natural Science Education, Biology Education, Chemistry Education, and Physics Education in primary, secondary, and higher education.
Arjuna Subject : Ilmu Pengambilan Keputusan (semua kategori) - Ilmu Pengambilan Keputusan (Lain-Lain)
Articles 388 Documents
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Availability of Occupational Safety and Health (OSH) Facilities and Potential Hazards in a Senior High School Biology Laboratory: A Compliance Assessment Against Indonesian National Standards Hidayah Dwi Cahyati; Rosita Astiani Silmi; Adzkia Jannatun Hanis; Aulia Niken Sari; Evi Muliyah
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1993

Abstract

The biology laboratory plays an important role in science learning through practical work. However, laboratory activities also have potential hazards that can threaten user safety if occupational safety and health (K3) facilities are not optimal. This study aims to identify the availability of K3 facilities, potential hazards, and compliance with the standards of Permendikbud No. 8 of 2018 in the Biology Laboratory of SMAN X Tangerang Selatan. A descriptive method with a mixed approach (qualitative and quantitative) was used. Data were collected through observation using a checklist (40 items), interviews with laboratory assistants, and documentation. The results showed the level of availability of K3 facilities was 55% (complete category). Hazard identification found that chemical hazards were the main potential (10% of the total items), especially from corrosive and flammable materials. Facilities such as eyewash stations, evacuation routes, and B3 waste bins were not yet available. This study concluded that the laboratory generally met basic safety standards, but needed improvement in emergency response facilities and waste management.
Need Analysis for the Development of the SI-ECOFIS E-Worksheet Integrating Ecotheology and Education for Sustainable Development in Environmental Physics Courses Yani Suryani
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1997

Abstract

Environmental physics courses in higher education face challenges in integrating value-based ecological perspectives with scientific content. This study aimed to conduct a needs analysis as the initial stage in developing the SI-ECOFIS e-worksheet (Sustainable Integrated Ecotheological Environmental Physics), an electronic worksheet designed to integrate ecotheological perspectives and Education for Sustainable Development (ESD) principles. The study employed a research and development (R&D) approach using the ADDIE model, focusing on the analysis phase. The participants consisted of 75 Physics Education students, three physics lecturers, and three environmental education experts from UIN Raden Intan Lampung. Data were collected through questionnaires, interviews, document analysis, and classroom observations. The findings revealed that the existing environmental physics learning materials have not adequately integrated ecotheological perspectives or effectively fostered ESD competencies. In addition, students demonstrated a high level of digital readiness, with 87% using smartphones as learning tools, while two of the three lecturers expressed readiness to adopt ESD-oriented instruction materials. The needs analysis identified six essential components of SI-ECOFIS: ecotheological orientation, environmental physics content, contextual tasks, ESD competency activities, ecological value reflection, and collaborative action projects. These findings provide an empirical foundation for the subsequent design and development phases of the SI-ECOFIS e-worksheet within the ADDIE framework.
Environmental Attitude and Knowledge Among Community Members in Rogojampi: Implications for Community-Based Environmental Education and Spatial Planning Rima Suwistika; Nuri Hidayati
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.2003

Abstract

The limited engagement of community members in addressing ecological problems is linked to the lack of environmental understanding. This study described environmental attitude and environmental knowledge among members of the Paguyuban Blok EM community in Rogojampi, compared variables by sex, and examined their relationship. A quantitative survey was conducted with 26 respondents from a population of 58,262 residents. Questionnaire data were analyzed using inferential statistics. Environmental attitude was classified as high (M = 41.81), whereas environmental knowledge was moderate (M = 36.15). Sex showed no significant association with environmental attitude (p = .401) or environmental knowledge (p = .451). Pearson correlation analysis revealed no significant relationship between environmental attitude and environmental knowledge (r = .197, p = .335). However, a Mann–Whitney U test indicated significant differences between their score distributions (Z = -2.631, p = .009). These findings highlight the need for action-based environmental education to foster behavior.
Comparative Study of Flipped Classroom in IPAS-Based Thematic Learning for Elementary School Teacher Candidates Using The Scriven Model Ida Ermiana; Asri Fauzi; Aisa Nikmah Rahmatih; I Gede Ratnaya
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1898

Abstract

The Scriven evaluation model consists of formative and summative evaluations. In this study, the Scriven model was employed to examine differences in the implementation of the learning process in the IPAS-based Thematic Learning course that applied the flipped classroom model and those that did not, as well as to describe the comparative results of formative and summative evaluations in the course. This research adopted a comparative case study approach involving 75 students from the Elementary School Teacher Education Program at the University of Mataram. The formative evaluation results in the class implementing the flipped classroom within IPAS-based thematic learning demonstrated relatively stable average scores and mastery percentages, with only a 1% difference in mastery at the fourth formative assessment, while the first through third formative assessments showed the same average mastery rate of 20%, indicating that the application of the flipped classroom was able to maintain consistency in learning outcomes and ensure continuous mastery of IPAS content. In contrast, the IPAS-based thematic learning class that did not implement the flipped classroom exhibited considerable fluctuations in formative evaluation results, with average scores and mastery levels of 80.5 and 21% in the first formative assessment, 88.8 and 23% in the second, 78 and 20% in the third, and the lowest average score of 64.76 with a mastery level of 16% in the fourth formative assessment. These disparities in formative outcomes subsequently affected the summative evaluation results, in which the average summative score of the class implementing the flipped classroom in IPAS-based thematic learning was higher than that of the class without the flipped classroom, at 82.243 compared to 78.594, with a difference of 3.649. These findings indicate that the implementation of the flipped classroom contributes positively to the stability of the learning process and to the learning outcomes of prospective elementary school teachers.
Crossword Plants: Developing an Audio-Visual Interactive Multimedia to Improve Fourth-Grade Students’ Learning Outcomes on Plant Parts Nerina Tita Rahmadani; Wahyudi Wahyudi; Aprilia Dwi Handayani
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1977

Abstract

This study was motivated by the low learning outcomes of fourth-grade students at SDN Keniten 1 on the topic of plant parts, caused by limited student engagement and the use of less interactive learning media. The study aimed to develop an audio-visual Crossword Plants-based interactive multimedia that is valid, practical, and effective in improving students’ learning outcomes. The research employed the Research and Development (R&D) method using the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 24 fourth-grade students of SDN Keniten 1. Data were collected through observation, interviews, questionnaires, and tests. The results showed that the developed interactive multimedia achieved a validity score of 78% from media experts (feasible category) and 91% from material experts (highly feasible category). The practicality level reached 96% based on teacher responses, 100% in the limited trial, and 97.5% in the large-scale trial, all categorized as highly practical. The effectiveness of the media was indicated by classical learning mastery of 87.5% in the limited trial and 93.75% in the large-scale trial, along with N-Gain scores of 0.75 and 0.76, both in the high category. Furthermore, the Paired Sample t-Test results showed a Sig. (2-tailed) value of less than 0.05, indicating a significant difference between students’ pretest and posttest scores after using the media. Therefore, the audio-visual Crossword Plants-based interactive multimedia was found to be valid, practical, and effective in improving the learning outcomes of fourth-grade students at SDN Keniten 1 on the topic of plant parts.
Enhancing Pre-Service Teachers' Creativity through Ethno-STEM Project-Based Learning in an Elementary Science Teaching Course Ni Made Yeni Suranti; Nurkhaerat Alimuddin; Fitri Puji Astria; Aisa Nikmah Rahmatih
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1983

Abstract

This study investigated the extent to which the implementation of an Ethno-STEM Project-Based Learning model contributes to the development of pre-service teachers’ creative thinking skills in designing elementary science instruction. A quantitative pre-experimental approach employing a one-group pretest–posttest design was conducted in three classes involving pre-service teachers enrolled in an elementary science teaching course. Data were obtained using validated instruments designed to assess creative thinking skills in developing science learning designs for elementary education. The analysis revealed a notable increase in students’ creative thinking performance after participating in the learning activities. The average N-gain score reached 62.15%, indicating a moderate level of improvement. These results demonstrate that integrating local cultural contexts into STEM-oriented project-based learning provides meaningful opportunities for pre-service teachers to develop creative, contextually relevant instructional designs. The findings highlight the potential of the Ethno-STEM Project-Based Learning model as an alternative approach for strengthening creative instructional design skills in elementary science teacher education.
Mapping The Implementation of The Ethnoscience Approach In Early Childhood Education To Improve Children's Science Skills In Mataram City Filsa Sativa; Baik Nilawati Astini; Ika Rachmayani; Aulia Dwi Amalina Wahab; Baiq Nada Buahana
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1987

Abstract

This study aimed to describe the implementation of the ethnoscience approach in early childhood education and to identify teachers' competence in applying it. A descriptive quantitative method was employed, complemented by Focus Group Discussions (FGDs) to validate the data and research findings. A total of 161 early childhood education teachers in Mataram City were selected through purposive sampling. Data were collected using observations, questionnaires, in-depth interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the implementation of ethnoscience varied across districts. Ampenan and Mataram achieved a good category (72%) by integrating local culture through project-based and experimental learning activities. Meanwhile, Selaparang (70%), Cakranegara (70%), Sekarbela (69%), and Sandubaya (68%) were classified as fairly good due to teachers' limited understanding, insufficient training, and the continued use of conventional teaching methods with minimal integration of local culture. Overall, the implementation of ethnoscience was reasonably effective; however, further professional development, mentoring, and the development of instructional media and learning models are needed to ensure more equitable and effective implementation.
Availability, Feasibility, and Implementation of Occupational Health and Safety Facilities in a Senior High School Chemistry Laboratory Julyanis Fatko; Siti Aisyah Maulida; Siti Robi'atul Awaliyah; Putri Naila Lestari; Evi Muliyah
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1989

Abstract

The school laboratory is an essential facility for conducting practical activities safely and effectively; therefore, adequate Occupational Health and Safety (OHS) facilities are required. This study analyzed the availability, feasibility, and implementation of OHS equipment and materials in the chemistry laboratory of SMA Negeri 6 Tangerang Selatan, Indonesia. A descriptive design integrating qualitative and quantitative approaches was employed. Data were collected through observations, interviews, and documentation using expert-validated observation checklists and interview guides. Quantitative data were analyzed using percentage calculations, while qualitative data were analyzed following the Miles and Huberman model. The findings revealed that the availability of OHS facilities reached 65.2% (complete category), while their feasibility reached 56.5% (adequate category). Existing facilities included personal protective equipment, fire extinguishers, first aid kits, fume hoods, sinks, and ventilation systems. However, eyewash stations, emergency showers, and clearly designated evacuation routes were unavailable, and some PPE was damaged. Overall, OHS implementation remains suboptimal and requires continuous improvement through regular maintenance, supervision, and facility provision.

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