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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 132 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.

Page 14 of 14 | Total Record : 132

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