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Equator Science Journal (ESJ)
Published by CV. Dharma Samakta Edukhatulistiwa
ISSN : -     EISSN : 29883881     DOI : https://dx.doi.org/10.61142
Core Subject : Science, Social,
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Environmental Science Physics
Equator Science Journal [e-ISSN 2988-3881] 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. Additionally, this journal also covers the issues of environmental education & environmental science.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): Equator Science Journal (ESJ)" : 5 Documents clear
The School Environment as a Contextual Learning Strategy: Its Impact on Junior High School Students' Interest in Learning Biology Zulfana, Zulfana; Nurdin, Musdalifah; Agni, Raya
Equator Science Journal Vol. 3 No. 2 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i2.176

Abstract

This study aims to examine the significant impact of utilizing the school environment as a learning resource on students’ interest in learning Biology among seventh-grade students at SMPN 10 Sigi. The research applied a quasi-experimental design involving 55 students, divided into an experimental class and a control class. Data collection techniques included observation of students’ learning interest, interviews with the science teacher, and a post-test to assess academic understanding. Instruments used in this study comprised observation sheets, structured interview guides, and post-test items. Both descriptive and inferential statistical methods were used to analyze the data. The findings revealed a substantial difference between the two groups. The experimental class, which engaged in outdoor and environment-based learning activities, achieved an average interest score of 92.5% (categorized as Very Good), while the control class, which received conventional classroom instruction, scored 76.2% (categorized as Good). Students in the experimental group showed increased enthusiasm, curiosity, and active participation, particularly during explorative activities related to biodiversity around the school grounds. These results confirm that integrating the school environment into the learning process not only enhances student engagement but also fosters a deeper understanding of scientific concepts. The study concludes that effective use of the school environment can significantly increase students’ interest and motivation in learning science, especially in rural or under-resourced educational settings.
A Literature Review on the Effectiveness of Problem-Based Learning in Enhancing Biology Students’ Problem Solving Skills and Learning Outcomes Muawanah, Risalatul; Ridho, Ananda Fitri Ar; Badriyah, Nuril; Zahro, Fatimatus; Yamin, Yamin
Equator Science Journal Vol. 3 No. 2 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to review the effectiveness of the Problem-Based Learning (PBL) learning model in improving students' problem-solving skills and learning outcomes in Biology. This study was conducted using a literature review method of relevant national and international articles. Data sources were obtained through a Google Scholar search with the keywords "Problem-Based Learning" and "Biology", and were selected based on the criteria of the year of publication (2018–2024), relevance to the field of science, and presentation of quantitative data. The analysis techniques used include descriptive analysis, content analysis, and critical analysis. The results of the study show that the PBL model consistently improves students' learning outcomes and critical thinking skills compared to conventional methods. The increase in students' average scores was recorded between 4% and 24%, depending on the combination of approaches, such as audio-visual-based PBL, concept mapping, scaffolding, and role playing. In addition to cognitive aspects, PBL has also been shown to strengthen students' social skills, including cooperation, communication, and self-confidence in group discussions. The success of implementing this model is highly dependent on the role of the teacher as a facilitator, students' readiness for independent learning, and the support of interactive media. Therefore, PBL is recommended to be applied in Biology learning as an approach that can improve students' academic achievements as well as 21st century competencies.
Identification of Misconceptions about Substance Pressure in Junior High School Students using the Three-Tier Diagnostic Test Maulana, Ahmad Favian; Fitriya, Lini; Layly, Nury Najma; Putry, Nurul Hidayah; Faisyah, Khansa Alia; Dewi, Manis Ratna Sari; Amanatillah, Fina; Utami, Indri Sari
Equator Science Journal Vol. 3 No. 2 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i2.230

Abstract

This study aims to identify and analyze the misconceptions experienced by junior high school students regarding the material on pressure in substances, understand in depth the misunderstandings that arise among students, and explore the reasons behind these erroneous understandings. Using the Three Tier Test Diagnostic instrument accompanied by CRI, this study seeks to provide a clear picture of students’ level of understanding of the concept of pressure and to develop effective learning strategies to address these misconceptions. The method used is qualitative descriptive, as this study aims to describe the misconceptions experienced by students, understand students’ misconceptions in depth and comprehensively, and explore the reasons behind students’ misunderstandings regarding the material on pressure in substances. This study uses a direct survey method with a sample of 30 ninth-grade students from two different schools. Of the 30 students, 7 were male, and 23 were female. The data collection technique in this study employs three-tier diagnostic tests. The test technique consists of 15 multiple-choice questions accompanied by instructions on how to answer the questions. The results of this study show that 59% of students had misconceptions about pressure, 15% of students understood the concept well, 3% of students did not understand the concept but were unsure, and 23% of students did not know the concept.
Beyond Technocentrism: A Tripartite Framework for Humanizing AI Integrated Scientific Modeling in Climate-Related Geography Education Khairul, Muhammad; Saminan, Nurul
Equator Science Journal Vol. 3 No. 2 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i2.232

Abstract

This study aims to explore how critically designed digital content can foster spatial-social reasoning and critical thinking in Geography education within AI-integrated learning environments. Using a systematic literature review method based on a modified PRISMA protocol, 35 peer-reviewed studies (2000–2024) were selected from Scopus, SINTA, and Google Scholar databases. The analysis employed thematic coding and critical interpretive synthesis to examine four pedagogical dimensions: digital interactivity, spatial-social reasoning, AI personalization, and critical-reflective pedagogy. Findings reveal that digital content can act as an epistemological scaffold through three core functions: as a cognitive tool for spatial inquiry, a medium for ethical deliberation, and a dialogic platform for collaborative knowledge-building. Quantitative gains were observed in spatial literacy (32–47%), ethical awareness, and metacognitive regulation when digital tools were integrated within authentic and justice-oriented learning contexts. The study highlights the value of a tripartite pedagogical framework that bridges connectivism and Freirean critical pedagogy, particularly in Global South education. It also underscores the urgency of embedding AI ethics and critical digital pedagogy in teacher training and curriculum reform. These findings suggest that transformative learning outcomes are achievable when technology is positioned not merely as a delivery tool, but as a dialectical medium for democratic, contextual, and ethical education.
Rasch Model for Analysis of Scientific Attitude Instruments in the Context of Secondary School Science Education Suryadi, Nur Rizki Silviani; Nurmegawati, Laila; Mu’aziyah, Siti Eneng Sururiyatul; Perdani, Anggie Siti
Equator Science Journal Vol. 3 No. 2 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i2.234

Abstract

This study aims to analyze the psychometric quality of a scientific attitude questionnaire instrument for secondary school students using the Rasch Model. The instrument, developed based on Harlen’s theory, includes four key dimensions: curiosity, respect for data, critical thinking, and open-mindedness/cooperation. A survey method was employed with 30 seventh-grade students in Bandung City as respondents. Data were collected through a four-point Likert scale questionnaire and analyzed using Winsteps 4.6.0 software. The Results revealed that 16 out of 23 items fit the model based on Outfit Mean Square, Z-Standard, and Point-Measure Correlation indicators. The instrument also demonstrated high overall validity and reliability, with an Outfit MNSQ of 1.00, ZSTD of -0.17, an item separation index of 2.91, and a reliability coefficient of 0.89, indicating good discrimination and stable measurement structure. In conclusion, the scientific attitude instrument exhibits strong psychometric properties and can serve as a valid tool for assessing student attitudes in science education. However, revisions are needed for seven misfitting items to enhance clarity and construct alignment. Further validation on broader populations is recommended to ensure generalizability.

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