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Cahaya: Journal of Research on Science Education
Published by Alpatih Harapan Semesta
ISSN : -     EISSN : 29881374     DOI : https://doi.org/10.70115
Core Subject : Science, Education, Social,
Chemistry Education Physics Social Sciences Other
CAHAYA: Jurnal Ilmu Pendidikan dan Pembelajaran Sains (e-ISSN 2988-1374) is an Open Access Journal that discusses related science and science education that occurs in the context of society at the primary, secondary and higher education levels related to research in the fields of science education, physics education, chemistry education, biology education, Learning Innovation. The CAHAYA journal publishes research articles that are comprehensive by inviting reviews from leading experts in their fields. Incoming papers will be peer-reviewed and selected based on high scientific study and ability to make important contributions in the field.
Arjuna Subject : Umum - Umum
Articles 54 Documents
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Pengaruh Metode Pembelajaran Praktikum Perubahan Fisika dan Kimia Terhadap Hasil Belajar IPA Siswa Melvin Aldila
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.333

Abstract

This research aims to evaluate the effectiveness of practical learning methods in improving student learning outcomes on the topic of physical and chemical changes at SMP Negeri 3 Cikancung. The method used is quantitative research with non-parametric statistical analysis. The normality test of the data shows that the data is not normally distributed with a p-value of 0.000, so the analysis continues with the Wilcoxon test. The Wilcoxon test results in a p-value of 0.000, indicating a significant difference between the initial and final scores of the students. The NGain percentage result is 78.11%, which is categorised as high. These findings indicate that the application of practical methods is effective in improving student learning outcomes. This research makes an important contribution to the development of more innovative and effective teaching methods in science education and highlights the need for the implementation of practical work in the education curriculum.
Integrating Teacher Professional Ethics, Guidance Counseling, and School Management for 21st Century Education: A Systematic Review Mahlaini Azizah Harahap; Chardinal. DV; Eggi Martiansyah; Syarifuddin; Feralia Eka Putri
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.447

Abstract

This study aims to analyze the urgency of integrating teacher professional ethics, guidance and counseling, and school management in facing the challenges of 21st-century education. This study used the Systematic Literature Review (SLR) method with planning, conducting, and reporting stages. Data were obtained from various scientific journals published between 2022 and 2026 through databases such as Google Scholar. The initial search results found 100 articles, which were then selected based on inclusion and exclusion criteria, resulting in 24 articles worthy of analysis. The results show that teacher professional ethics plays a role in shaping character and professionalism, guidance and counseling supports the holistic development of students, and school management is a key factor in improving the quality of education. The integration of these three aspects is crucial for creating an education system that is adaptive, innovative, and oriented to the needs of the 21st century.
Persepsi Guru Terhadap Implementasi Teknik Penilaian Non-Tes Dalam Pembelajaran Kelas X Di MA Al Mansur Popongan Annisa Arianti; Aji Joko Budi Pramono
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.495

Abstract

This study aims to analyze teachers' perceptions of the implementation of non-test assessment techniques in Islamic Religious Education (PAI) learning for grade X at MA Al Manshur Popongan. The study used a descriptive qualitative approach with a field research type. The research subjects consisted of five grade X PAI teachers who were selected purposively. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawing. The data analysis process was supported by the R Program through the stages of open coding, axial coding, and selective coding. The results showed that teachers had a positive perception of the implementation of non-test assessment because it was able to assess students' affective and psychomotor aspects more comprehensively. The dominant assessment techniques used included observation, worship practices, presentations, attitude journals, group projects, and portfolios. The implementation of non-test assessment had a positive impact on increasing student activity, discipline, and self-confidence in learning. However, its implementation still faces various obstacles, such as time constraints, administrative burdens, large student numbers, and difficulties in preparing assessment rubrics. This study confirms that strengthening teacher competencies and digitalizing the assessment system are important factors in optimizing the implementation of non-test assessments in madrasas.
Dampak Penggunaan Gedget Berlebihan Terhadap Konsentrasi dan Kedisiplinan Siswa dalam Proses Belajar Mengajar Abdul Latif; Nila Lailatul Fitri; Hilmi Najamuddin; Gina Ilhami Fatin; Sefty Cahyaningtyas; Ewit Nurdayanti; Teti Hifsatun Aini; Muhammat Riyandi; M. Sastra Budiyawan
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.514

Abstract

This study examines the negative impact of excessive gadget use on students’ concentration and discipline in the teaching and learning process. With the rapid development of digital technology, gadgets have become an inseparable part of students’ daily lives. However, uncontrolled use, particularly for non-educational activities such as social media and online gaming, significantly reduces students’ concentration levels. This is indicated by shortened attention spans, frequent distractions caused by notifications, and decreased ability to comprehend learning materials effectively. In addition, gadget dependency also negatively affects students’ discipline in the school environment, including violations of classroom rules regarding device usage, irresponsible attitudes toward academic tasks, and delays in assignment submission. The combination of these impacts potentially disrupts the effectiveness of the learning process and lowers students’ academic achievement. Therefore, strategic efforts involving schools, teachers, and parents are necessary to establish clear boundaries, provide education on healthy digital time management, and strengthen digital literacy so that students can use gadgets wisely. In this way, technology can function as a supportive learning tool rather than a primary source of distraction in education.
Urgensi Literasi Digital dalam Membangun Ekosistem Pendidikan Modern: Studi Literatur Review Rafizah; Nayla Khairani; Zalikha Syahajir Silitonga; Dina Ampera; Halimul Bahri
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.528

Abstract

The rapid advancement of digital technology has transformed educational systems worldwide, making digital literacy an indispensable competency for students, teachers, and educational stakeholders. This study aims to examine the urgency of digital literacy in developing a modern educational ecosystem and to identify its contributions to improving educational quality in the digital era. A Systematic Literature Review (SLR) approach was employed to synthesize and analyze relevant scholarly publications indexed in reputable databases. The review process involved article identification, screening, eligibility assessment, and thematic analysis of studies published within the last decade. The findings reveal that digital literacy plays a pivotal role in enhancing critical thinking, problem-solving, creativity, communication, and collaboration skills, which are essential competencies for the twenty-first century. Furthermore, digital literacy supports the effective integration of technology into teaching and learning processes, promotes lifelong learning, and strengthens digital citizenship among learners. However, challenges such as unequal access to technology, limited digital competence among educators, and inadequate institutional support remain significant barriers. Therefore, the integration of digital literacy into educational curricula and policies is no longer optional but imperative. Sustainable collaboration among policymakers, educational institutions, teachers, and communities is required to establish an inclusive, adaptive, and resilient digital education ecosystem capable of meeting future educational demands.
Pengembangan Modul Pembelajaran Interaktif Fisika Terintegrasi Etnosains Peresean pada Materi Hukum Newton Muhammad Khairul Yusni; Lalu Ahmad Didik Meiliyadi; Ilham
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.542

Abstract

Physics learning at the secondary school level faces challenges, particularly students’ low interest and difficulty in understanding abstract concepts. Physics is often perceived as a difficult and less engaging subject, which may contribute to low learning achievement. Therefore, innovative and contextual learning resources are needed to enhance students’ engagement and understanding. However, learning modules integrating Peresean ethnoscience into Newton's Laws learning are still limited. This study aims to develop and evaluate an interactive physics module integrated with local ethnoscience values in terms of validity, effectiveness, and practicality. The research employed the Research and Development (R&D) method using the 4D development model consisting of define, design, develop, and disseminate stages. Data were collected through expert validation sheets, student learning achievement tests, and student response questionnaires. The results showed that the developed module was categorized as valid, with validity scores of 0.873 from material experts and 0.762 from media experts. The module effectively improved students’ learning outcomes, indicated by an N-Gain score of 0.760 in the high category. Furthermore, students gave a positive response with a practicality score of 88.79%. Thus, the interactive physics module integrated with local ethnoscience is feasible for use as a learning resource at the secondary school level.
Profil Literasi Lingkungan dan Keterampilan Berpikir Kreatif Siswa SMA pada Materi Green Chemistry dan Pembangunan Berkelanjutan di Kota Tidore Kepulauan Tamrin Taher; Susilawati Husaen; Lu'luul Fathimatuzzuhro Algus; Nurhayat Ahmad; Jawia Ali; Sistri Soleman
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.556

Abstract

This study addresses the fundamental question of what the real situation of senior high school students’ environmental literacy and creative thinking skills looks like, and why this needs to be surveyed, in the context of green chemistry and sustainable development content within the Science curriculum. The researchers’ position is that of describing in depth the current profile of both competencies and their underlying dimensions, prior to drawing implications for future learning. A survey method was employed involving 169 tenth-grade students from three state senior high schools in Tidore Kepulauan City. Data were collected using validated environmental literacy and creative thinking tests, each consisting of four dimensions referring to the NAAEE  framework and Torrance's theory. The findings consistently show that both variables fall into the low category across all three schools, with overall mean scores of 52.4 for environmental literacy and 48.9 for creative thinking, both well below the minimum threshold of 60. The lowest-performing dimensions were responsible behavior (45.4) for environmental literacy and originality (41.7) for creative thinking, both reflecting a similar pattern: students possess adequate foundational knowledge and idea-generation ability but struggle to translate these into responsible action and original ideas. These findings provide an in-depth picture of students’ real competency situation and a strong empirical basis for prioritizing these two dimensions in future learning interventions.
Pengaruh Model Project-Based Learning Terintegrasi STEM terhadap Kemampuan Pemecahan Masalah Siswa pada Pembelajaran IPA di MTs Moammar Qadafi
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.578

Abstract

Problem-solving skills are one of the 21st-century skills that need to be developed through innovative and learner-centred education. The 2013 Curriculum emphasises the application of learning models that encourage active student engagement, one of which is through Project-Based Learning (PjBL). However, observations at MTs Negeri 4 Lombok Timur indicate that the implementation of Project-Based Learning (PjBL) is not yet optimal and the integration of the Science, Technology, Engineering, and Mathematics (STEM) approach in learning is still limited, resulting in low problem-solving abilities among students. This study aims to analyse the influence of the Project-Based Learning (PjBL) model integrated with STEM on students' problem-solving abilities. The research uses a quasi-experimental method with a posttest-only control group design. The research sample consists of an experimental class that receives STEM-integrated PjBL learning and a control class that receives conventional learning. Data on problem-solving ability were collected through essay tests and observation sheets. Data analysis was conducted through normality tests, homogeneity tests, and hypothesis testing using the t-test. The research results showed that the data were normally and homogeneously distributed. The hypothesis test indicated a significance value of less than 0.05, which indicates a significant difference between the experimental class and the control class. Thus, the STEM-integrated PjBL model has proven effective in enhancing students' problem-solving abilities in science learning. These findings imply that the integration of STEM in PjBL can serve as an innovative learning alternative to improve the quality of 21st-century education.
Analysis of Students’ Problem-Solving Skills and Learning Difficulties in Dynamic Fluid Topics through a Preliminary Study in Physics Education Azrisa Mutia; Muhammad Minan Chusni
CAHAYA: Journal of Research on Science Education Vol. 4 No. 2 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i2.456

Abstract

This study examines a fundamental question: how students’ problem-solving skills develop and what difficulties they face in learning fluid dynamics. The research is positioned within physics education, focusing on the importance of conceptual understanding and problem-solving skills.A qualitative descriptive approach was applied using triangulation methods, including diagnostic tests, interviews, and classroom observations. The diagnostic test measured students’ ability to analyze problems and apply concepts, while interviews and observations explored learning difficulties and instructional practices.The results indicate that students’ problem-solving skills are low and mostly procedural. Students tend to rely on memorizing formulas rather than understanding concepts, leading to difficulties in solving contextual problems and relating key variables such as pressure, velocity, and height. Additionally, teacher-centered instruction limits students’ opportunities to think critically and solve problems independently.These findings suggest the need for more interactive and problem-based learning approaches to enhance students’ conceptual understanding and problem-solving skills in physics
Research Trends in Laboratory Safety within Science Education: A Bibliometric Analysis (2016–2025) Nur Lathifah Putri Ramadani; Roudhoutul Aulia Rochim; Noer Af’idah; Himatul Aliyah
CAHAYA: Journal of Research on Science Education Vol. 4 No. 2 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i2.472

Abstract

This study aims to analyze research trends on laboratory safety in science education using a bibliometric approach. Although laboratory safety has become increasingly important in educational settings, comprehensive bibliometric studies focusing specifically on science education remain limited. Data were retrieved from the Scopus database covering the period 2016–2025, resulting in 1,089 documents analyzed using Biblioshiny. Several bibliometric indicators were employed, including publication trends, co-authorship analysis, country and affiliation productivity, keyword co-occurrence networks, and thematic mapping. The findings indicate a steady growth in publications, reflecting increasing global interest in laboratory safety within educational contexts. The analysis reveals that research is dominated by a few leading countries, particularly the United States and China, while authorship patterns show strong collaboration but no single dominant contributor. Furthermore, keyword and thematic analyses demonstrate that the field is primarily driven by human-centered and empirical studies, with emerging trends toward technology-based approaches such as machine learning. However, pedagogical aspects, including laboratory instruction and hands-on learning, remain less integrated within the core research structure. These findings provide important implications for future research, science education policy, and curriculum development, particularly in strengthening the integration of laboratory safety practices within science teaching and learning.

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