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Yulianti Yusal
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ipaedu.tadrisipaiainkediri@gmail.com
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ijise@iainkediri.ac.id
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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 160 Documents
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The Effect of Simple Teaching Aids on The Understanding of The Concept of The Human Circulatory System Meirita Sari; Feny Martina; Wiji Aziz Hari Mukti; M. Noufal Syafiq Fauzan; Noni Mareta Anggi Putri; Suratul Aini; Andika Eko Prasetiyo
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.8283

Abstract

The study was motivated by students’ difficulties in understanding the abstract and unobservable circulatory process, which may be addressed through concrete learning media. A descriptive quantitative method with a one-group pretest–posttest design was employed. The participants were 30 fifth-grade students of SDN 106 Bengkulu City in the odd semester of the 2025/2026 academic year, selected through purposive sampling. Data were collected using a 20-item multiple-choice test and student activity observation sheets, while the teaching aids were constructed from plastic bottles, Styrofoam, small hoses, and colored liquids to simulate blood flow. The data were analyzed by comparing pretest and posttest scores and conducting a paired-sample t-test. The results showed an average score increase of 12.16 points, with a significance value of 0.000 (<0.05), indicating a significant improvement in learning outcomes. The use of simple teaching aids also increased students’ motivation, active engagement, and cooperation during learning. Therefore, simple teaching aids are effective contextual learning media for transforming abstract science concepts into more concrete and understandable representations.
Explaining Science Problem Solving Skills Through Critical Thinking, Collaboration, and Technology Use Yunia Nabila Aziziy; Selvi Fauziyah; Fina Rohmatul Ummah; Azalia Azzahra; Fajri Farid; Ahmad Said
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.8397

Abstract

This study examined the structural relationships among critical thinking, collaboration, technology use, creativity, and science problem-solving skills using Partial Least Squares Structural Equation Modeling (PLS-SEM). The model positioned critical thinking, collaboration, and technology use as exogenous constructs, creativity as the mediating construct, and science problem-solving skills. The measurement model showed that the indicators had acceptable outer loading values, indicating adequate representation of their respective latent constructs. The structural model demonstrated substantial explanatory power, with R-square values of 0.678 for creativity and 0.747 for science problem-solving skills, showing that the model explained a considerable proportion of variance in both endogenous constructs. Path coefficient analysis revealed that critical thinking had the strongest effect on creativity (0.421), followed by technology use (0.243) and collaboration (0.218). In contrast, the direct effects on science problem-solving skills were relatively weak, as indicated by the coefficients from critical thinking (0.151) and creativity (0.096). These findings suggest that the model contributes most strongly to explaining creativity, while science problem-solving skills are shaped through a more complex process.
Narrative Review: Teaching Preservatives Using Problem-Based Learning (PBL) In Chemistry Education Nur Afifah Jafaruddin; Nur Andini; Ira Lestari; Mayori Pratidina; Sahrani; Ramlawati; Rofiqul Umam
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.8586

Abstract

This study aims to analyze the effectiveness of implementing Problem-Based Learning (PBL) in teaching preservatives in chemistry education using the narrative review method. The review examined 20 national articles published between 2020 and 2025, which were retrieved via Google Scholar using the keywords “preservatives,” “Problem-Based Learning,” and “chemistry education.” The results of the review indicate that the implementation of PBL contributes to improved learning outcomes, critical thinking skills, problem-solving skills, and students’ conceptual understanding of preservatives. Learning activities linked to food safety issues also support the enhancement of science literacy, while PBL-based media, such as e-modules and worksheets, effectively support contextual learning. However, most studies still have limitations regarding sample size, intervention duration, and a lack of research on long-term impacts. Therefore, further research with a broader scope is needed to strengthen the evidence of PBL’s effectiveness in teaching preservatives in chemistry education.
Learning Media: Development of Educational Teaching Aids for Science Classes for Elementary School Students Muhammad Khalid Faruq; Ika Nia Nurfadilah; Fitrih Hardiyanti; Angelique Monica Prasasti; Shofiyatul Kamilah; Jamilatur Risqi; Yuri Nurdiantami
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.8717

Abstract

This study aims to develop teaching aids for elementary school science learning on animal classification based on food types. This development research used the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The analysis stage was conducted with 15 students of SDN Dabasah 5 Bondowoso to identify their learning media needs. Based on the results, a prototype was designed and developed by preparing the material, user guide, teaching aids made from used materials, validation instruments, and a practicality questionnaire. The implementation stage involved testing the developed teaching aids on 15 students. The evaluation stage assessed the validity and practicality of the media and provided a reference for future improvements by subject teachers. The research data consisted of validation results from subject matter and learning media experts, as well as the practicality assessment. The validity tests showed average scores of 90% from subject matter experts and 94% from media experts, indicating that the teaching aids were highly valid. The practicality test obtained an average score of 92%, which was categorized as highly practical. Therefore, the developed teaching aids are suitable for use in learning because they meet the validity and practicality criteria.
Rasch-Based Diagnostic Analysis of Biology Education Students’ Conceptual Difficulties In Work and Energy I Made Hermanto; Wahyu Mu&#039;zizat Mohamad; Lukman Samatowa; Ganesha Antarnusa
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.8861

Abstract

This study aimed to analyze Biology education students’ conceptual difficulties in work and energy using the Rasch Model. A descriptive quantitative approach with a diagnostic survey design was employed. The participants were 21 Biology education students who had learned the topic of work and energy. The instrument consisted of 15 diagnostic multiple-choice items scored dichotomously, with 1 indicating a correct answer and 0 indicating an incorrect answer. The data were analyzed using the Rasch Model to examine instrument quality, item fit, item difficulty, Wright Map, score-category monotonicity, and students’ conceptual difficulty patterns. The results showed that students’ average ability was higher than the average item difficulty, with a mean person measure of 1.61 logits. However, the person reliability of 0.08 and person separation index of 0.30 indicated that the instrument had limited ability to distinguish students across different ability levels. The most difficult items were Q14, Q3, Q11, Q13, and Q15, which were related to the application of work, potential energy, and mechanical energy conservation. In contrast, Q2, Q4, Q5, and Q9 were the easiest items because they mainly assessed basic conceptual recognition. These findings indicate that students’ main difficulties were not in recognizing basic terms but in applying and integrating work and energy concepts in physics contexts.
Validity of The Ethno-Stem PjBL Model for Optics Learning Based On The Local Context of East Oku Effendi Effendi; Arini Rosa Sinensis; Thoha Firdaus; Ilham Wijaya Sugiyono
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.9647

Abstract

This study aims to develop and examine the validity of an Ethno-STEM learning model integrated with Project-Based Learning (PjBL) for optics instruction, incorporating the local wisdom context of East Ogan Komering Ulu (OKU Timur), namely the Komering River, the Perjaya Dam, and the paddy-field irrigation system. This research applies a Research and Development (R&D) approach using the ADDIE model, reported here up to the expert validation stage. The developed products, a project-based learning module and student worksheets (LKPD), were validated by six validators (two content experts, two media experts, and two instructional experts) using a 1-4 scale validation sheet. Results show content feasibility of 89%, instructional suitability of 90%, language clarity of 88%, and display quality of 85%, with an overall average of 88%, categorized as highly valid. These findings indicate that the Ethno-STEM PjBL model is feasible as a contextual alternative for optics learning. Further research is needed to examine its practicality and its effectiveness on students' creative thinking through a quasi-experimental design. The validation instrument was developed based on a teaching-material feasibility grid encompassing four aspects, namely content feasibility, instructional suitability, language clarity, and display quality, each elaborated into specific indicators and items.
Development of An ICT-Integrated Scientific Learning E-LKPD for Supporting Students’ Scientific Literacy In Elasticity An Hooke’s Law Liyana Mardova; Arini Rosa Sinensis; Febrianto Putra; Salysa Eka Nabila; Korhan Cengiz
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.9649

Abstract

This study aimed to develop an ICT-integrated Scientific Learning-based Electronic Student Worksheet (E-LKPD) for Elasticity and Hooke’s Law and to examine its validity, practicality, and preliminary effectiveness in supporting students’ scientific literacy. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The implementation involved 15 eleventh-grade students of SMA Terpadu Nurul Huda. Data were collected through expert validation sheets, student response questionnaires, and scientific literacy pre-test and post-test. The developed E-LKPD obtained an average validity score of 91.13%, categorized as very valid, while the practicality score was 81.40%, categorized as very practical. Students’ mean scientific literacy score increased from 56.67 on the pre-test to 75.33 on the post-test, with an N-Gain of 0.43, indicating moderate improvement. These findings provide preliminary evidence that the developed E-LKPD is a valid and practical digital instructional resource and has potential to support students’ scientific literacy.
The Integration of Local Wisdom Into Science Learning In Indonesia: A Systematic Review Banu Kisworo; Syarful Annam; Zul Hidayatullah; Muhammad Hanafi
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.9663

Abstract

This study aims to systematically analyze the patterns, forms, and impacts of integrating local wisdom into science learning in Indonesia. The study uses a systematic literature review method following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Literature Searches were conducted using the Scopus and SINTA/Google Scholar databases for publications from 2013 to 2025. The literature search initially identified 245 articles, of which 40 duplicate records were removed. Following the screening of 205 articles and eligibility assessment  of 65 full-text articles, 20 articles and eligibility assessment of 65 full-text articles, 20 articles met the inclusion criteria and included in the final analysis. The findings show that the integration of local wisdom is generally carried out through an ethnoscience approach with themes of traditional food, environment and conservation, culture and tradition, architecture, and traditional games, and is most widely applied at the elementary and junior high levels. Integrating local wisdom has been shown to improve science literacy, learning motivation, creativity, and students' character.
Interactive E-Book Integrating The Local Potential of Aloe Vera As Functional Food: Fostering Scientific Literacy and Creative Thinking Skills Musawwir Usman; Erlina; Hanis Pramudawardani; Rabiatul Adawiyah
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.9694

Abstract

This study aimed to develop a valid, practical, and readable web-based interactive e-book integrating the local potential of Aloe vera as a functional food within the Human Digestive System topic. Employing a Research and Development (R&D) design based on the 4D model (Define, Design, and Develop stages), storyboards and layout drafts were constructed using Adobe InDesign and compiled in Flipbuilder into an HTML5 web-based media. The e-book systematically incorporates specialized pedagogical modules, notably the "Literacy Science" section designed to support evidence evaluation and the "Creative's Corner" section intended to foster core creative thinking dimensions. Product feasibility was evaluated through material and media expert validation and limited field trials involving 3 science teachers and 21 Grade IX students. Quantitative evaluations revealed exceptional product quality: material validity reached 49.60/50.00, media validity reached 46.20/47.00, teacher practicality achieved 94.9% ("Highly Practical"), and student readability reached 88.5% ("Very Good"). These results demonstrate that the interactive e-book is a valid, practical, and readable instructional tool that holds strong pedagogical potential to support contextual science learning.
Reconstructing Technology-Based Science Education In Indonesia: A Glocal Framework Integrating Islamic Values, Local Ethnoscience, and Epistemic Justice Within The UNESCO–SDGs Agenda Eka Imbia Agus Diartika; Siti Maryam; Zahid Zufar At Thaariq
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 2 (2026): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i2.8759

Abstract

Science education in Indonesia faces challenges in integrating global sustainability agendas with local knowledge, Islamic values, and educational technology. This conceptual paper critically reviews and synthesizes 20 core sources (10 global policy/SDG frameworks and 10 local context/ethnoscience/Islamic science studies) through thematic interpretation and comparative conceptual analysis. The findings reveal tensions between standardized science education and locally grounded knowledge systems, alongside unequal technological access. In response, the proposed Glocal Science Education framework positions UNESCO–SDGs as a global normative orientation, Islamic values as an ethical foundation, local ethnoscience as a contextual epistemological resource, and educational technology as a mediator connecting diverse knowledge systems. The framework promotes epistemic justice through epistemic pluralism, contextual relevance, ethical integration, and equitable global–local knowledge engagement. It provides a conceptual foundation for future empirical research and curriculum development in Indonesia.

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