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Yulianti Yusal
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Islamic Journal of Integrated Science Education
Published by Institut Agama Islam Negeri Kediri
ISSN : 29866189     EISSN : 29860865     DOI : https://doi.org/10.30762/ijise
Core Subject : Science, Education, Social,
Education Mathematics Physics Social Sciences Other
Islamic Journal of Integrated Science Education (IJISE) publishes a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education which have a scope and focus on science education sciences such as physics education, biology education, and chemistry education. In addition, this journal also covers issues of environmental education & environmental science.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 145 Documents
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Development of Learning Media Assisted By Articulate Storyline 3 Application On The Classification of Living Things with A Scientific Approach At Junior High School 2 Panti Burhanudin, Agus; Khusnah, Laila; Syväjärvi, Mikael
Islamic Journal of Integrated Science Education (IJISE) Vol. 4 No. 3 (2025): November
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v4i3.6268

Abstract

Research this aiming for develop and describe validity as well as practicality of learning media based on Articulate Storyline 3 in the material classification creature life with approach scientific at Junior High School 2 Panti. Research using the 4D development model to stage distribution limited. Products validated by experts materials, media, language, and practitioners, then tested its practicality through trial scale small (10 students) class VIII) and scale large (32 students) class VII). The validation results show a very high level of validity with average scores from each validator: subject matter experts scored 95.31%, media experts scored 96.25%, language experts scored 100%, and practitioners scored 100%. Furthermore, the practicality test results showed a score of 88.75% in the small-scale test and 91.07% in the large-scale test, which falls into the “very practical” category. With thus, the learning media developed stated to be very valid and practical for used in science learning.
Enhancing Third Grade Students’ Learning Outcomes in Science and Social Studies Through Game-Based Learning: A Classroom Action Research Sari, Meirita; Yunilarosi, Elvida Sari; Ula, Siti Mubarokatul; Panse, Vishal R.; Shukla, Alok; Omanwar, Shreeniwas
Islamic Journal of Integrated Science Education (IJISE) Vol. 4 No. 3 (2025): November
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v4i3.6655

Abstract

The low learning outcomes of third-grade students at SDN 2 Rambang in Science learning. Therefore, innovation through game-based learning is needed. This research aims to improve the learning outcomes of third-grade students at SDN 2 Rambang on the topic of the life cycle of living things in Science learning using the game-based learning method. The subjects of this research were 19 third-grade students at SDN 2 Rambang. The method used in this research was Classroom Action Research which was carried out in 2 cycles. The instruments used included observation sheets, learning outcome tests, and documentation. The results of the research showed that the application of the game-based learning method could improve student learning outcomes. In the pre-cycle, only 6 out of 19 students (31.6%) achieved scores above the Minimum Completeness Criteria. In the first cycle, this increased to 12 students (63.2%), and in the second cycle, it further increased to 19 students 100%). In addition to the increase in learning outcome scores, students also showed increased motivation, activeness, and understanding of the material. Thus, it can be concluded that the game-based learning method is effective in improving student learning outcomes in Science learning, especially on the topic of the life cycle of living things.
Literature Analysis on Improving Science Literacy Through An Inquiry-Based Learning Approach for Students Sari, Yulia Lelyta; Harianto, Rony; Amilatus, Nuri; Zahra, Nurul Atiyah EM.; Evito, Glenaldo Achmad Zhafran
Islamic Journal of Integrated Science Education (IJISE) Vol. 4 No. 3 (2025): November
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v4i3.6635

Abstract

Scientific literacy is a crucial part of measuring the progress of an educational process. However, to improve scientific literacy skills, it is necessary to understand how scientific literacy can be developed in the learning process. The purpose of this study is to provide an overview of improving students' scientific literacy through an inquiry-based learning approach. Data were collected through library research from various sources, including books, journals, and previous research findings. The results indicate that inquiry-based learning is effective in improving students' scientific literacy. This study demonstrates that inquiry-based learning can help students become more engaged and active in the learning process. It can also improve their critical and analytical thinking skills. This study found that inquiry-based learning methods still provide significant benefits in improving students' scientific literacy, despite several constraints, such as the amount of time required and limited availability of tools. Group learning, the use of lecture techniques, discussions, and technology such as online learning platforms are some of the suggested solutions.
Analysis of Project-Based Learning Models in Improving Students' Understanding of Science Learning Andawiyah, Khoirun Nisa’; Harianto, Rony; Nurdiantami, Yuri
Islamic Journal of Integrated Science Education (IJISE) Vol. 4 No. 3 (2025): November
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v4i3.6636

Abstract

Students often have difficulty understanding science concepts in depth because learning is still centered on lecturers. The project-based learning (PjBL) model is an approach that emphasizes the active involvement of students in completing tasks relevant to real-world contexts. This study aims to analyze the effectiveness of the PjBL model in improving students' understanding of science learning materials. The research method employed a qualitative approach, utilizing data collection techniques through interviews and questionnaires with 36 students from the Tadris IPA Study Program in their fourth semester at UIN Madura. The results showed that the majority of students felt an increase in conceptual understanding, critical thinking skills, and collaborative skills after participating in project-based learning. These finding suggest that the PjBL model can be an effective alternative for enhancing the quality of science learning in higher education.
Synthesizing A Framework and Establishing Content Validity of An Energy Literacy Instrument for Indonesian Students Usman, Musawwir; Pramudawardani, Hanis; Umam, Rofiqul; Takahashi, Hirotaka
Islamic Journal of Integrated Science Education (IJISE) Vol. 4 No. 3 (2025): November
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v4i3.6993

Abstract

Energy literacy is a critical competency for cultivating awareness, responsibility, and sustainable energy practices among students. This study aims to synthesizing a framework and establishing the content validity of an instrument designed to measure Indonesian students’ energy literacy across cognitive, affective, and behavioral domains. Employing a descriptive research design, the study was conducted in two stages: framework synthesis and expert validation. The synthesized framework integrated key constructs from established energy literacy models and contextualized them within Indonesia’s socio-educational setting. The initial instrument comprised 32 cognitive test items, 20 affective statements, and 15 behavioral statements. Content validation was performed by two expert lecturers and three science teachers, who assessed the relevance, clarity, and appropriateness of each item. Results indicated that all domains achieved the “very feasible” category, demonstrating strong content validity. Following revisions based on expert feedback, 59 items were retained: 30 cognitive, 17 affective, and 12 behavioral. The validated instrument offers a comprehensive and contextually relevant tool for evaluating students’ knowledge, attitudes, and behaviors toward energy, thereby supporting the advancement of energy education and sustainable practices in Indonesia.

Page 15 of 15 | Total Record : 145

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