UNIVERSE : Journal of Science Education Teaching and Learning
UNIVERSE is a peer reviewed and scientific journal published by Universitas Negeri Padang (UNP) in collaboration that publishes twice a year. This journal aim is to publish articles include opinions, insights, analysis and research report from various kind of research, such as experimental, descriptive, research and development (R&D), and action research on Education. UNIVERSE is a journal that publishes only an original articles on the newest issues occuring internationally in science education, science teaching and learning, science curriculum, and science teachers preparation with special purpose to improve our knowledge of science education, teaching, learning and practice. This journal also has a number of specific objectives in several fields: 1. Teaching In teaching activities, it is not only focused on the lecturer, but also on the teacher in the class. The application and development of learning models, the application and development of instructional media, the development and application of textbooks, the development and application of new treatments to students and all teaching activities with the aim of increasing motivation, ability, skills and mindset both by the teacher, and the students. 2. Learning Research in the form of a process, description, treatment or development in the field of learning. Learning activities both nationally and internationally, from a variety of perspectives and mindsets. 3. Practice In practice we invite papers that related to any activities indoors, outdoors. Theoretically, empirically and practically. Experimental and quasi-experimental practice research. Research at school, in the field, to teachers, to students, or to the community. The latest issue, news, and fact. 4. Science Curriculum In the field of curriculum, we invite articles that focus on the application or development of national and international curricula. Methods for applying curriculum or assessments, tools, and media used as support in the implementation or development of the curriculum.
Articles
171 Documents
<![CDATA[ANALYSIS OF STUDENT SCIENCE LITERACY AT SMPN 15 PADANG ON SUBSTANCE PRESSURE AND ITS APPLICATION IN DAILY LIFE ]]>
<![CDATA[Rahayu Tri Kurniawati]]>;
<![CDATA[Tuti Lestari]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Scientific literacy is recognized as one of the essential competencies required for students to address the challenges of the twenty-first century, including rapid scientific and technological development and increasingly complex global issues. However, the 2018 Programme for International Student Assessment (PISA) reported that Indonesian students' scientific literacy remains below the international average. This study aimed to describe the scientific literacy levels of eighth-grade junior high school students. A quantitative descriptive research design was employed involving 222 eighth-grade students from a public junior high school during the 2022/2023 academic year. Data were collected using a scientific literacy test consisting of multiple-choice, complex multiple-choice, matching, and true–false items. The test assessed three scientific literacy competencies: explaining scientific phenomena, evaluating and designing scientific investigations, and interpreting scientific data and evidence, within the topic of Substances Pressure and Its Applications in Everyday Life. The data were analyzed using descriptive statistics. The results indicated that students achieved an average score of 41.48% for explaining scientific phenomena (moderate category), 66.32% for evaluating and designing scientific investigations (good category), and 50.00% for interpreting scientific data and evidence (moderate category). Overall, the findings suggest that the scientific literacy of eighth-grade students remains at a moderate level, indicating the need for instructional strategies that further promote scientific reasoning and inquiry-based learning.]]>
<![CDATA[THE EFFECT OF JIGSAW TYPE OF COOPERATIVE LEARNING MODEL ON COGNITIVE LEARNING OUTCOMES OF CLASS VIII STUDENTS SMPN 40 PADANG ]]>
<![CDATA[Frysia Premira Mondaylisa]]>;
<![CDATA[Rani Oktavia]]>;
<![CDATA[Yurnetti]]>;
<![CDATA[Khairil Arif]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Learning in the 21st century requires students to be actively involved in learning activities. The 2013 curriculum also requires students to be actively involved during teaching and learning activities while the teacher acts as a facilitator. The 2013 curriculum also requires teachers to develop learning that integrates 4 important things, one of which is 21st century skills (4C skills). The character of the 4C skills is student centered (student centered learning), where students are required to be active in finding learning resources that can meet their learning needs. This study aims to determine the effect of the jigsaw cooperative model on the cognitive learning outcomes of class VIII students of SMPN 40 Padang. This research is a quasi-experimental research with a posttest only control group design. The results showed that the posttest average of the experimental class was 62.5 and that of the control class was 55.78. So it can be concluded that there is a significant influence of the jigsaw cooperative learning model on the cognitive learning outcomes of class VIII students of SMPN 40 Padang.]]>
<![CDATA[THE EFFECT OF THE POE2WE LEARNING MODEL ASSISTED BY STUDENT WORKSHEETS ON STUDENTS' SCIENCE LEARNING OUTCOMES ]]>
<![CDATA[Lastri Handayani]]>;
<![CDATA[Monica Prima Sari]]>;
<![CDATA[Yurnetti]]>;
<![CDATA[Febri Yanto]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Students' learning outcomes in science remain a major concern due to the limited effectiveness of conventional instructional approaches in fostering meaningful learning. Preliminary observations at SMPN 1 Nan Sabaris indicated that students' science learning outcomes were relatively low, highlighting the need for more innovative and student-centered learning models. This study aimed to examine the effect of the POE2WE (Prediction, Observation, Explanation, Elaboration, Write, and Evaluation) learning model assisted by Student Worksheets on students' science learning outcomes. A quasi-experimental research design employing a posttest only control group design was used. The participants were selected through purposive sampling, with one class assigned as the experimental group receiving instruction using the POE2WE learning model assisted by Student Worksheets, while another class served as the control group receiving conventional instruction. Data were collected using two assessment instruments: a 25-item multiple-choice test to measure students' cognitive learning outcomes and a performance assessment rubric to evaluate psychomotor skills. The data were analyzed using an independent-samples t-test. The findings revealed that the experimental group achieved significantly higher cognitive and psychomotor learning outcomes than the control group. These results indicate that the implementation of the POE2WE learning model assisted by Student Worksheets (LKPD) has a significant positive effect on students'science learning outcomes. Therefore, the POE2WE learning model can be considered an effective instructional approach for improving students' learning outcomes in science education.]]>
<![CDATA[THE EFFECT OF STEM-PROJECT BASED LEARNING MODEL ON STUDENTS CREATIVE THINKING SKILL ON ENERGY MATERIAL IN LIFE SYSTEMS AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Viona Putri Dwinanda]]>;
<![CDATA[Skunda Diliarosta]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[The low ability of students' creative thinking during the learning process is due to the use oflearning models that have not varied. The learning process that still uses conventional models with lecture methods makes students less active and unable to develop their creative thinking skills. Based on these problems, it is necessary to change the learning model so that the learning process is not only teacher-centered but also involves students, one of which is by applying the STEM-based Project Based Learning. This study aims to determine the effect of the STEM-based Project Based Learning model on the ability to think creatively on energy material in life systems. The type of research used in this research is quasi-experimental research. The research design used was a posttest-only, non-equivalent control group design. The population in this study was all class VII students for the 2022–2023 academic year, consisting of 3 classes. The researcher took the research sample using a purposive sampling technique so that class VII-1 was the experimental class and class VII-2 was the control class. The instrument used is a test of the results of the ability to think creatively. The results showed that there was a difference between the average results of the creative thinking abilities of the experimental class and the control class. The results of the hypothesis test found that Fcount > Ftable, namely (2.6209 > 2.0057). So it can be concluded that there is an influence of the STEM-based Project Based Learning model on the ability to think creatively on energy material in the life system.]]>
<![CDATA[IMPLEMENTING PROBLEM-BASED LEARNING IN EIGHTH-GRADE SCIENCE EDUCATION ]]>
<![CDATA[Yosi Nofadila]]>;
<![CDATA[Arief Muttaqiin]]>;
<![CDATA[Monica Prima Sari]]>;
<![CDATA[Febri Yanto]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Student-centered learning has become a fundamental approach in twenty-first-century education to equip learners with the competencies required to address the rapid advancement of science and technology. Among the various student-centered instructional approaches, Problem-Based Learning (PBL) has been widely recognized for promoting active engagement and meaningful learning. This study aimed to describe the implementation of the Problem-Based Learning model in eighth-grade science classrooms and to examine students' responsses to its implementation. A descriptive research design was employed involving 28 eighth-grade students and three classroom observers. Data were collected using validated observation sheets to assess the implementation of the PBL model by teachers and students, as well as a student responsse questionnaire. All research instruments were validated by three experts prior to data collection. The data were analyzed descriptively using percentage analysis. The findings revealed that the implementation of the Problem-Based Learning model reached 98%, indicating that the learning process was carried out with a very high level of implementation fidelity. In addition, students expressed positive responses toward the PBL model, suggesting that it effectively supported active participation and meaningful learning during science instruction. These findings demonstrate that Problem-Based Learning is a feasible and well-accepted instructional approach for promoting student-centered science learning at the junior high school level.]]>
<![CDATA[THE EFFECT OF THE TEAMS GAMES TOURNAMENT (TGT) COOPERATIVE LEARNING MODEL ON EIGHTH-GRADE STUDENTS' COGNITIVE SKILLS AND SCIENCE LEARNING MOTIVATION ]]>
<![CDATA[Ela Sefitri]]>;
<![CDATA[Rahmah Evita Putri]]>;
<![CDATA[Khairil Arif]]>;
<![CDATA[Azza Nuzullah Putri]]>;
<![CDATA[Rani Oktavia]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Students' cognitive achievement and learning motivation are essential factors influencing success in science education. However, conventional teacher-centered instruction often provides limited opportunities for active participation, resulting in low cognitive learning outcomes and learning motivation. The Teams Games Tournament (TGT) cooperative learning model is designed to promote active engagement, collaboration, and healthy competition among students. This study aimed to examine the effect of the TGT cooperative learning model on eighth-grade students' cognitive learning outcomes and science learning motivation. A quasi experimental research design employing a posttest-only control group design was used. Participants were selected through purposive sampling, with one class assigned as the experimental group receiving instruction through the TGT cooperative learning model and another class serving as the control group receiving conventional instruction. Data were collected using a cognitive achievement test and a science learning motivation questionnaire. The data were analyzed using an independent-samples t-test for cognitive learning outcomes and descriptive statistics for learning motivation. The results showed that the experimental group obtained a higher mean cognitive score (60.0) than the control group (51.2). Furthermore, the independent-samples t-test indicated a statistically significant difference between the two groups (p < 0.05). The results also demonstrated an increase in students' science learning motivation following the implementation of the TGT cooperative learning model. These findings indicate that the TGT cooperative learning model has a significant positive effect on students' cognitive learning outcomes and science learning motivation.]]>
<![CDATA[THE EFFECT OF THE GENERATIVE LEARNING MODEL ASSISTED BY STUDENT WORKSHEETS ON EIGHTH-GRADE STUDENTS' SCIENCE LEARNING OUTCOMES ]]>
<![CDATA[Tata Yohana]]>;
<![CDATA[Yurnetti Yurnetti]]>;
<![CDATA[Tuti Lestari]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Students' science learning outcomes are influenced by the instructional strategies and learning resources used during the learning process. The Generative Learning model, supported by Student Worksheets, is expected to promote active knowledge construction and improve students' understanding of scientific concepts. This study aimed to examine the effect of the Generative Learning model assisted by Student Worksheets on eighth-grade students' science learning outcomes. A quasi-experimental research design employing a posttest-only control group design was used. The participants were selected through purposive sampling, with one class assigned as the experimental group receiving instruction using the Generative Learning model assisted by Student Worksheets and another class serving as the control group receiving conventional instruction. Students' science learning outcomes were measured using a validated multiple-choice test. The collected data were analyzed using normality, homogeneity, and independent-samples t-tests. The results showed that the experimental group achieved a higher mean score (89.87) than the control group (86.00). Furthermore, hypothesis testing revealed a statistically significant difference between the two groups (t = 11.37, p < 0.05), indicating that the Generative Learning model assisted by Student Worksheets significantly improved students' science learning outcomes. These findings suggest that integrating the Generative Learning model with Student Worksheets is an effective instructional approach for enhancing science learning among eighth-grade students.]]>
<![CDATA[DEVELOPMENT OF A SCIENTIFIC LITERACY-BASED ETHNOSCIENCE E-LKPD FOR JUNIOR HIGH SCHOOL SCIENCE ON TEMPERATURE, HEAT, AND THERMAL EXPANSION ]]>
<![CDATA[Regina Atikoh Cahyani]]>;
<![CDATA[Skunda Diliarosta]]>;
<![CDATA[Tuti Lestari]]>;
<![CDATA[Yurnetti Yurnetti]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[The implementation of Kurikulum Merdeka emphasizes student-centered learning, requiring learners to be more active, independent, and capable of utilizing digital technology in the learning process. However, students' scientific literacy remains low, as indicated by the 2018 Programme for International Student Assessment (PISA) results, while their understanding of local ethnoscientific knowledge is still limited. This study aimed to develop a scientific literacy-based electronic student worksheet (E-LKPD) integrating ethnoscience for junior high school science learning on the topic of temperature, heat, and thermal expansion. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising the Analyze, Design, and Development stages. The product was evaluated through validity and practicality tests involving three expert validators, five science teachers, and 32 eighth-grade students at SMP Negeri 9 Padang. Data were collected using validity and practicality questionnaires and analyzed using the Cohen's kappa coefficient. The results showed that the developed E-LKPD achieved a validity coefficient of 0.85, indicating very high validity, while the practicality coefficients were 0.93 from teachers and 0.87 from students, both categorized as very practical. These findings indicate that the developed scientific literacy-based E-LKPD integrating ethnoscience is valid and practical for supporting junior high school science learning on the topic of temperature, heat, and thermal expansion.]]>
<![CDATA[THE EFFECT OF STEM-PjBL ON SEVENTH-GRADE STUDENTS' CREATIVE THINKING SKILLS IN LEARNING SUBSTANCES AND THEIR CHANGES ]]>
<![CDATA[Annisa Fitria Rahayu]]>;
<![CDATA[Muhyiatul Fadilah]]>;
<![CDATA[Febri Yanto]]>;
<![CDATA[Fatma Wati]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Creative thinking is one of the essential competencies required for learners in the twenty-first century. However, students' creative thinking skills remain relatively low in science learning. Preliminary observations conducted in a seventh-grade class at SMPN 1 Sijunjung revealed that students' creative thinking skills reached only 49%, indicating the need for more innovative instructional approaches. This study aimed to investigate the effect of STEM Project-Based Learning (STEM-PjBL) on seventh-grade students' creative thinking skills in the topic of Substances and Their Changes. A quasi-experimental research design employing a nonequivalent control group design was adopted. The participants were selected using purposive sampling, with one class assigned as the experimental group receiving STEM-PjBL instruction and another class serving as the control group receiving conventional instruction. Data were collected using an essay-based test designed to assess students' creative thinking skills. The collected data were analyzed using normality, homogeneity, and independent-samples t-tests. The results indicated no significant difference between the two groups on the pretest (p = 0.524 > 0.05), confirming comparable initial abilities. However, a statistically significant difference was found in the posttest scores (p = 0.005 < 0.05), indicating that students who learned through STEM-PjBL demonstrated significantly higher creative thinking skills than those who received conventional instruction. Therefore, it can be concluded that STEM Project-Based Learning has a significant positive effect on seventh-grade students' creative thinking skills in learning Substances and Their Changes.]]>
<![CDATA[THE EFFECT OF THE SSCS LEARNING MODEL ASSISTED BY ANIMATED VIDEOS ON JUNIOR HIGH SCHOOL STUDENTS' LEARNING OUTCOMES ]]>
<![CDATA[Anggela Silvia]]>;
<![CDATA[Khairil Arif]]>;
<![CDATA[Tuti Lestari]]>
<![CDATA[ Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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<![CDATA[Students' low learning outcomes in science are often associated with the use of monotonous instructional models, limited learning media, and insufficient student engagement, which reduce students' understanding of scientific concepts. The Search, Solve, Create, and Share (SSCS) learning model, supported by animated videos, offers a student-centered instructional approach that may enhance learning outcomes. This study aimed to examine the effect of the SSCS learning model assisted by animated videos on junior high school students' learning outcomes in the topic of the human excretory system. A quasi-experimental research design employing a nonequivalent control group design was used. The participants were selected through purposive sampling, with one class assigned as the experimental group and another as the control group. Data were collected using a validated multiple-choice test administered as both a pretest and a posttest. The data were analyzed using an independent-samples t-test. The results showed that the experimental group achieved a higher mean posttest score (84.50) than the control group (63.00). Furthermore, the hypothesis test revealed a statistically significant difference between the two groups (p = 0.019 < 0.05), indicating that the SSCS learning model assisted by animated videos significantly improved students' learning outcomes. Therefore, integrating the SSCS learning model with animated video media can be considered an effective instructional strategy for improving junior high school students' science learning outcomes.]]>
