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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 134 Documents
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Implementation of In-Depth Learning in Science Material to Train Critical Thinking Skills of High School Students in West Seram Regency Fryan Sopacua; Venty Sopacua; Heppy Sapulete; Cicylia Triratna Kereh
Journal of Science and Science Education Vol. 7 No. 1 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.14527

Abstract

Critical thinking skills will be easily measured if through a learning approach that can make students develop a learning culture and be more contextual and meaningful. An approach that can support these critical thinking skills is the immersive learning approach. This study aims to describe the Application of Immersive Learning to Train Critical Thinking Skills of High School Students in West Seram Regency. The subjects of this study were 26 students of class XB at State Senior High School A, West Seram Regency. This study used a descriptive quantitative and qualitative research type. The research design was one group pretest-posttest design. The instruments in this study were test and non-test instruments (learning activities). The test instrument was to measure students' cognitive abilities before and after the treatment while the non-test instrument was to measure students' learning activities during the treatment. Data analysis techniques used included: qualitative descriptive analysis, namely critical thinking skills and student learning activities using the immersive learning approach. The results of the pretest and posttest showed an increase in each indicator of critical thinking skills with an average increase of all indicators above 50%. The results of learning activities showed an increase in learning activities at each meeting, so it can be concluded that the immersive learning approach can train students' critical thinking skills
Optimizing Hybrid Learning through the SPADA Platform to Enhance Pre-Service Teachers’ Higher Order Thinking Skills in Supporting the Sustainable Development Goals Hikmawati Hikmawati; Fathurrahman Fathurrahman
Journal of Science and Science Education Vol. 7 No. 1 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.15239

Abstract

This study aims to analyze the optimization of hybrid learning through the SPADA platform in developing Higher Order Thinking Skills among pre-service teachers in the Physics Curriculum Analysis course. The study employed a quantitative approach using a descriptive research method. The participants consisted of 53 third-semester students of the undergraduate Physics Education Program, Faculty of Teacher Training and Education, University of Mataram, during the odd semester of the 2025/2026 academic year. The learning process was conducted over three months through the integration of face-to-face classroom learning and online learning using SPADA. Data were collected through a six-item essay test designed to measure higher-order thinking skills at the levels of analyzing (C4), evaluating (C5), and creating (C6). The data were analyzed using descriptive statistics, including mean score, minimum score, maximum score, learning mastery percentage, and grade distribution. The results showed that the average student learning outcome reached 87.91, with a minimum score of 83.45 and a maximum score of 88.95. The learning mastery percentage reached 100%, with 98.11% of students achieving grade A and 1.89% achieving grade B+. These findings indicate that hybrid learning is effective in developing students’ HOTS while simultaneously supporting the implementation of SDG 4 in higher education.
The Effect of Self-Care Management Intervention on Hardiness in Type 2 Diabetes Mellitus Patients Kurniadi Kurniadi; Sukmawati; Syarief Suwardhin; Supriadin
Journal of Science and Science Education Vol. 7 No. 1 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.14268

Abstract

Type 2 diabetes mellitus (T2DM) requires continuous self-care management and has the potential to impact psychological outcomes such as hardiness. This study aims to analyze the effect of self-care management interventions on hardiness in T2DM patients. The design used was a quasi-experimental pretest–posttest with a non-randomized control group at 3 community health centers in Bima City (August–October 2025). A purposive sample of 100 T2DM patients was divided into treatment (n=50) and control (n=50) groups. The intervention was a structured self-care management education program (diet, physical activity, medication adherence, glucose monitoring, foot care, stress management, and problem-solving). Hardiness was measured before and after the intervention and analyzed using the Wilcoxon test. Descriptively, the proportion of “good” hardiness in the treatment group increased from 6% to 80%, while in the control group decreased from 28% to 24%. The Wilcoxon test showed a significant increase in hardiness in the treatment group (Z=−6.083; p<0.001) and no significant increase in the control group (Z=−0.632; p=0.527). These findings support the effectiveness of self-care management interventions in improving hardiness in T2DM patients, with the potential for confounding by differences in baseline characteristics between groups (age and duration of DM).
Application of Chemistry Modules with a STEM Approach to Improve Student Activity and Learning Outcomes in Buffer Solution Material Evrida Manalu; Saronom Silaban
Journal of Science and Science Education Vol. 7 No. 1 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.14051

Abstract

The limited teaching materials used by educators are a factor in the quality of learning that will have an impact on student activity and learning outcomes. So this study was conducted to measure the increase in activity, learning outcomes and student responses to the use of chemistry modules with a STEM approach on buffer solution material at SMA Negeri 1 Sibolga. This type of research is quantitative research. The data collected were in the form of learning outcome test instruments and non-tests in the form of learning activity observation sheets and student response questionnaires. The results of the study were that there was an average score of increased learning outcomes for students who were taught using a chemistry module based on a STEM approach on buffer solution material of 0.79 with a high category, an average score of student learning activities when learning using a chemistry module based on a STEM approach on buffer solution material of 79.35 with an active category, and an average score of student responses to the use of a chemistry module based on a STEM approach on buffer solution material of 87.39% with a very positive category. Based on the data obtained in this study, it was concluded that a chemistry module with a STEM approach on buffer solution material can increase student activity and learning outcomes and have a positive impact on students in learning.

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