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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 56 Documents
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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.
The Effect of Implementing Problem-Based Learning (PBL) Model on Junior High School Students' Learning Outcomes on Cell Material Ina, Delsarim Krisme; Lede, Yulita Adelfin; Deke, Oktavianus; Kerans, Geterudis
Equator Science Journal Vol. 4 No. 1 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i1.291

Abstract

The study aims to investigate the effect of implementing the Problem Based-Learning (PBL) model on students’ learning outcomes in science subject matter, specifically cell introduction, for Grade VIII Students at SMP Gloria Dei Wee Kura. The research employed a quasi-experimental method with a Pre-test and Post-test  Control Group Design. The subject consisted of 22 students divided into two classes: 11 students in the experimental calss and 11 students in the control calss. The research instrument was a multiple-choice test consisting of 14 items that had been tested for validity and reliability. Data collection was conducted through Pre-test and Post-test, while data analysis was carried out using the non-parametric Mann-Whitney U Test with the assistance of SPSS version 16.0. The results showed a significant difference in learning outcomes beetwen the experimental class and the control class, a significance value of 0,000 < 0,05. This finding demonstrates that the application of the Problem Based-Learning (PBL) model has a positive effect on students’ learning outcomes in the science topic of Cell Introduction for Grade VIII at SMP Gloria Dei Wee Kura.
Improving Junior High School Students' Learning Outcomes on State Changes of Matter Through Experimental Teaching Methods Depa, Anastasia; Lede, Yulita Adelfin; Kerans, Geterudis
Equator Science Journal Vol. 4 No. 1 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i1.293

Abstract

Student learning outcomes in science subjects often experience problems such as low learning outcomes due to the application of conventional learning models. This makes students passive and learning boring and non-contextual. To overcome this problem, one model that can be used is the experimental model, which is expected to improve student learning outcomes by actively involving them in the learning process directly. The purpose of this study was to determine the effect of the experimental method on student learning outcomes on the material on changes in the state of matter in class VII of junior high school. The type of research used was quasi-experimental research with a pretest-posttest control group design. There were 27 students in the study, with 14 students in the experimental class and 13 students in the control class. The research instrument was a multiple-choice test consisting of 20 questions that had been tested for validity and reliability. Data collection techniques were carried out through pretest and posttest, while data analysis used the Mann-Whitney U Test non-parametric test with the help of SPSS version 16.0. The results showed a significant difference in learning outcomes between the experimental class and the control class with a significance value of 0.000 < 0.05. This proves that the application of the experimental method has an effect on student learning outcomes in class VII on the material on changes in the state of matter.
Implementation of STEM-Based Learning through Greenhouse Effect Experiments to Improve Students' Understanding of the Global Warming Concept Nidiasari, Yannika; Fenetiruma, Yufita; Mamary, Natalia Steni; Matonda, Kristin Seru; Mangkasa, Nia; Yenusi, Angganeta; Malat, Delila; Supriyatna, Supriyatna; Yekwam, Emma; Wandosa, Dorsila; Prasetyo, Dwi Heri; Kumbara, Aji
Equator Science Journal Vol. 4 No. 1 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i1.330

Abstract

Global warming is an important global environmental issue for students to understand since junior high school (SMP) level. However, students' conceptual understanding of this material is still relatively low because it is abstract and often presented theoretically. This study aims to determine the improvement in junior high school students' understanding of the concept of global warming through the implementation of STEM-based learning using greenhouse effect experiments. This study used a quantitative approach with a quasi-experimental design of one-group pretest–posttest type. The subjects were 11 eighth-grade junior high school students. The research instruments were conceptual understanding tests given before (pretest) and after (posttest) the treatment, as well as observation sheets for the implementation of learning. Data were analyzed using descriptive statistics and N-Gain calculations. The results showed that the average posttest score (62.73) was higher than the average pretest score (54.55). However, the N-Gain calculation result of 0.18 is in the low category. This finding indicates that the implementation of STEM-based learning through the greenhouse effect experiment can improve students' understanding of the concept of global warming, although the improvement obtained is still relatively low. Therefore, STEM-based learning needs to be implemented sustainably and combined with other learning media to increase the effectiveness of students' conceptual understanding.
Diagnostic of Students' Misconceptions Motion and Force Material: An Analytical Study Based on Gender Differences Hasanah, Inayatul; Zahroh, Fatimatus; Najiya, Asyrifatun; Achmad, Nur Fajirotun Diniaty; Mulyastuti, Herlina; Rais, M. Amien; Wahyudhi, Sunu
Equator Science Journal Vol. 4 No. 1 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i1.334

Abstract

This research is a descriptive qualitative study that aims to identify junior high school students' misconceptions regarding Motion and Force and to analyze gender differences. The research sample consisted of 30 students, namely 15 males and 15 females, from SMP 1 Burneh Bangkalan. The instrument used was the Three-Tier Diagnostic Test, which grouped students' understanding into the categories Know the Concept, Don't Know the Concept, and Misconception. The results showed a fairly high level of misconceptions in several topics. In the MK 3 category, female students showed a 26.2% and male students 26.7% on the topic of Average Speed. In the MK 2 category, the topic of Influence of External Forces had a high level of misconceptions, namely 16.7% in both genders. In the MK 1 category, the topic of Aerodynamics and Friction showed misconceptions of 20.0% in female students and 33.3% in male students. Overall, the gender analysis showed that both genders experienced misconceptions, but with different tendencies in each category.
Analyzing Critical Thinking Skills of Grade VIII Students in Human Respiratory System Topics in Junior High School Ngongo, Yosefina; Kerans, Geterudis; Lede, Yulita Adelfin
Equator Science Journal Vol. 4 No. 1 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i1.290

Abstract

Critical thinking skills are essential 21st-century competencies that need to be developed in science education. This study aims to analyze the critical thinking skills of grade VIII students in a junior high school on human respiratory system topics. This research employed a qualitative descriptive method involving 27 students. The research instruments consisted of an essay test developed based on Ennis's critical thinking indicators (basic clarification, bases for a decision, inference, advanced clarification, and strategies and tactics) as well as semi-structured interviews with six students selected through purposive sampling. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and drawing conclusions. The results showed that the majority of students possessed critical thinking skills in the low category: 22 students (81.48%) were in the low category, 3 students (11.11%) in the moderate category, and 2 students (7.41%) in the high category. These findings emphasize the need for implementing innovative learning strategies to enhance students' critical thinking skills in science learning.

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