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Desi Ratna Sari
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Scientica Education Journal (SEJ)
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30468523     DOI : https://doi.org/10.62872/brkrrk38
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics
The journal publishes original articles on current issues and trends occurring internationally in science curriculum, instruction, learning, policy, and science teacher preparation with the aim of advancing our knowledge of the theory and practice of science education (chemistry, biology, physics). In addition, the journal also covers issues related to environmental education & environmental science.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 4 (2025): SEJ-SEPTEMBER" : 5 Documents clear
Contextual Learning of Science Based on Environmental Problems Around Schools Ashlan, Said; Firayani, Firayani
Scientica Education Journal Vol. 2 No. 4 (2025): SEJ-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/1c6bxn45

Abstract

Science learning in schools often does not connect science concepts with the environmental realities faced by students on a daily basis, this leads to low learning relevance and lack of ecological awareness of students, this study aims to examine the effectiveness of contextual science learning based on environmental problems around schools in improving students' understanding of concepts and concern for environmental issues, this study uses a Systematic approach Literature Review (SLR) by analyzing 27 scientific articles published between 2020–2025, articles were obtained from various reputable databases with inclusion criteria including a focus on environment-based science learning, available in full text, and from primary to secondary education levels, the results of the analysis showed that contextual science learning based on environmental issues significantly improved students' understanding of science concepts,  Critical thinking skills, as well as forming a character of caring for the environment, in addition, this approach is effective in integrating students' real experiences with teaching materials, the environment-based contextual approach is a relevant innovative strategy to support meaningful and sustainable science education in schools.
Integration of Climate Education in Science Learning to Foster Students' Environmental Awareness Puspitasari, Ratna
Scientica Education Journal Vol. 2 No. 4 (2025): SEJ-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/2158qh08

Abstract

This study examines the integration of climate education in science learning to foster students' environmental awareness through systematic literature review of 27 scientific articles published between 2020-2025, the purpose of the research is to identify effective approaches, strategies, and science learning models in integrating climate education and evaluate its impact on students' environmental awareness, the research method uses systematic literature review with Inclusion Criteria An article that discusses the integration of climate education in science learning, published in the period 2020-2025, and using an empirical approach, the results of the study show that the inquiry-based learning approach, project-based learning, and the integration of technologies such as Augmented Reality and interactive media have proven to be effective in increasing students' understanding and awareness of climate, school-university collaboration through citizen science also has a positive impact For practical learning about climate issues, learning that integrates science, technology, social, and humanities (STEM and E-STEM) aspects shows optimal results in building students' critical awareness, the integration of climate education in science learning not only improves cognitive knowledge, but also develops students' affective aspects and action skills against climate change.
Implementation of The Project Based Learning Model in Science Learning To Improve Scientific Literacy on The Issue of Global Climate Change Nugroho, Purwo Adi; Dewi, Naomi Dias Laksita
Scientica Education Journal Vol. 2 No. 4 (2025): SEJ-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/d8wcmf60

Abstract

Global climate change is a pressing issue that demands scientific literacy among young people to enable them to understand, analyze, and formulate scientifically based solutions. However, the low scientific literacy achievement of Indonesian students based on the PISA results indicates the need for pedagogical innovation in science learning. This study aims to examine the relevance of Project Based Learning (PjBL) in improving scientific literacy through the integration of climate change issues. The method used is a qualitative literature review approach of scientific articles, books, and research reports from the last ten years. Data analysis was carried out through reduction, presentation, and synthesis of findings to confirm the connection between PjBL, scientific literacy, and climate change issues. The results of the study indicate that PjBL effectively encourages active, collaborative, and experience-based learning that is relevant to global challenges. This model develops critical thinking skills, scientific communication, and ecological awareness through real-life projects such as waste management, reforestation, and experiments on the greenhouse effect. The theoretical implications are aligned with constructivism and the inquiry approach, while the practical implications include the transformation of teacher roles, authentic assessment, and applicable curriculum design. Despite constraints on facilities and teacher competencies, collaborative strategies and the use of technology can be a solution. In conclusion, PjBL is a strategic approach to strengthening scientific literacy while forming a critical, creative, and environmentally conscious generation.
Digital-Based Science Learning Innovation in Improving Generation Z Science Literacy Dana, Gde Wikan Pradnya
Scientica Education Journal Vol. 2 No. 4 (2025): SEJ-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/e0jkbj70

Abstract

This research aims to describe the form of digital-based science learning innovation and analyze its role in improving Generation Z's science literacy. The research method used is descriptive qualitative with data collection techniques through in-depth interviews, observation, and documentation. The research informants consisted of science teachers, generation Z students, and school principals who were purposively selected. The results showed that digital-based science learning innovation was realized through the use of e-learning platforms, virtual simulations, interactive videos, and digital project-based learning. The implementation of this learning is able to improve students' science literacy, especially in terms of concept understanding, critical thinking skills, problem solving, and information literacy. Supporting factors for success include adequate digital infrastructure, teacher readiness, and active student involvement, while barriers include limited facilities, gaps in teacher competence in technology, and potential student distraction when using gadgets. This research confirms that digital-based science learning innovation has a significant contribution in strengthening Generation Z's science literacy in the digital era.
Applying AI-Based Adaptive Assessment to Map and Enhance Science Literacy Skills in Generation Z: A Systematic Literature Review Dana, Gde Wikan Pradnya
Scientica Education Journal Vol. 2 No. 4 (2025): SEJ-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/gekp4d85

Abstract

Science literacy is a critical 21st-century competency, yet student achievement in this area presents significant challenges globally. This gap is exacerbated by conventional assessment methods that are misaligned with the learning characteristics of the digital-native Generation Z, who expect personalized, interactive, and instantaneous feedback. This study aims to analyze and synthesize the current research landscape on the application of AI-based adaptive assessment to map and enhance the science literacy skills of Generation Z. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, this study identifies existing theoretical models, platforms, evidence of effectiveness, and implementation challenges. The findings indicate that AI-based adaptive assessment platforms, such as Inq-ITS and ALEKS, effectively measure various science sub-skills and improve learning outcomes. Key features including personalization, interactivity, and immediate feedback closely align with the preferences of Generation Z, thereby enhancing student motivation and engagement. Nevertheless, implementation faces significant challenges related to infrastructure, teachers' pedagogical readiness, and crucial ethical considerations, including data privacy and algorithmic bias. This study concludes that AI-adaptive assessment holds transformative potential, yet its effective and equitable adoption requires addressing existing challenges and future research gaps.     

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