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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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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.

Page 8 of 8 | Total Record : 73

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