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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 73 Documents
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Development of Arduino-Based Light Energy Transmission Tool to Improve Students’ Conceptual Understanding of Junior High School Hardianty Lutfiah; Ketut Alit Adi Untara; Unggul Wahyono; Rudi Santoso
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.355

Abstract

Light energy transmission is one of the topics in junior high school science (Physics) that potentially causes comprehension difficulties due to its abstract nature when delivered solely through theoretical instruction. A literature review of Arduino-based studies reveals two gaps: first, some studies focused only on measuring light intensity without examining light energy transmission through specific media; second, studies that measured transmission through transparent materials remained limited to ideal laboratory conditions and had not integrated assessments of students' conceptual understanding. This study aimed to develop a light energy transmission measuring teaching aid based on the Arduino ESP32 type, programmed using the Arduino IDE. The ESP32 was selected due to its advantages over conventional Arduino, integrated Wi-Fi and Bluetooth, enabling more accurate sensor readings and real-time data display. The novelty of this study lies in its focus on light energy transmission, utilization of ESP32, an LED flashlight as a contextual light source, testing on nako glass and no medium conditions, and direct assessment of students' conceptual understanding within a single integrated design. The method used in this study is the Research and Development (R&D) method with the ADDIE model design, conducted at SMP Negeri 7 Sigi involving 21 eighth-grade students of class VIII A. Data were analyzed using the N-Gain formula. The results showed an N-Gain score of 0.58 which falls in the moderate category, indicating an improvement in students' conceptual understanding after participating in the learning process by applying teaching aids in the learning.
Digital Animation Media to Improve Learning Motivation in Elementary Science Education Nurul Maghfira; Muhammad Aqil; Surahman Wilade; Nasrullah Nasrullah; Ryan Andhika Pratama; Pahriadi Pahriadi
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.356

Abstract

This study aims to examine the effectiveness of educational animated videos as a medium for science learning. In addition, this study aims to investigate the differences in students’ learning enthusiasm between students taught using animated videos and those taught using conventional teaching methods. This study employed a Research and Development (R&D) approach using the ADDIE development model involving fifth-grade students at SD Negeri 22 Palu. Data were collected through observations, interviews, validation questionnaires, and learning motivation questionnaires, then analyzed using descriptive quantitative and qualitative techniques. The media obtained a validity score of 89.82% and a practicality score of 86.46%, categorized as very valid and practical. The media also helped teachers deliver learning materials more clearly, interactively, and effectively for students. In addition, the use of animated videos can increase student participation and engagement during the learning process. Furthermore, the developed media demonstrated high practicality and effectiveness in supporting elementary students’ science learning.
Developing GLOSABIO: A Mobile Learning Application to Enhance Scientific Terminology Mastery Annisa Puji Astuti; Deni Parlindungan; Silvia Syeptiani; Arsela Eko Listiono; Nanik Nanik; Amaira Utami; Zico Fakhrur Rozi
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.358

Abstract

Mastery of biological scientific terms often poses a challenge for students in General Biology courses. This study aimed to develop GLOSABIO, an Android-based learning application designed to improve students’ understanding of biological scientific terminology. This research employed the Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects included 33 students from the Science Education Study Program at the University of Bengkulu. Product validation was conducted by material and media experts using validation sheets, while student response questionnaires and a 33-item matching test were used to measure practicality and effectiveness. Data were analyzed using descriptive quantitative analysis, percentage analysis, and N-Gain analysis. The validation results showed that GLOSABIO was highly valid (93%), while practicality testing indicated that the application was very practical (89%). Students’ average scores increased from 51.97 in the pretest to 86.41 in the posttest, with an N-Gain score of 0.717 categorized as high/effective. The paired sample t-test showed a significant difference between pretest and posttest scores (p < .001), with a very large effect size (Cohen’s d = 2.45). These findings demonstrate that GLOSABIO is valid, practical, and effective in enhancing students’ mastery of biological scientific terminology.
DIY Photometer-Based Citizen Science for Project-Based Environmental Physics Learning and Light Pollution Literacy Cahyo Puji Asmoro; Rani Nur Widiawati; Asep Akmal Fadia Nurhalim; Abdul Salam; Najmi Hiyan Fathinah; Judhistira Aria Utama; Dhani Herdiwijaya
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.359

Abstract

Artificial light at night (ALAN) is a growing environmental crisis, yet integrating light pollution literacy into science curricula is often hindered by the prohibitive cost of commercial sensors. Addressing this gap, this study examines the DIY CJ’01 photometer as a low-cost, open-source tool for measuring night sky brightness and advancing environmental physics education. Fieldwork across 15 sub-districts in Cimahi City compared the CJ’01 against an industry-standard Sky Quality Meter (SQM). Results demonstrated strong instrumental agreement, yielding a minimal mean discrepancy of 0.16 mag/arcsec². Robust validation via Bland–Altman analysis (bias = −0.157; 95% LoA = −0.465 to 0.152), alongside RMSE (0.218), MAE (0.157), and an Intraclass Correlation Coefficient of 0.832, confirmed its high reliability. Beyond technical validation, embedding the CJ’01 within a Project-Based Learning (PjBL) framework successfully repositioned undergraduate students as active citizen scientists. This instructional design enabled students to translate raw photometric data into baseline sky-brightness maps for municipal use. Ultimately, this experiential approach operationalizes SDG 4.7’s active environmental citizenship, proving that democratized instrumentation can simultaneously serve scientific monitoring and Education for Sustainable Development (ESD).
Design Gap Analysis of Sustainability-Oriented Biology Teaching Modules among Pre-Service Teachers Using Project-Based Learning Analytics Eva Fadilah; Rifki Risma Munandar
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.360

Abstract

This study investigates the use of project-based learning analytics as a diagnostic approach to identify gaps between administrative completion and conceptual design quality in sustainability-oriented biology teaching modules developed by pre-service biology teachers. Participants were 63 pre-service biology teachers from two classes (5A = 30 students; 5B = 33 students), who produced 13 group teaching modules. Data included project scores, formative scores, midterm and final examination scores, project-component records, questionnaire responses, and design-gap rubric scores. The data were analyzed using descriptive statistics, comparison between administrative and conceptual components, and percentage-based design-gap analysis across curriculum alignment, assessment design, digital pedagogy, deep learning, and sustainability integration. Results showed that overall student performance was relatively good and homogeneous, with a mean final score of 81.34 and a standard deviation of 2.23. However, full administrative completion of project drafts and progress reports (100.00%) did not correspond to conceptual design quality. The final teaching modules achieved only 34.90% of the target criteria for coherent integration of module components. The largest design gap was found in sustainability integration (76.90%), followed by deep learning (69.20%), assessment design (61.50%), digital pedagogy (53.80%), and curriculum alignment (46.20%). These findings indicate that project completion does not automatically ensure coherent instructional design. This study contributes by demonstrating that project-based learning analytics can reveal hidden weaknesses in sustainability-oriented instructional design that are not captured by final grades or document completion alone. The findings highlight the need for operational rubrics, formative feedback, model modules, and explicit design scaffolding.
Improving Science Learning Outcomes and Critical Thinking through Problem-Based Learning in Elementary Education Meggi Rahayu; Wisman Wisman; Selvina Doranggi; Andi Salahuddin
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.363

Abstract

Low science learning outcomes and limited critical thinking skills among elementary school students remain a significant challenge in science education, particularly due to the use of less interactive instructional approaches. This study investigates the effect of the Problem-Based Learning (PBL) model on students’ science learning outcomes and critical thinking skills among fifth-grade students at SD Inpres 3 Tatura. This study employed a quasi-experimental design using a pretest–posttest control group approach. The sample consisted of 53 students selected through total sampling, with one class assigned as the experimental group and the other as the control group. Data were collected using essay-based tests designed to measure students’ learning outcomes and critical thinking skills, and were analyzed using an independent sample t-test. The results indicate that students who were taught using the PBL model achieved significantly higher learning outcomes and demonstrated improved critical thinking skills compared to those who received conventional instruction (p < 0.05). The improvement was evident in students’ ability to analyze problems, construct arguments, and evaluate solutions. These findings suggest that Problem-Based Learning is an effective instructional strategy for enhancing both science learning outcomes and critical thinking skills, and can be considered a practical approach for improving elementary science education.
Development of AI-Enhanced Learning Environment to Reduce Cognitive Load and Strengthen Mental Resilience in Biotechnology Learning Mimi Halimah; Cartono Cartono; Cita Tresnawati
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.367

Abstract

Biology learning in higher education, particularly in biotechnology, faces complex challenges due to excessive cognitive load experienced by Generation Z and Alpha students. This study aimed to develop and validate an AI-enhanced learning environment (AI-ELE) prototype specifically designed for biotechnology courses to reduce cognitive load, strengthen mental resilience, and foster 21st-century skills. Using a Research and Development (R&D) design, this study proceeded through two phases: Phase 1 (needs analysis) and Phase 2 (prototype development), which is the focus of this article. Needs analysis was conducted through surveys and focus group discussions with 100 students to identify sources of cognitive load in biotechnology learning. The prototype integrates an AI-assisted personalized learning system, an adaptive scaffolding mechanism, and an intelligent feedback module built upon Cognitive Load Theory and Self-Determination Theory. Expert validation was carried out by five specialists in instructional design, educational technology, and biology. Validation results showed an average expert score of 4.2/5.0, and the System Usability Scale (SUS) score reached 72.4, indicating an acceptable level of usability. The developed instruments—Cognitive Load Scale (CLS), Mental Resilience Inventory (MRI), and 21st Century Skills Assessment (21CSA)—demonstrated high reliability (Cronbach's alpha > 0.80). The findings confirm that the AI-ELE prototype is valid and ready for pilot implementation. This study contributes to the growing body of knowledge on technology-enhanced biology education and provides a practical framework for integrating AI tools into university-level biotechnology courses.
Kidney Health Literacy in Biology Learning: Indicator Patterns, Gender Differences, and Learner Clusters in Papua, Indonesia Nova Riama Lumban Raja; Mimin Nurjhani Kusumastuti; Yanti Hamdiyati
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.368

Abstract

Kidney health literacy among adolescents remains under-examined within specific biology topics, particularly in eastern Indonesia. This study investigated self-reported kidney health literacy in biology learning among 108 eleventh-grade students (43 males, 65 females) from two senior high school in Sentani, Jayapura Regency, Papua, Indonesia. The instrument was adapted from the attitude questionnaire component of the kidney health literacy instrument developed by Wahyuni and Subiantoro (2024), covering four indicators: accessing, understanding, appraising, and applying kidney health information. Results showed that students were predominantly distributed across the Problematic (46.3%) and Sufficient (45.4%) categories. A one-sample t-test indicates that the population mean index did not differ significantly from the upper boundary of the Problematic category (M = 33.20, SD = 4.98; p = .680). Appraising was the weakest and most variable indicator (M = 30.86, SD = 7.58), while applying was the strongest (M = 34.95). No significant gender differences emerged from the Chi-Square, Fisher’s Exact,, and Independent Samples T-Tests, although female students showed greater score variability (SD = 5.74 vs. 3.61). K-Means cluster analysis identified three learner profiles: Proficient (23.1%), Underdeveloped (40.7%), and Transitional (36.1%). Appraising produced the highest F-value (F = 169.131), indicating that this indicator contributed most strongly to between-cluster differentiation. These findings suggest that appraising represents the most critical gap in students’ kidney health literacy and should be an explicit instructional target in biology learning on the human excretory system.
The Effects of Project-Based Learning on Social-Emotional Skills among Junior High School Students Hadina Hadina; Mohammad Jamhari; Raya Agni; Gamar Shamdas; Bustamin Bustamin; Moh. Sabran
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.370

Abstract

This research investigated the impact of the project-based learning (PjBL) model on the social-emotional skills. A quantitative approach with a quasi-experimental pretest-posttest control group design was utilized. The study population included all grade eight students at SMP Negeri 4 Palu during the 2025/2026 academic year. Cluster random sampling was used to select the sample, resulting in two groups: Class VIII-A (experimental group, n=27), where the PjBL model was applied, and Class VIII-B (control group, n=30), which received traditional instruction. Social-emotional skills were measured using a questionnaire that assessed the five key CASEL competencies and demonstrated high reliability (α = 0.87). Data analysis involved the Shapiro-Wilk test for normality, Levene’s test for homogeneity, and the Mann-Whitney U test for hypothesis testing, as the data did not meet normality and homogeneity assumptions. The findings revealed a Mann-Whitney p-value of 1.000 (p > 0.05), leading to the acceptance of the null hypothesis. Therefore, it was concluded that the PjBl model did not significantly affect students’ social-emotional skills.
Differences in Students’ Critical Thinking and Collaboration Skills between Problem-Based Learning and Discovery Learning in Physics Mawarni Saputri; Saminan Saminan; Ziaun Nisa
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.372

Abstract

Critical thinking and collaboration are essential 21st-century competencies. However, recent PISA results indicate that students’ critical thinking skills remain low, a condition also found at SMA 15 Adidarma Banda Aceh. Therefore, this study aimed to examine the effect of the Problem-Based Learning (PBL) model on students’ critical thinking and collaboration skills in physics learning on the topic of Heat and Temperature. This study employed a quantitative approach with a non-equivalent control group design. The participants were two Grade XI classes. The experimental group was taught using the PBL model, while the control group received instruction through the Discovery Learning model. Data were collected through pretest and posttest essay tests to measure critical thinking skills, while collaboration skills were assessed using observation sheets. Critical thinking data were analyzed using an independent samples t-test, whereas collaboration data were analyzed descriptively using percentage analysis. The results showed a significant difference in critical thinking skills between the experimental and control groups , with the experimental group achieving better results. In addition, students’ collaboration skills in the PBL class were categorized as very good. It can be concluded that the PBL model has a significant positive effect on improving students’ critical thinking and collaboration skills. Therefore, PBL is recommended as an effective instructional alternative for physics teachers to promote higher-order thinking and collaborative learning competencies.

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