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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 8 Documents
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Search results for , issue "Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)" : 8 Documents clear
Enhancing Students' Interest through Culturally Responsive Problem-Based Biology Learning Pirnika, Fabilka Aura; Laenggeng, Abd Hakim; Hafid, Muhammad Irfan
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.248

Abstract

This classroom action research aimed to improve students’ learning interest, participation, and achievement in biology through the application of Culturally Responsive Problem-Based Learning (CRPBL) supported by flipped classroom strategies. The study was conducted in two cycles with 32 students from class XI at SMA Negeri 7 Palu. Data were collected using questionnaires, observation sheets, and achievement tests, and analyzed through percentages, mastery, and N-Gain. The findings indicate substantial improvements across all dimensions. Students’ interest rose from 62.5% (moderate) in Cycle I to 85.3% (high) in Cycle II, while participation increased from 38% (low) to 81% (high). Academic achievement also improved, with mean scores rising from 80.0 to 86.2 and mastery from 76% to 91%. The N-Gain of 0.48 reflected medium improvement. These results provide strong evidence that CRPBL with flipped classroom strategies can effectively enhance students’ engagement and performance in biology. Beyond its effectiveness, this study addresses the scarcity of empirical research integrating culturally responsive teaching, problem-based learning, and flipped classroom approaches in Indonesian secondary schools, thereby filling a critical gap in contextualized biology education. The findings imply that teachers can adopt CRPBL to design more meaningful lessons, while schools may implement it to align with the Merdeka Curriculum. Future studies are recommended to apply CRPBL in varied contexts with longer durations to further validate its effectiveness.
The Effectiveness of Learning Cycle 7E Model Assisted by Educational Games on Students’ Science Learning Outcomes Putri, Intan Ramadhani Kahar; Ramadhan, Achmad; Kristhiani, Merry
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.250

Abstract

This study aims to investigate the effectiveness of implementing the Learning Cycle 7E model assisted by educational games in improving the learning outcomes of class XI F students at SMA Negeri 2 Palu. The research method applied is Classroom Action Research (CAR), which was conducted in two cycles with a total of 36 student participants. Each cycle consisted of four stages: planning, implementation, observation, and reflection. The material in the first cycle focused on “structure, function, and hormones in the human reproductive system,” while the second cycle discussed “menstruation, fertilization, gestation, and disorders of the human reproductive system.” Data collection was carried out through learning achievement test instruments in the form of pretests and posttests, and the data were analyzed using the percentage of learning mastery. The results revealed that in the first cycle, student mastery increased from 22% (pretest) to 89% (posttest). In the second cycle, the mastery level rose from 17% to 92%. These findings indicate that the implementation of the Learning Cycle 7E model is effective in science learning and has a significant impact on improving student achievement. Overall, it can be categorized as producing a very high level of mastery, proving the potential of integrating the Learning Cycle 7E with educational games in classroom practice.
Effect of Teams Games Tournament Model on Students’ Science Achievement Aprilya, Dinda; Laenggeng, Abd Hakim; Iriani, Lita
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.251

Abstract

This study aimed to enhance students’ learning outcomes through the application of the Team Games Tournament (TGT) cooperative learning model. The research followed a Classroom Action Research (CAR) design and was carried out in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The participants were 36 Grade XI Science 5 students at SMAN 1 Palu during the even semester of the 2024/2025 academic year. Learning outcomes were evaluated using the class average scores from the final evaluation sheets, supported by the percentage of students who achieved mastery learning. Data were collected through Google Forms and analyzed using a five-point Criterion-Referenced Assessment (CRA) scale. The findings revealed an improvement in learning achievement from Cycle I to Cycle II. In Cycle I, the average student score was 73.87, categorized as moderate, whereas in Cycle II it increased to 85.21, categorized as high. Additionally, the mastery learning percentage rose from 45% in Cycle I to 71.3% in Cycle II. These results indicate that the implementation of the TGT cooperative learning model effectively enhances students’ learning outcomes in Biology.
Impact of Wordwall Based Joyful Learning on Science Learning Achievement Pakaya, Nurfatiah; Ramadhan, Achmad; Yuniasih, Yuniasih
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.252

Abstract

This study aims to improve student learning outcomes in Biology through the application of the Joyful Learning approach supported by Wordwall interactive media. The method used in this study was Classroom Action Research (CAR) conducted in two cycles and involving 34 students of class XI SMA Negeri 2 Palu as research subjects. Each cycle of this study included the stages of planning, implementation, observation, and reflection. Data were obtained through observation sheets and learning outcome tests, then analyzed descriptively by considering the average score and percentage of classical mastery. The results showed that in the pre-cycle stage, student learning mastery only reached 41.18% with an average score of 70.00. After the action in cycle I was implemented, mastery increased to 67.65% with an average score of 76.35. A further improvement in cycle II resulted in a significant increase, namely 88.24% mastery with an average of 81.56. Thus, the application of the Wordwall-based Happy Learning approach proved to be effective in creating a conducive learning atmosphere, increasing student participation, and encouraging more optimal understanding of the material.
Integrating Flipped Learning Approach to Foster Students Self-Directed Learning in Science Learning Setiawan, Hendra; Ramadhan, Achmad; Kristhiani , Merry
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.255

Abstract

This study aims to describe the integration of the Flipped Learning approach in fostering students’ learning autonomy in Grade XI Biology at SMA Negeri 2 Palu, particularly on the topic of the Human Reproductive System. The research subjects consisted of 35 students. The study was conducted as Classroom Action Research (CAR) over two cycles, each comprising two meetings. Data were collected through teacher and student activity observations, formative tests, and student reflections, and analyzed using both quantitative descriptive and qualitative methods. The findings reveal that the percentage of teacher activity increased from 70% and 75% in cycle I to 85% and 95% in cycle II, while student activity increased from 50% in both meetings of cycle I to 72.5% and 85% in cycle II. Students’ average formative test scores also improved from 58.1% and 62.7% in cycle I to 76.3% and 83.9% in cycle II. Student reflections indicated enhanced motivation, active participation, and readiness for independent learning. These findings suggest that science learning through the Flipped Learning approach can foster students’ learning autonomy while simultaneously facilitating critical thinking skills and the effective use of technology required to meet the challenges of 21st-century education.
Increasing Biology Learning Activity Through the Project Based Learning Model with the Culturally Responsive Teaching (CRT) Approach Rifkanita, Dian; Tangge, Lilies; Nurhaidah, Nurhaidah
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.257

Abstract

This study is a Classroom Action Research (CAR) that aims to improve the activeness of Grade X Melati students at SMA Negeri 6 Palu through the implementation of the Project-Based Learning (PjBL) model with a Culturally Responsive Teaching (CRT) approach. The research was conducted in two learning cycles, each consisting of the stages of planning, implementation, observation, and reflection. The subjects of the study were 31 students. The research instruments included student learning activeness observation sheets and a student learning activeness questionnaire. Data analysis was carried out by reflecting on observation results and calculating the scores obtained for each activeness indicator. The findings revealed an increase in student learning activeness from the pre-cycle to Cycle I and Cycle II. In the pre-cycle, the average percentage of activeness was only 51%, which then increased to 66% in Cycle I, categorized as moderately active. In Cycle II, the percentage further increased to 88%, categorized as highly active. These results indicate that the PjBL model integrated with the CRT approach significantly enhanced students’ learning activeness. These findings imply that the integration of the PjBL model with a CRT approach has the potential to be applied beyond specific subjects and across different educational levels, fostering participatory, contextual, and culturally responsive learning.
Enhacing Student’s Motivation through Snowball Throwing Model in Science Education Janah, Nidya Khusni Fatul; Nurdin, Musdalifah; Suwito, Suwito
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.258

Abstract

This Classroom Action Research (CAR) aims to enhance students’ learning motivation through the implementation of the Snowball Throwing learning model. The study was conducted at SMAN 1 Palu with 35 students of class XI MIPA 6 as the research subjects. The CAR was carried out in three phases: pre-action, Cycle I, and Cycle II. Data were collected through observation and a learning motivation questionnaire. The findings revealed that students’ learning motivation in the pre-action phase was categorized as “fair” with a percentage of 54%. After the implementation of the Snowball Throwing model in Cycle I, students’ motivation increased to 72% (“high” category), and in Cycle II it further improved to 87% (“very high” category). These results indicate that the Snowball Throwing model is effective in improving students’ learning motivation, as it actively engages them in discussion and collaborative activities, making the learning process more interactive and enjoyable. The implication of this study is that teachers may employ the Snowball Throwing model as an alternative instructional strategy in Biology learning to foster students’ learning motivation.
Improving Learning Motivation Through Teams Games Tournament (TGT) Model Integrated with Technology in Biology Learning Lumbantobing, Stevany Romaito; Bialangi, Mursito S.; Fetmi, Fetmi
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.259

Abstract

This study aims to enhance students’ learning motivation in biology through the implementation of the Teams Games Tournament (TGT) learning model integrated with technology. The research was prompted by the low learning motivation observed among Grade X-7 students at SMA Negeri 7 Palu, most of whom exhibit a kinesthetic learning style that has not been adequately supported by appropriate teaching methods. The study employed a Classroom Action Research approach conducted in two cycles, involving 34 students as participants. The TGT model was applied using educational platforms such as Quizizz, Wordwall, Educaplay, and Kahoot, complemented by reward incentives to boost student engagement. The results revealed a significant increase in students’ learning motivation, as evidenced by both direct observation and motivation questionnaires. In the pre-cycle phase, 3 students were categorized as having low motivation, 23 as moderate, and 8 as high. In Cycle I, 18 students were in the moderate category and 15 in the high category. By Cycle II, 8 students were categorized as moderate, 19 as high, and 7 as very high. The interactive, competitive, and technology-based TGT model proved effective in creating an enjoyable learning atmosphere tailored to students’ characteristics, thereby gradually improving both motivation and learning outcomes. In addition, this study provides a theoretical contribution to the development of collaborative, digital-based learning strategies that align with the demands of 21st-century education. The findings strengthen the theoretical foundation of learning motivation and open up further opportunities for research on the integration of technology into cooperative learning models.

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