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Journal of Science and Science Education (JoSSEd)
Published by Universitas Mataram
ISSN : 27741869     EISSN : 27742105     DOI : https://doi.org/10.29303/jossed
Core Subject : Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Neuroscience Physics
Journal of Science and Science Education (JoSSEd) is a Peer Review international journal published by Postgraduate Mataram University. It is firmly established as an authoritative voice in the world of science and science education. JoSSEd publishes scholarly papers that focus on science and science education like the teaching and learning of science in school settings ranging from early childhood to university education. It bridges the gap between research and practice, providing information, ideas, and opinion. As a truly international journal, JoSSEd welcomes contributions from any country provided that the authors explain their local contexts and demonstrate the significance of their work for a global readership.
Arjuna Subject : Umum - Umum
Articles 4 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2026): April: In Progress" : 4 Documents clear
Improving Understanding of the Solar System Concept Through the Application of STEAM Assisted by Augmented Reality (AR) Media Safina, Najwa; Fatkhomi, Fahmi; Hayat, Muriani Nur
Journal of Science and Science Education Vol. 7 No. 1 (2026): April: In Progress
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.12252

Abstract

Teachers struggle to explain abstract concepts, and a lack of supporting facilities in some schools also hinders the implementation of learning media. Low student engagement in learning can lead to misconceptions and a decline in conceptual understanding, which should be the foundation for knowledge acquisition. Therefore, students' understanding plays a crucial role in the learning process, which requires their ability to interpret meaning, master concepts, understand situations, and apply the facts they have learned. This study aims to determine the extent to which students' conceptual understanding increases in the solar system material by implementing STEAM learning assisted by Augmented Reality (AR) media in science learning. The method used is a quasi-experimental with a pretest-posttest control group design. With a purposive sampling technique, the sample was determined with class VII D as the experimental class and VII C as the control class. The instruments used included pretest-posttest questions and documentation, with data analysis carried out using SPSS version 26. The results showed that students' conceptual understanding in the experimental class reached 90.97% (very good category), while the control class was 76.94% (fairly good category). This study shows that the application of STEAM assisted by AR media has a positive impact, namely it is effective in improving students' conceptual understanding of the solar system.
Development of Stem-Based Modules on The Growth and Development of Living Things for Students Fases (SMA/MA) Zahira, Regiani; Risdawati, Renny; Afza, Aulia
Journal of Science and Science Education Vol. 7 No. 1 (2026): April: In Progress
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.12508

Abstract

The availability of appropriate and structured teaching materials is a crucial aspect in supporting the effectiveness of the learning process. At SMA Negeri 2 Lubuk Sikaping, teachers use the Ministry of Education and Culture's guidebook as the primary reference during the teaching and learning process. However, to strengthen the learning process and adapt to students' needs, teachers also develop independent teaching materials in the form of modules, but these modules still contain the 2013 curriculum. One relevant approach to developing teaching materials is Science, Technology, Engineering, and Mathematics (STEM), particularly in the growth and development of living things. This requires students to implement projects, requiring them to utilize their skills in designing, observing, and reporting on their projects. This research is a research and development (R&D) study using the 4D model (Define, Design, Develop, and Disseminate), but is limited to the Development stage. The instruments used in this study include a validity questionnaire and a practicality questionnaire. The validity test was conducted by two lecturers and one teacher, while the practicality test involved one biology teacher and 30 students from Phase F (11) class. Validation results by lecturers and teachers indicate that the developed module has a very high validity rate, with a percentage of 94.68%. The module's practicality was also deemed highly practical by both teachers (94%) and students (91.74%). Thus, this STEM-based printed module is deemed highly valid and practical as a teaching material for the growth and development of living things at the high school level
Systematic Analysis of The Implementation of Problem Based Learning (PBL) and Project Based Learning (PjBL) Models in Science and Mathematics Education in Indonesia Rachmawati, Ruruh; Ariestiani, Bonita; Syafitri, Ayu; Nurasiah, Nurasiah; Syamsiah, Syamsiah; Setyawati, Dewi; Sukirman, Kiki; Suryana, Andri
Journal of Science and Science Education Vol. 7 No. 1 (2026): April: In Progress
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.13425

Abstract

This systematic literature review analyzes the implementation of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) models in Science and Mathematics education within Indonesia. Using the Systematic Literature Review (SLR) method guided by PRISMA guidelines, this study examined 21 articles from Sinta-accredited journals (2020-2025). The findings indicate that the PBL model is highly effective in enhancing students' critical thinking skills, problem-solving abilities, and cognitive learning outcomes. Conversely, the PjBL model demonstrates a more significant impact on fostering creativity, collaboration, and 21st-century skills. A synthesis of the results reveals that both models support active and contextual learning, aligning with the principles of Indonesia's Merdeka Curriculum and the Pancasila Student Profile. This study concludes that PBL and PjBL offer distinct yet complementary benefits. For optimal implementation, teacher training and contextual adaptation are crucial. The integration of these models presents a strategic approach to advancing Science and Mathematics education by developing a generation that is intellectually competent, innovative, and collaborative
Analysis of Students' Understanding of Temperature Concepts Based on Diagnostic Test Results: A Discovery Learning Study Tuhurima, David; Batlolona, John Rafafy
Journal of Science and Science Education Vol. 7 No. 1 (2026): April: In Progress
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.14962

Abstract

This study highlights the low conceptual understanding of students in physics learning, which is often accompanied by misconceptions, especially in the topic of temperature and heat. The purpose of this study is to analyze the improvement of students' conceptual understanding through the application of the Discovery Learning (DL) model. The study used a qualitative descriptive design supported by quantitative data in the form of a pretest and posttest. The subjects were 30 students of class VII-A who were selected purposively. The instrument used was an essay test to measure students' conceptual understanding before and after learning. The results showed a significant increase in students' conceptual understanding, indicated by an increase in scores from the low category in the pretest to the high category in the posttest. The DL model has been proven to be able to increase student activeness, encourage critical thinking processes, and help students build concepts independently through systematic learning stages. In addition, student misconceptions were still found regarding the concepts of temperature and heat that stem from inaccurate initial understanding. The conclusion of this study shows that the application of the Discovery Learning model is effective in improving students' conceptual understanding and reducing misconceptions, making it suitable for use as an alternative for more meaningful learning in physics

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