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INDONESIA
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Published by Universitas Syiah Kuala
ISSN : 23384379     EISSN : 2615840X     DOI : https://doi.org/10.24815/
Core Subject : Education,
Education
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education.
Arjuna Subject : Umum - Umum
Articles 578 Documents
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The Effectiveness of a Technological Pedagogical Content Knowledge Based Somatic, Auditory, Visual, Intellectual Learning Model in Developing Self Regulated Learning Among Pre-Service Elementary Teachers Fakhriyah*, Fina; Masfuah, Siti; Prestoza, Mark Jhon R.; Meidina, Putri Alifia Nur
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49340

Abstract

Self-regulated learning is a crucial competency that pre-service elementary teachers must possess, particularly in the face of the challenges of education in the digital era. This study aims to: (1) analyse the level and development of students' self-regulated learning (SRL), and (2) test the effectiveness of somatic, auditory, visual, and intellectual learning models based on technological pedagogical content knowledge in improving SRL. This study used a quasi-experimental design with an unequal control group. The sample consisted of 143 students in the Biophysics course. Data were collected through pre- and post-tests and an SRL questionnaire, and then analysed using paired sample t-tests and n-gain tests. The results showed a significant increase in SRL scores in the experimental group (gain = 12.7; p = 0.002), while the control group showed no significant changes. Although there was no significant difference in the final learning outcome scores, the technological pedagogical content knowledge (TPACK)-based somatic, auditory, visual, intellectual (SAVI) learning model was proven to be effective in improving SRL components, particularly in the application of learning strategies and planning. This study recommends the use of the SAVI learning model based on TPACK in pre-service teacher education
Development of a CinQASE-Based LMS Moodle to Enhance Digital Learning Engagement and Critical Thinking Skills in Work and Energy Concept M*, Hunaidah; Takda, Amiruddin; Sukariasih, Luh; Ngadi, Md Asri bin; Rati, Wa
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49317

Abstract

Physics learning in secondary schools has not been optimal in fostering critical thinking skills because the concepts are abstract and conventional methods are still dominant. The integration of the CinQASE (Collaborative in Questioning, Analyzing, Synthesizing, Evaluation) model with the Moodle learning management system (LMS) has the potential to provide interactive learning that strengthens digital learning engagement (DLE) and students' critical thinking skills (CTS). Therefore, this study aims to develop a Moodle SMS based on the CinQASE model for work and energy material to improve DLE and critical thinking skills. The research used the 4D development model, which includes the define, design, develop, and disseminate stages, with instruments in the form of validation sheets, teacher and student response questionnaires, critical thinking tests, and DLE activity analysis covering the indicators of questioning, analyzing, synthesizing, evaluating, and discipline. The results showed an expert validation score of 3.72 (highly valid), teacher response of 87% (very practical), and student response of 85% (very practical). The effectiveness test showed an increase in DLE from moderate to high and very high, as well as critical thinking skills with an N-Gain of 0.58 (moderate-high category). Thus, the Moodle LMS based on the CinQASE model for work and energy material is declared valid, practical, and effective as a learning medium to support 21st-century skills
Content Validity and Inter-Rater Reliability in Assessing Environmental Literacy and Creative Thinking Skills of Students Henukh, Anderias; Setiawan*, Agus; Rusyati, Lilit; Rusdiana, Dadi; Kamin, Yusri; Yuliatun, Tutik
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49212

Abstract

This study evaluates the need for validated instruments to measure students' environmental literacy (EL) and creative thinking skills (CTS). It specifically aims to evaluate the content validity and inter-rater reliability of these instruments. Content validity was evaluated using Aiken's V, which quantified the level of agreement among three experts on the relevance and suitability of instrument items. The instrument includes 30 questions for EL, and 16 questions for CTS. Subsequently, inter-rater reliability was analyzed with Cohen's Kappa and Fleiss' Kappa to measure agreement between two or more raters. The findings demonstrate that both the EL and CTS instruments possess excellent content validity, with the majority of items rated as valid by the experts. Furthermore, the analysis indicated moderate to high agreement among the raters, confirming the instruments' reliability for continued research. Future research is encouraged to incorporate a greater number of experts for content validity testing to gain a more diverse perspective, as well as more raters in the reliability analysis to enhance the representation of agreement
A Content Analysis of Technology-Enhanced Learning Research and Pedagogical Innovations in Senior High School Physics Alindayu*, Robert Kevin Andaya; Bergonia, Mary Ann; Lanwang, Mary Grace
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49129

Abstract

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Integrated Fungi Diversity from Kotok Bongkok, Bantens Traditional Food: Content for Innovative Teaching Materials in Senior High School Biology on Biodiversity Hendriyani, Mila Ermila; Yulianti, Sindanita; Safkolam, Roswanna; Khastini*, Rida Oktorida; Pramesty, Putri Dian; Oktaviani, Mariska Sandrina
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49319

Abstract

Indonesia is very rich in traditional fermented foods, one of the distinctive foods from Banten that is still not widely known and scientifically studied is kotok bongkok. The study aims to integrate research results on fungal diversity in kotok bongkok as content for an innovative teaching material that senior high school students can use to study biology on biodiversity. The requirement for contextualized learning materials that connect complex biological ideas with students' real-world experiences served as the basis for the study. Four biology teachers were interviewed as part of a mixed-methods approach to get qualitative data, while 103 grade X students from three different schools completed questionnaires to gather quantitative data. Isolation and identification resulted in the identification of several fungal taxa in kotok bongkok, including Rhizopus oligosporus, Mucor racemosus, Rhizomucor pusillus, Penicillium sp., and yeast, which colonized kotok bongkok, providing authentic biological examples for learning fungal diversity. Both teachers and students see local food-based examples as viable and interesting teaching materials. While students preferred interactive media, including e-modules, videos, and learning applications, teachers highlighted the potential of project-based learning and module-based forms. The results were aligned with competencies to biotechnology, biodiversity, and the ecological roles of fungi, and matched to the learning objectives of Indonesia's merdeka curriculum. Kotok bongkok enriches the curriculum and encourages scientific literacy, cultural sensitivity, and sustainable knowledge practices in biology lessons. The work provides a reproducible strategy for contextualizing biology learning and highlights the pedagogical value of incorporating local knowledge into formal scientific education
The Effect of Project-Based Learning E-Modules on Student Competence in Developing Science Process Skills Assessment Instruments Ramlawati*, Ramlawati; Sari, Nur Indah; Arif, Rifda Nurhikmawati; Ilmi, Nurul
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49142

Abstract

Student competence in developing assessment instruments is crucial for ensuring the quality of learning evaluation. This research aims to determine the effect of project-based learning e-modules on student competence in developing science process skills instruments. This study employed a quasi-experimental research design with a nonequivalent control group. The sample was selected using purposive sampling based on students' initial abilities, resulting in 54 students divided into two groups. Data collection instruments included the development of one basic and integrated SPS question by students for each indicator. The research data were analyzed using a t-test with a significance level of 5%. The results demonstrated a significant positive effect of the PjBL e-module on student competence in developing SPS instruments, with the experimental group's average competence being 77.36, which was higher than the control group's average of 62.41. This research is expected to improve the competence of prospective science teachers in developing valid and effective assessment instruments, thereby addressing obstacles such as a lack of understanding of SPS, difficulties in constructing complex questions, and challenges in creating effective distractors
Artificial Intelligence Awareness and Utilization Among Junior High School Science Teachers: A Descriptive Study from the Philippines Ganotisi*, Ara Jabeniar; Batchar, Rendel Bagang; Cayanan, Nicole Amber Black; Dumlao, Judy Blando; Usman, Nomaisa Lomodag
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.48218

Abstract

The limited adoption of artificial intelligence (AI) tools in education hinders efforts to improve teaching and learning outcomes worldwide. Recognizing this challenge, the study aimed to assess the awareness and utilization of AI tools among junior high school science teachers in Dinalupihan, Bataan. Employing a descriptive cross-sectional quantitative design, data were gathered from 44 science teachers across public and private secondary schools through validated survey instruments. The awareness scale measured both cognitive and performance-related understanding of AI tools, while a utilization survey assessed the extent of AI tool use in instructional practices. Results indicated a high level of cognitive awareness (M = 3.70) but only moderate performance-related awareness (M = 3.34). Despite this, overall utilization of AI tools was low, with ChatGPT and Grammarly emerging as the most commonly used platforms. Non-parametric analyses revealed significant differences in awareness based on teachers length of service and type of school, suggesting that professional experience and institutional context influence familiarity and use of AI in education. These findings emphasize the need for contextualized professional development and training programs to bridge the gap between AI awareness and practical application, thereby enhancing science teaching and learning experiences
The Impact of Augmented Reality Based on STEM-Integrated Cognitive Conflict-Based Learning on Student Scientific Literacy, Self-Efficacy, and Retention Mufit*, Fatni; Abdilah, Zuhdi; Hidayati, Hidayati; Riyasni, Selma; Fathanah, Zahra
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49121

Abstract

This research is motivated by the fact that students have low scientific literacy, self-efficacy, and retention in physics learning, especially on the topics of Newtons law of gravity and Keplers law. This problem is compounded by the use of printed teaching materials that have not been able to develop these three things optimally. Therefore, this study aims to determine the effectiveness and impact of augmented reality (AR)-based teaching materials designed with a STEM-integrated cognitive conflict-based learning (CCBL) in improving scientific literacy, self-efficacy, and student retention. The study employs a quasi-experimental method with a non-equivalent post-test only control group design. The subjects of the study were grade XI phase F students at MAN 1 Padang. The instruments used were scientific literacy tests, self-efficacy questionnaires, and retention tests. Data were analyzed using non-parametric statistical tests in SPSS to determine the differences between the two classes. The results showed that there were significant differences in scientific literacy, self-efficacy, and student retention between the experimental and control classes. Classes using AR learning materials based on STEM-integrated CCBL showed better results compared to control classes. This indicates that the implementation of these learning materials is effective in improving students' abilities in cognitive, affective, and psychomotor abilities. It can therefore be concluded that AR-based STEM-integrated cognitive conflict learning can effectively address the challenges of 21st-century physics education, particularly with regard to improving student scientific literacy, self-efficacy, and retention
Development of Google Sites Problem-Based Learning Differentiated on Biodiversity Materials to Improve Students Interest and Concept Understanding Arsyada*, Tasya; Kuswandi, Paramita Cahyaningrum; Nisa, Khoirun
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49164

Abstract

Learning biodiversity in biology education often presents challenges because the concepts are abstact and difficult to connect with real-life contexts. Coventional learning media generally lack interactivity and fail to accommodate diverse student needs, resulting in low engagement and limited conceptual understanding. Therefore, this study aims to develop, validate, and evaluate the effectiveness of google sites-based learning media integrated with a differentiated problem-based learning (PBL) model for biodiversity material. The research employed the RD method, utilizing the ADDIE model, with 72 students from SMA Negeri 1 Sewon, divided into experimental (X-9) and control (X-10) classes. Data were collected through interviews, needs analysis, validation by experts, teacher and student assessments, concept understanding tests, and learning interest questionnaires. Data analysis employed descriptive techniques and Manova. The results indicated that the developed google sites-based PBL media is highly feasible, practical, and effective. Expert validation confirmed that the content aligns with competencies and learning objectives, presented through structured materials and user friendly design. Teachers and students reported positive responses toward its practicality and engagement. The integration of differentiated instruction within the PBL framework significantly enhanced students learning interest and conceptual understanding. Therefore, google sites-based PBL media can serve as an innovative and inclusive digital learning tool that supports meaningful and active biology learning experiences
Effectiveness of Digital Pop-Up Book Science in Enhancing Students Critical Thinking Skills Utami*, Retno Yekti; Nurohman, Sabar; Putri, Pretty Oktianti Menur Kusuma
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.48987

Abstract

Critical thinking skills (CTS) are abilities that students must develop and enhance. This tudy aimed to examine the effectiveness of a digital pop-up book in science learning to enhance students CTS. The product was developed using the problem-based learning (PBL) model combined with a socio-scientific issue (SSI) approach, designed to connect science concepts with real-world contexts. The research employed a quasi-experimental method with a non-equivalent control group pretestposttest design, involving eighth-grade students at SMP Negeri 2 Manisrenggo. Data were collected through a critical thinking test consisting of 15 items covering four indicators: analyzing problems, identifying problems, formulating logical ideas, and drawing conclusions. Validation by experts indicated that the product was feasible for classroom use, while teacher and student evaluations confirmed its practicality and readability. The findings revealed that the experimental group achieved a higher average posttest score than the control group, with an N-gain of 0.37 (medium category), compared to 0.19 (low category) in the control group. The most significant improvement was observed in the ability to analyze and identify problems, whereas drawing conclusions showed limited progress. These results demonstrate that digital pop-up book media can serve as an effective learning tool to foster critical thinking by engaging students in authentic issues and collaborative problem-solving. The study suggests broader applications and future exploration of its long-term impact on critical thinking

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