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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 77 Documents
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Ethnophysics-Based Heat Transfer Analysis of Lemang Plaho for Contextual Physics Learning Dwitri Pilendia; Bambang Hariyadi; Pinta Murni; Muhammad Naswir
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.v4i2.376

Abstract

Ethnophysics research on traditional foods has frequently focused on identifying science concepts, while the thermal mechanisms and empirical indicators of doneness embedded in cultural practices remain less systematically explained. This study analyzes the production of Lemang Palho in Siulak Mukai District, Kerinci Regency, as a bamboo-based traditional thermal system and examines its contribution to contextual physics learning through indigenous science integration. A descriptive qualitative design with an ethnophysics perspective was employed. Data were collected through direct observation, semi-structured interviews with six informants, and documentation, then analyzed using thematic coding involving data condensation, data display, verification, and interpretation. The findings show that Lemang Palho production involves radiation from fire and embers, conduction through the bamboo wall, and convection of water and steam inside a semi-closed bamboo chamber sealed with a banana-leaf stopper. Doneness is influenced by a bamboo diameter of approximately 3–5 cm, inclined bamboo positioning, periodic rotation, stable embers, a burning duration of approximately 2–4 hours, and retained steam moisture. These findings demonstrate that the traditional process of making Lemang Palho can serve as a culturally grounded learning context for explaining temperature, heat transfer, phase change, and food texture transformation. The study further supports the development of physics teaching materials that connect local wisdom with scientific concepts, thereby strengthening culturally responsive science learning and the integration of indigenous knowledge into the physics curriculum.
Integrated Science Learning for Sustainable Development: A Systematic Literature Review of Models, Impacts, and Future Directions Ratih Dwi Istirahayu; Nurasyah Dewi Napitupulu
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.v4i2.378

Abstract

This study aims to analyze the development of integrated science learning in the context of Education for Sustainable Development (ESD) through a systematic literature review. The study focuses on identifying dominant integration models, examining their implementation, and exploring their impact and research gaps. A systematic literature review approach was employed following PRISMA guidelines. Data were collected from the Scopus database using predefined search criteria, resulting in 20 selected articles published between 2016 and 2026. Data were extracted using a structured matrix and analyzed through qualitative content analysis and thematic synthesis. The findings reveal that integrated science learning is primarily implemented through transdisciplinary, STEAM-based, and interdisciplinary approaches. These approaches show positive impacts on students’ cognitive, affective, and skill-based outcomes, particularly in enhancing critical thinking, collaboration, and problem-solving abilities. However, the implementation remains inconsistent, with challenges related to curriculum structure, teacher readiness, and assessment practices. Furthermore, the integration of ESD is often implicit rather than systematically embedded, and the measurement of sustainability competencies remains limited. This study highlights the need for more coherent and operational models that integrate curriculum structure, real-world context, and sustainability orientation. The findings provide important implications for the development of integrated science learning frameworks that support sustainable development in education.
Assessing Sustainable Environmental Awareness Among Phase C Elementary School Students in Sorong Regency Diah Masythoh; Febrian Andi Hidayat; Solehun Solehun; Surya Putra Raharja
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.v4i2.398

Abstract

This study aims to describe the profile of sustainable environmental awareness among Phase C students at SD Inpres 13 in Sorong Regency, covering the dimensions of knowledge, attitudes, and behavior. The study employed a descriptive survey method involving 35 students, consisting of 20 fifth-grade students and 15 sixth-grade students. Data were collected using a 15-item questionnaire covering three dimensions of sustainable environmental awareness: knowledge, attitudes, and behavior. The instrument demonstrated satisfactory content validity (CVI > 0.80) and reliability (Cronbach’s Alpha = 0.82). Data were analyzed descriptively using percentage techniques.The results showed that students’ sustainable environmental awareness was generally categorized as good, with an average percentage of 72.39%. The attitude dimension achieved the highest score (81.2%), indicating that students demonstrated positive environmental attitudes and strong concern for sustainable practices. The behavior dimension reached 69.9%, while the knowledge dimension obtained the lowest score (67.4%), particularly regarding issues related to the greenhouse effect and climate change. Descriptive analysis also showed variations in sustainable environmental awareness across grade levels and gender groups; however, these findings should be interpreted cautiously because no inferential statistical tests were conducted. Overall, the findings highlight the importance of strengthening environmental education through experience-based learning, sustainability projects, and school-wide environmental practices to support the development of environmental literacy and Education for Sustainable Development (ESD) competencies among elementary school students.
Augmented Reality Learning Media for Enhancing Elementary Students’ Conceptual Understanding Putri Nur Sakina Karadjo; Herlina Herlina; Sisriawan Lapasere; Mahfud M. Gamar; Sri Wahyuni
Equator Science Journal Vol. 4 No. 3 (2026): [Online First] Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i3.380

Abstract

This study aims to examine the development process, validity, and practicality of Augmented Reality-based learning media in enhancing fifth-grade students’ understanding of science concepts at SDN Inti Dolago on the topic “Seeing Because of Light.” Issues in science education indicate that students still struggle to grasp abstract concepts because instruction is dominated by lecture-based methods and the limited use of visual media. This study employed the Research and Development (R&D) method using the ADDIE model, implemented through the implementation stage. The research subjects consisted of 20 students, a classroom teacher, and two expert validators. Data were collected via expert validation sheets and user response questionnaires, analyzed using percentage techniques based on a Likert scale to determine the media’s validity and practicality levels. The novelty of this study lies in the development of Assemblr Edu-based Augmented Reality media on visual system material in elementary schools to support conceptual understanding through interactive three-dimensional object visualization.The results showed that the media received a validity score of 82.50% from subject matter experts and 84.00% from media experts, as well as positive responses from teachers and students, making it feasible and practical for use in IPAS learning.
The Implementation of SSI Model Assisted by Oray-Orayan Game Regarding Students' Argumentation Skills in Reproductive System Material Monika Lailasari; Arfatul Makiyah; Suhendar Suhendar; Mira Mariana
Equator Science Journal Vol. 4 No. 3 (2026): [Online First] Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i3.395

Abstract

Scientific argumentation skills are an essential 21st-century competency, yet remain relatively underdeveloped in biology education, particularly in reproductive system material rich with socio-scientific issues. This study investigated the effect of applying the Socio-Scientific Issues (SSI) model assisted by the Oray-Orayan game on high school students' argumentation skills. A quasi-experimental design with a nonequivalent control group was employed involving 50 students (25 experimental, 25 control) at SMA Muhammadiyah Sukabumi. Argumentation skills were measured using 10-item essay test based on Toulmin's six argumentation indicators (claim, data, warrant, backing, qualifier, rebuttal) for both pretest and posttest, and a student response questionnaire was administered to the experimental class. Statistical analysis using Mann-Whitney U test showed a significant difference between posttest scores of the experimental and control groups (Asymp. Sig. = 0.000 < 0.05). Implementation observation scores reached 94% (experimental) and 89% (control), both categorized as "Very Good." Student responses were consistently positive across all indicators. These findings confirm that the SSI model assisted by the Oray-Orayan game effectively enhances students' scientific argumentation skills in reproductive system material and can serve as an innovative, contextual, and meaningful alternative learning model in biology education.
Problem-Based Learning for Enhancing Learning Motivation in Elementary Science and Social Studies Nur Zam-zam; Sarintan N Kaharu; Pahriadi Pahriadi; Azizah Azizah; Putriwanti Putriwanti
Equator Science Journal Vol. 4 No. 3 (2026): [Online First] Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i3.366

Abstract

Students' learning motivation in Science and Social Studies (IPAS) at SD Inpres 8 Mamboro was relatively low, as reflected in their limited participation and enthusiasm during classroom learning activities. Therefore, this study aimed to examine the effect of Problem-Based Learning (PBL) on students' learning motivation in IPAS. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 26 students in the experimental group and 25 students in the control group. Data were collected using a learning motivation questionnaire based on six indicators: perseverance, resilience in facing difficulties, interest in problem-solving, independence, preference for challenges, and strong determination. The data were analyzed using descriptive statistics and an Independent Samples t-test. The results showed that the post-test mean learning motivation score of the experimental group (M = 61.73, SD = 2.71) was substantially higher than that of the control group (M = 37.76, SD = 2.91). Hypothesis testing revealed a statistically significant difference between the two groups (t(49) = 30.503, p < .001). Furthermore, the effect size analysis yielded a Cohen's d value of 8.544, indicating a very large effect. These findings demonstrate that Problem-Based Learning (PBL) is an effective instructional approach for enhancing students' learning motivation by providing meaningful, contextual learning experiences that actively engage students in IPAS.
Improving Students’ Plant Literacy in Plant Classification through Mobile Learning Integrated with Experiential Learning Aris Sunandar; Kusnadi Kusnadi; Amprasto Amprasto
Equator Science Journal Vol. 4 No. 3 (2026): [Online First] Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i3.388

Abstract

This study examined how integrating mobile learning with experiential activities can improve high school students’ understanding of plant classification. Using a quasi-experimental pretest–posttest control group design, 76 tenth-grade students at SMAN 1 Tukdana, Indonesia, were evenly split into experimental and control groups. The experimental group learned through mobile tools such as PlantNet, iNaturalis, Google Lens, LMS, and Digiventory within an experiential learning framework, while the control group received traditional instruction. Plant literacy was assessed with a 30-item multiple-choice test focused on nominal, functional, structural, and dimensional knowledge. Data analysis involved N-Gain, independent t-tests, and Cohen’s d. Results showed that the experimental group achieved significantly higher Normalized gains (N-Gain = 60.21%) than the control group (21.91%), with a significant difference (p < 0.05) and a very large effect size (d = 2.07). These results suggest that combining mobile and experiential learning methods effectively enhances students’ plant literacy by encouraging actively and contextual learning. This approach is recommended for biology education and for further research across different settings.

Page 8 of 8 | Total Record : 77

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