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SEAQIS Journal of Science Education
Published by SEAMEO REGIONAL CENTRE FOR QITEP IN SCIENCE
ISSN : 29878101     EISSN : 29647533     DOI : https://doi.org/10.58249/sjse
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Physics
SEAQIS Journal of Science Education is a scientific publication issued by SEAMEO Regional Centre for QITEP in Science. It is published twice a year, June and December. It publishes articles in the area of science education, including research articles and review articles. This journal is the authoritative voice in the science education field, covering the science curriculum, instruction, learning, policy, and preparation of science teachers to advance knowledge of science education theory and practice. The journal focuses on the teaching and learning of science in a school setting ranging from primary school to secondary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 61 Documents
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Investigating Critical Thinking Skills in Rural Middle School Students through STEM Education: A Qualitative Case Study from Sumedang hajar, maya umi; Nurmalasari, Santy; Darmawan, Akhmad
SEAQIS Journal of Science Education Vol. 5 No. 02 (2025): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v5i02.200

Abstract

Learning plays a crucial role in fostering students’ critical thinking skills, enabling them to address the challenges they face in their daily lives. This study was conducted in Sumedang, West Java, where students experience limited water availability. The main water sources are located far from residential areas, requiring students to make long trips each morning to fetch water from a distant river. This qualitative descriptive study aimed to explore how students employ critical thinking skills while engaging in contextual STEM learning through the development of a non-electric water pump project. The project involved seventh-grade students participating in science classes using a contextual STEM approach over one semester. Data were collected and analysed through observation, document analysis, and audio and video recordings using Transcript-Based Lesson Analysis. Indicators of critical thinking such as questioning, articulating assumptions, and demonstrating open-mindedness were observed during the STEM learning process of designing the non-electric water pump. The emergence of these skills varied across learning phases, individual characteristics, and group dynamics. Contextual STEM learning not only promotes critical thinking but also equips students with essential life skills for global competition in the 21st century by preparing them to solve real-world problems. The findings of this study provide insights for educators in designing more meaningful science learning experiences in the future.
Patterns of Metacognitive Levels in Chemistry Problem-posing Benny Yodi Sawuwu
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.82

Abstract

This study aims to describe the patterns of metacognitive levels in chemistry problem-posing activity of 76 undergraduate students from the Chemistry Education Department of Yogyakarta State University. Chemistry articles used in this investigation and the chemistry problems were classified based on the taxonomy of chemistry problem-posing skills where problems were later classified into seven metacognitive levels. Semiotic analysis was conducted to find the meaning of the signs found in the chemistry problems. This data analysis used and modified the three steps of the semiotic analysis with a phenomenological reduction method. Chemistry problem-posing in this current study shows the flow of the formulation for each problem. The input aspect for the formulation determines the process and the output result. The seven patterns are sorted into four participant types in submitting the chemistry problems: planning error (for poor, fair, and low intermediate level), evaluation error (for intermediate level), the imbalance metacognitive (for high intermediate and excellent level), and balance metacognitive (for outstanding level). The higher the level, the more complex and multiperspective determinations used for arranging a chemistry problem.
Learning Materials Utilizing Sustainability Pedagogy in Grade 8 Ecology Esmeth Espinola
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.123

Abstract

Science education in the Philippines is anchored on the United Nations (UN) goals on sustainability education, as provided in K to 12 Science Curriculum, which envisions learners to be environmentally literate, critical problem solvers, and responsible stewards of nature. However, K to 12 implementations in the Philippines faced several challenges that resulted in student’s poor awareness and knowledge about Philippine wildlife and conservation, as well as low proficiency in science. In order to enhance the proficiency and competence of students in ecology, learning materials utilising sustainability pedagogy were developed. A Descriptive-developmental research method was used to evaluate the developed learning materials (DLMs) and describe the experiences of students in the DLMs. A Four-Point Likert Scale technique was employed to evaluate the DLMs. structured journaling and thematic analysis were used to determine the experiences of students in using the DLMs in ecology. The experts’ evaluation showed that the five DLMs utilising sustainability pedagogy in grade 8 ecology passed the criteria of DepEd (Department of Education) as stipulated in the Learning Resources Management and Development System (LRMDS). Introduced features, sustainability-themed, issue-based, contextualised, and reflective likewise obtained very satisfactory result. Students found the DLMs interesting, comprehensible, promote awareness, relevant to the community’s environmental issues, and helped them to express their opinions. The study recommended that the valid and modified DLMs utilising sustainability pedagogy may be used by biology teachers in their lessons, can still be improved and further contextualised as well as used in other topics in ecology and environmental science.
Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal Micheal Lezondra
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.131

Abstract

In alignment with the United Nations Sustainable Development Goals 2030 (UN SDGs 2030), which emphasise the importance of ensuring education inclusivity and quality for all, this study investigated the quality of education in the context of science teachers’ knowledge and practice related to laboratory waste disposal. Understanding the critical role that science teachers have in fostering a safe and sustainable learning environment, the research focused on the gap between the awareness and application of proper laboratory waste management techniques. Filling this gap is imperative not only for the well-being of the school community but also for the contribution to the broader goals of sustainable development outlined in the UN SDGs 2030. Consequently, this study assessed teachers’ knowledge and practice in handling laboratory waste disposal. As a qualitative research, this study used a phenomenological design with semi-structured interviews using open-ended questions to gather data from 20 public science teachers from Santa Rosa City and Cabuyao City in Laguna Province as respondents. Regarding teachers’ knowledge, three themes emerged, namely: (1) recycling techniques, (2) waste segregation and disposal, as well as (3) treatment of laboratory waste. However, the majority of science teachers admit that they have limited knowledge of how laboratory waste should be disposed of. They tended to apply basic knowledge of waste management that they already knew, despite being aware that laboratory waste should be treated differently from solid waste generated by our offices at schools. Teacher’s practice on laboratory waste disposal involved three steps, including identification, segregation of laboratory waste, and laboratory waste management disposal. Unfortunately, all were found to be inadequate to maintain proper laboratory waste disposal at schools. Hence, this study highlights the need to enhance awareness and facilitate training on laboratory waste disposal among teachers in public schools. Specific training and education on laboratory waste management, treatment, and disposal are essential for teachers in public schools who work in laboratory settings. Regular monitoring and evaluations of teachers’ laboratory waste disposal practices should also be implemented to ensure that they adhere to the proper procedures
STEM Students’ Motivation, Interest, and Career Direction Amid New Normal Education: A Narrative Inquiry Research Franz Kevin Manalo
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.132

Abstract

The abrupt transition of learning modalities and the global health crisis brought by the COVID-19 pandemic have reshaped the learners’ experiences and insights, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. Hence, this study was conducted to explore the stories of senior high school STEM learners on how the new normal education impacted their motivation, interest, and career direction using a narrative inquiry research design. Purposive sampling was used to select twelve participants from a public senior high school offering the STEM strand. A Semi-structured interview guide, which underwent expert judgment, was used to collect data. After securing consent forms, in-depth interviews were conducted via online platforms. Data collected were transcribed, coded, categorised, and thematised, applying Polkinghorne’s analysis of narratives. Results illustrated that students’ (a) motivation has declined, causing discouragement in STEM activities, however, their passion and goals kept them eager; (b) interest was elevated by their constant commitment to STEM endeavours, yet less enthusiasm has become evident; (c) career direction was still definite as fuelled by relevance, though some have restructured theirs due to the drastic change of circumstances. Furthermore, students devised adaptive strategies to further enrich themselves in STEM undertakings such as improving STEM identity, fostering STEM competence and habits, reorganisation of tasks, and peer collaboration. The findings of this study led to the creation of an action plan to further improve the STEM learning experiences of students amid the radical educational change. This research employed a holistic perspective as it considers the nature, aspect, and meaning of students’ narratives.
Investigating The Impact of Acquired Fundamental Laboratory Skills in Chemistry on The Student's Actual Academic Achievement in Rutsiro District of Rwanda Elie IZERE
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.135

Abstract

The enhancement of fundamental laboratory abilities in advanced learners has multiple implications for academic performance. Corrective action is necessary for secondary school pupils who are taking chemistry as a core subject because of their poor performance in the subject. The aim of this study was to find out how advanced-level learners learned fundamental laboratory skills in chemistry and how those skills affected their academic performance in two secondary schools. In the investigation, an empirical method was applied. Quantitative data were collected and analysed during the data-gathering processes. From the Rutsiro district of Rwanda, mathematical-chemistry-biology and physics-chemistry-biology combinations in chemistry were studied by a sample of senior five learners in advanced secondary education who were studying chemistry as a core subject. Quantitative data were gathered using a closed questionnaire and a positivist approach that uses deductive research. The theory was the starting point, and it was determined whether or not practical laboratory skills had been established. There were186 respondents in the target group, of which 80 were chosen from several secondary schools, one of which was a boarding school (the School of Excellence) with a fully functional chemical lab and the other a 12-year-old BE (Basic Education) that had chemistry kits but no chemistry lab. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The results of the paired t-test show that the test mean difference (M = 1.363) is less than the school mean difference (M = 1.463). At the 0.001 level of significance, the results of the analysis suggest that the scores for the two means differed statistically significantly (t (79) = 0.000, n = 80, P < 0.001). The results of the statistical test indicate that students' views towards chemistry were somewhat influenced by the fundamental laboratory chemistry practical skills taught in schools. Students who failed practical tests for basic laboratory skills may not have access to well-equipped labs, but their interest in chemistry can be sustained through practical work.
Integrating Solar Cells, Arduino, and Sensors for Vocational Science Education: A Scoping Review M. Raynaldo Sandita Powa
SEAQIS Journal of Science Education Vol. 6 No. 01 (2026): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v6i01.180

Abstract

Vocational science learning requires contextual, hands-on experiences that reflect real-world technological applications. Solar cell systems integrated with Arduino and various sensors represent low-cost technological platforms with strong potential to be adapted as learning media for renewable energy topics in vocational education. Numerous studies have developed solar-Arduino-sensor systems for monitoring, tracking, acquiring data, and experimenting in a laboratory; however, these developments have not been systematically mapped from an educational perspective. This study employed a scoping review to map the landscape of existing research on solar cell–Arduino–sensor system designs. The initial literature research was conducted using Publish or Perish (PoP) based on Google Scholar indexing, followed by iterative searching and reference tracking during the review process. A total of 20 articles published between 2015 and 2025 were selected for data charting and thematic analysis. The results revealed several major clusters of system development, including solar tracking mechanisms, sensor-based photovoltaic monitoring, Internet of Things (IoT) architectures, portable photovoltaic laboratory instruments, and immersive solar education technologies. Although most studies were conducted in engineering and monitoring contexts, the identified designs demonstrated strong potential to be adapted as contextual science learning media aligned with the characteristics of vocational education. This mapping provides a comprehensive overview of technological designs that can support the development of vocational science learning tools based on solar cells, Arduino, and sensor integration.
Improving Problem-Solving Ability in IPAS Through Problem-Based Learning Integrated with the TaRL Approach in Grade V Elementary School Atika Dewi
SEAQIS Journal of Science Education Vol. 6 No. 01 (2026): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v6i01.189

Abstract

Problem-solving ability is an essential skill that needs to be developed from an early stage to train students to analyse situations and determine appropriate solutions. However, several studies indicate that students’ problem-solving ability is still relatively low. This study aimed to examine the effectiveness of a problem-based learning (PBL) model integrated with the Teaching at the Right Level (TaRL) approach in improving problem-solving ability in IPAS learning among fifth-grade elementary school students. This study employed a pre-experimental method with a one-group pretest–post-test design involving 15 fifth-grade students from an elementary school at Pati regency. The research instruments consisted of written tests used for the pretest and post-test and observation sheets to assess students’ problem-solving processes. Data analysis was conducted through triangulation by comparing the results of written test analysis with classroom observation results. The written test data were analysed using descriptive statistics and N-Gain analysis. The results showed that the implementation of the PBL model integrated with the TaRL approach contributes to the improvement of students’ problem-solving ability in IPAS learning. The written test analysis indicated an increase in the average score from the pretest to the post-test of 13.34%, along with an increase in the number of students who achieved criteria for learning objectives. The N-Gain analysis result of 0.56 indicated a moderate improvement in students’ problem-solving ability. In addition, the comparison between the written test results and classroom observations showed a consistent pattern in students’ problem-solving performance.
Teachers at the Forefront of SDGs: Awareness and Instructional Readiness of Secondary School Teachers in Ibadan Metropolis S.O. Babalola; Adeniyi Michael Adeduyigbe
SEAQIS Journal of Science Education Vol. 6 No. 01 (2026): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v6i01.191

Abstract

Sustainable development education has gained global prominence, yet there is limited empirical research on teachers’ awareness and readiness in the Nigerian secondary school context. Addressing this gap, the present study investigates the extent to which secondary school teachers in Ibadan Metropolis are aware of and prepared to teach sustainable development concepts. A descriptive survey design was employed using the Teachers’ Sustainable Development Awareness and Readiness Questionnaire (TSDARQ). Stratified and simple random sampling techniques were applied to select 300 practising teachers across public and private schools. Findings revealed high levels of awareness (M = 3.40, SD = 0.68) and readiness (M = 3.54, SD = 0.59), both exceeding the benchmark threshold of 2.50. However, systemic support and instructional resources remain insufficient to fully enable classroom integration. These findings provide initial empirical evidence from an under-researched Nigerian context and underscore the need for sustained professional development, provision of adequate instructional resources, and policy alignment. It is recommended that continuous training, curriculum integration, and adequate instructional resources be prioritised to empower teachers as effective drivers of sustainability education.
Perceived Differences in Course Learning Outcomes Between Science Interns and Cooperating Teachers Mercy Joy Mendez
SEAQIS Journal of Science Education Vol. 6 No. 01 (2026): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v6i01.203

Abstract

This study aims to examine the differences between science interns' perceptions of their course learning outcomes and their cooperating teachers' evaluations to better understand gaps in self-assessment and inform strategies for improving teacher preparation and mentoring practices. The data for this study were collected from 228 science interns and 219 cooperating teachers from selected universities and colleges in Region XI, Philippines, through face-to-face and online surveys via Google Forms. An adapted standardised questionnaire was used to assess specific course learning outcomes, including critical thinking, communication, career and teamwork, global understanding and citizenship, and academic development and educational success. A quantitative descriptive research design was employed, and purposive sampling was used to select the respondents. Subject matter experts reviewed the questionnaire to ensure content validity, and a pilot test confirmed its reliability (Cronbach's alpha = 0.856). Data were analysed using the weighted mean and the paired t-test. Results showed that both science interns (M=4.52, SD=0.3) and their cooperating teachers (M=4.32, SD=0.43) reported high levels of attainment for the assessed learning outcomes. The paired t-test indicated a statistically significant difference between the two groups' ratings (t = 31.224, p = 0.00), with cooperating teachers' evaluations slightly lower than interns' self-assessments. These findings suggest that while interns generally perceive themselves as performing well, cooperating teachers provide a more conservative perspective. Establishing clear and consistent evaluation criteria and providing targeted feedback can help align perceptions, enhance self-awareness, and support professional development of science interns.

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