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SEARCH: Science Education Research
Published by Institut Agama Islam Negeri Sorong
ISSN : -     EISSN : 30326435     DOI : https://doi.org/10.47945/search.v1i2.1247
Core Subject : Education,
Education Other
Jurnal ini menerbitkan artikel asli tentang isu-isu dan tren terkini yang terjadi secara internasional dalam kurikulum Ilmu Pengetahuan Alam berkaitan dengan pengajaran, pembelajaran, kebijakan, dan persiapan guru IPA dengan tujuan untuk memajukan pengetahuan tentang teori dan praktik pendidikan IPA. Isu pendidikan dan pembelajaran IPA yang dimaksud meliputi pembelajaran Fisika, Kimia, Biologi, pendidikan teknik dan sains terapan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 56 Documents
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Development of Moke Local Context Based Audio Visual Learning Media on Addictive Substances Laudasarni, Yohana; Kua, Maria Yuliana; Suparmi, Ni Wayan; Dinatha, Ngurah Mahendra
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2822

Abstract

This study aimed to develop audio visual learning media on addictive substances based on the local context of moke in Ngada Regency. The development was motivated by the limited use of contextual learning media in science instruction, particularly those integrating local cultural contexts relevant to students’ daily lives. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through observations, expert validation sheets, and teacher and student response questionnaires. Data were analyzed descriptively using quantitative methods. The results showed that the developed media obtained an average validity score of 3.75, categorized as very valid. In addition, the practicality level reached 94.47% based on student responses and 90.90% based on teacher responses, both categorized as very practical. These findings indicate that the developed audio visual learning media is feasible and practical for use in junior high school science learning. The integration of moke local context in the media provides a contextual learning resource that may support students’ understanding of addictive substances in relation to their surrounding environment.
Validity of Buffer Solution Practical Guidelines Based on Green Chemistry and Chemoentrepreneurship for Senior High Schools : Validitas Panduan Praktikum larutan penyangga Berbasis Green Chemistry dan Chemoentrepreneurship untuk SMA/MA Akrami, Fathatul; Andromeda, Andromeda
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2834

Abstract

Chemistry learning in schools still faces fundamental problems centered on student learning experiences. The demands of the National Curriculum that require students to have 21st-century skills and competencies have not been optimally realized in the learning process. Learning tools that guide students' learning process to develop soft skills are urgently needed. This study aims to test the validity of a buffer solution practicum guide based on green chemistry and chemoentrepreneurship for senior high schools (SMA/MA). The study used the Research and Development method with the Plomp model and Tessmer formative evaluation. Primary data were obtained through observation, interviews, and questionnaires, with lecturers as expert review validators and students in the one-to-one evaluation stage. Data were analyzed descriptively quantitatively and validity was determined using the Aiken's V index. The results showed that the product had reached prototype stage III with a valid category, with an Aiken's V value for the content aspect of 0.88, presentation aspect of 0.83, language aspect of 0.89, and appearance aspect of 0.86, and an average index of 0.86. Thus, this green chemistry and chemoentrepreneurship-based buffer solution practical guide is declared valid based on the results of the Aiken's V validity test.
Development of a Local Culture-Based Creative Thinking Instrument in Science Education using the Rasch Model Indriyani , Dini; Amelia, Rizki Nor
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2835

Abstract

Creative thinking skills are important in 21st-century science education, but the availability of contextual and empirically tested assessment instruments is still limited, especially for material on substances and their changes. This study aims to develop an instrument for creative thinking skills in the form of essay questions integrated with local culture in Semarang. The instrument was developed based on four indicators of creative thinking, namely fluency, flexibility, originality, and elaboration, and consisted of seven contextual questions. Content validity was assessed by five experts using Aiken's V index, which produced an average Aiken’s V value of .92, indicating a very high level of item suitability. The instrument was then tested on 175 junior high school students and analyzed using the Rasch Model. The analysis results showed item reliability of .98, indicating extreme stability in the items' difficulty hierarchy. All items were declared fit for the model with outfit and infit mean square values within the accepted criteria range. The response category structure analysis showed a monotonically increasing observed average pattern and sequentially ordered category thresholds, although some threshold differences were outside the ideal range. Overall, the developed instrument has good measurement quality and is suitable for assessing creative thinking skills in science within the local culture.
The Relationship between Academic Persistence and Student Achievement in Chemistry and Its Implications for Curriculum Development: Hubungan Kegigihan Akademik dengan Prestasi Mahasiswa Kimia dan Implikasinya terhadap Pengembangan Kurikulum Hulu, Joseph Rezeki; Rivaldo, Ifan; Yerimadesi, Yerimadesi; Hasanah, Afifah Nur; Sahalina, Dwinita
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2836

Abstract

Student achievement is an important indicator in assessing the quality of higher education, but this achievement still shows significant variation, indicating the influence of internal student factors. One non-cognitive factor suspected to play a role is academic persistence, namely the ability to maintain effort and consistency in achieving long-term goals. This study aims to analyze the relationship between academic persistence and student achievement and its implications for curriculum development. The study used a quantitative approach with a survey. Participants were 192 undergraduate students in Chemistry Education and Chemistry Science at Padang State University, selected using stratified random sampling. Data were collected using a Likert-scale questionnaire to measure academic persistence and documented GPA as an indicator of achievement. Data analysis included validity, reliability, and normality tests, as well as Pearson correlation and simple linear regression. The results showed that the instrument had good validity and high reliability, with a Cronbach's Alpha value of 0.784. The normality test indicated that the data were normally distributed (p = 0.071). The results of the correlation analysis indicate a strong and significant positive relationship between academic persistence and student achievement (r = 0.780; p < 0.05). The regression results show a coefficient of determination (R²) of 0.609, which means that academic persistence contributes 60.9% to the variation in student achievement. This finding indicates that the higher the academic persistence, the higher the student achievement. The implications of this study emphasize integrating non-cognitive character strengthening into curriculum development. This can be realized through Project-Based Learning, process-based assessment, lecturers as facilitators providing constructive feedback, and supporting programs such as growth mindset training, academic mentoring, and stress management to produce graduates who are academically strong and resilient.
The Effectiveness of Science Learning Based on Volcanic Activity Data in Enhancing Students’ Disaster Literacy in North Maluku Hi. Ismail, Agus R.; Lestari , Fitri Ayu; Faradina; M. Yasin, Fazrul
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2838

Abstract

This study aims to analyze the effectiveness of science learning based on volcanic activity data in improving students’ disaster literacy in North Maluku. The study employed a quasi-experimental method using a pretest–posttest control group design. The participants were Grade 10 senior high school students, divided into an experimental group and a control group. The experimental group was taught using authentic data on volcanic activity, such as data from Mount Ibu and Mount Dukono, while the control group received conventional instruction. The results revealed a significant improvement in disaster literacy among students in the experimental group, with an N-gain score of 0.68 (moderate–high category), compared to 0.32 (low–moderate category) in the control group. The results of the t-test showed a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between the two groups. Therefore, science learning based on volcanic activity data is effective in enhancing students’ disaster literacy.
Integration of Project-Based Learning-STEM and Computational Thinking to Improve Students Scientific Creativity Faradina; Usman, Ashari A.; Sahjad, Sumarni; Fitri Ayu Lestari
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2840

Abstract

Scientific creativity is one of the most essential aspects of 21st-century skills emphasized in science learning, as it enables students to generate scientific ideas that are original, flexible, and applicable in solving contextual problems. Therefore, this study aims to describe the implementation of Project-Based Learning (PjBL) integrated with STEM and Computational Thinking to enhance students’ scientific creativity.This study employed a quantitative approach with a pre-experimental method using a one-group pretest–posttest design. The sample consisted of 29 students from Class VIII-A at SMP Negeri 3 Ternate City. The research instruments included a scientific creativity test and an observation sheet to assess the implementation of the learning process. Data were analyzed using a paired sample t-test and N-Gain calculation to determine the improvement in students’ scientific creativity.The results showed that the implementation of the learning process reached 85%, which falls into the good category. In addition, the paired sample t-test results indicated a significance value of 0.000 < 0.05, demonstrating a significant difference between pretest and posttest scores. The average N-Gain score was 0.61, which is categorized as moderate. In conclusion, the implementation of Project-Based Learning (PjBL) integrated with STEM and Computational Thinking is associated with improvement of students’ scientific creativity.

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