Garuda - Garba Rujukan Digital

A Vitual Reality Digital Comic: Fostering Environmental Literacy through Baduy Local Wisdom Khoirunnisa Khoirunnisa; Sudarmin Sudarmin; Sigit Priatmoko; Nunung Nurhayati
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.36172

The objectives of this study are developing and evaluating the effectiveness of a digital comic based green chemistry instructional materials integrated with Virtual Reality (VR) and Baduy local wisdom to improve students’ sustainable environmental literacy. Utilizing Research and Development (R&D) method using 4D model, all instructional components (VR digital comic, teaching module, test instruments, and questionnaires) were validated by experts and deemed highly valid (Aiken’s V > 0.80). A try out of the VR digital comic media with small scale revealed enggaging category with an average percentage exceeding 90%. The Independent Sample t-Test in the experimental and control classes showed a statistically significant difference in posttest scores (Sig. <.001), proving a substantial increase in learning outcomes in the experimental class. Environmental literacy analysis based on the National Environmental Literacy Assessment (NELA) indicators supports these findings: the experimental group achieved a high-level criterion (score: 190) compared to the control group (score: 169). The most prominent improvement in the experimental class was observed in the knowledge and cognitive skills dimensions. The implementation of this learning innovation effectively improves students’ environmental literacy, particularly in knowledge and cognitive skills. Nevertheless, the development of deeply internalized environmental attitudes and behaviors may require more time and a more in-depth approach. However, but this innovation shows significant potential in shaping a generation responsible for environmental issues.

Formative Assessment Practices Using a Culturally Responsive Teaching (CRT) Approach in the Context of Mie Des in Science Learning Murniningsih Murniningsih; Ani Widyawati; Markhaban Alkhasni; Fadhil Syafri Praditya
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.36948

This study aims to describe the implementation of formative assessment using the Culturally Responsive Teaching approach by integrating Mie Des as a local cultural context in science learning and to examine students’ responses to this practice. Using a descriptive qualitative design, data were collected through classroom observations, interviews, and documentation during three learning sessions on heat transfer. The results show that formative assessment was implemented through open-ended questions, reflections, group discussions, rapid and constructive feedback, the use of student worksheets, and the use of digital media. These activities helped students connect scientific ideas with their cultural experiences, increased their engagement, and strengthened their confidence in learning science. Students demonstrated active participation and emotional involvement, although some focused more on cultural aspects than scientific reasoning. The study concludes that integrating local culture into formative assessment can enhance scientific understanding, cultural awareness, and student engagement, while providing valuable feedback for designing responsive and contextually meaningful science learning.

Development of Problem-Based Learning (PBL) Ethnoscience Based Teaching Materials Food and Beverage Additives Material to Improve Students’ Science Literacy Ana Fransiska Utami; Agung Tri Prasetya; Woro Sumarni
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.37400

This study aims to develop Problem-Based Learning (PBL) teaching materials integrated with an ethnoscience approach on the topic of food and beverage additives to enhance students’ scientific literacy. The research was motivated by the low level of scientific literacy among Indonesian students, as indicated by the 2022 PISA results, which suggest that science learning remains largely theoretical and insufficiently connected to local cultural contexts. The ethnoscience approach integrates scientific concepts with indigenous cultural knowledge, while the PBL model promotes active learning, critical thinking, and problem-solving skills. This study employed a Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The research subjects were eighth-grade students at SMP Islam Sunan Giri Salatiga. Research instruments included expert validation sheets for materials and media, student response questionnaires, and scientific literacy tests. Data were analyzed using descriptive quantitative and qualitative techniques to determine the feasibility, practicality, and effectiveness of the developed teaching materials. The results indicate that the PBL–ethnoscience-based teaching materials are highly valid, with average validation scores of 89.38% from material experts and 87.68% from media experts. Student responses were categorized as very good, with scores of 80.61% on a small scale and 81.45% on a large scale. The N-gain analysis showed improvements in scientific literacy at high (41.94%), moderate (38.71%), and low (9.68%) levels. These findings demonstrate that PBL–ethnoscience-based teaching materials effectively improve junior high school students’ scientific literacy and can serve as a reference for culturally integrated science learning.

Development of A Teaching Module Containing Islamic Values on the Material of the Human Reproductive System to Strengthen Students’ Critical Thinking Abilities in Madrasah Aliyah Tyas Khofilla; Priyantini Widiyaningrum; Dyah Rini Indriyanti; Andin Irsadi
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.37815

The purpose of this research is to develop and implementation of a teaching module containing Islamic values on the human reproductive system material to improve critical thinking. The development research method used ADDIE (Analyze, Design, Development, Implementation, and Evaluation). Data were obtained analysis, questionnaires, and tests (pre-post). The module was analyzed by expert validators. Data analysis techniques used descriptive analysis and statistical analysis. The results of the study showed that the characteristics of the teaching module were interactive. The teaching module was packaged with an attractive visual design and systematic layout, the integration of verses from the Qur’an and Hadith related to the human reproductive system, and the presence of special features such as Islamic Values and Critical Thinking designed to stimulate students’ critical thinking skills so that students were interested in reading it. The validity value of the teaching module was declared very valid based on the assessment of media experts at 93.80% and material experts at 97.04%. The practicality value of the teaching module was declared very practical based on the teacher’s assessment at 89.24% and the student’s assessment at 85.69%. The value of increasing students’ critical thinking skills was analyzed through N-Gain analysis per indicator with an average result of 0.85 (high). It can be conclude that the teaching module has interactive.

Comparative Analysis of Pro-Environmental Behavior Among Junior High School Students in Samarinda: Public vs. Islamic Boarding Schools Muliati Syam; Putri Sri Rahmawati; Atin Nuryadin
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.23394

Pro-environmental behavior (PEB) encompasses actions that prevent environmental harm and promote environmental health. This study aims to analyze the PEB of junior high school students in Samarinda based on school type, focusing on three key aspects: preservation, utilization, and appreciation. The research compares students from public junior high schools and Islamic boarding schools, while also exploring their environmental perceptions and how school type influences PEB. A quantitative comparative approach was used, sampling 290 ninth-grade students in Samarinda via purposive sampling and collecting data through questionnaires. Results showed that students from public schools had a lower PEB score (3.60) compared to those from Islamic boarding schools (3.67). Students in Samarinda generally exhibited a positive environmental perception. Statistical analysis indicated that school type significantly impacts PEB. The findings suggest that Islamic boarding schools may implement more effective environmental education practices than public schools, underscoring the need for public schools to adopt similar strategies. In conclusion, school type plays a key role in shaping students' environmental behavior, with Islamic boarding schools showing stronger outcomes. These results support the need for school-based environmental education tailored to specific contexts.

Designing and Evaluating Jotform-Based Instrument for Assessing Students' Multiple Representational Skills Erwin Saputro; Elvin Yusliana Ekawati; Fairusy Fitria Haryan
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.25558

Phenomena in physics are often presented in various forms, such as equations, verbal, graphs, tables, and images, which require multiple representation skills in understanding and describing natural phenomena correctly. Effective development of students’ multiple representational skills requires prior assessment of their existing representational abilities. This study aims to develop a JotForm-assisted multiple representation ability assessment instrument for Phase F students on linear Motion material and to examine its design qualitatively. The research uses the 4D model, to produce a prototype that is ready to be tested. Data were obtained through documentation and interviews, including literature review, curriculum analysis, and needs identification. At the design stage, it begins with selecting the question material to be used, preparing a multiple representation assessment instrument, creating a design with JotForm, and compiling guidelines. A qualitative review of the instrument design was conducted by two experts in physics learning and physics learning evaluation and 4 practitioners from SMA 4 Surakarta and SMA 3 Boyolali. The review results showed that the assessment design, which consisted of 15 questions, was suitable for further development.

Assessment of Science Process Skills in Physics Education: A Case Study on Electrostatics Among Grade 11 Students Pathomphong Boonpratham; Kanyarat Cojorn; Chanat Inkanok
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.30762

Empirical evidence on students’ science process skills (SPS) proficiency within specific physics content areas remains limited in Thai secondary education, particularly in the context of electrostatics. This study is a survey research aimed at assessing the fundamental science process skills (SPS) of Grade 11 students in the context of electrostatics. A validated 30-item multiple-choice test covering eight SPS dimensions -observing, measuring, classifying, using space/time relationships, using numbers, organizing data and communicating, inferring, and predicting - was administered to 36 students enrolled in the Science-Mathematics-Technology-Environment (SMTE) Program at Sarakham Pittayakhom School Thailand, and analyzed using descriptive statistics and quartile distribution. The results revealed an overall mean score of 12.30 out of 30 (41.01%), reflecting a below-average level of SPS proficiency. Classifying was the strongest skill (mean = 2.53, 63.19%), with the majority of students reaching the third quartile (Q3), while using numbers (mean = 0.64, 21.30%) and predicting (mean = 0.97, 24.31%) were the weakest, with most students falling in the first quartile (Q1). The five remaining skills - observing, measuring, using space/time relationships, organizing data and communicating, and inferring-clustered at a moderate level in the second quartile (Q2). The pronounced difficulty in numerical and predictive skills is attributed not solely to general mathematical weakness, but to the abstract and invisible nature of electrostatic phenomena, which requires students to simultaneously apply scientific notation, interpret charge signs, and execute multi-step proportional reasoning without the support of direct sensory experience. These findings suggest that targeted instructional interventions-including problem-based learning, predict-observe-explain strategies, digital simulations, and adaptive learning technologies-are needed to explicitly scaffold the integration of quantitative procedures with conceptual understanding in electrostatics instruction.

Developing a Minimum Competency Assessment in Science Literacy: A Rasch-Model Approach on Elements, Compounds, and Mixtures Rizki Nor Amelia; Nirma Yuliana Saputri
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.34242

This study aims to develop a Minimum Competency Assessment (AKM) instrument for science literacy on the topic of elements, compounds, and mixtures using the Rasch Model. The research followed the 4D development model (Define, Design, Development, and Disseminate). The instrument initially consisted of 25 AKM-format items validated by five junior high school science teachers through expert appraisal using Aiken’s V. The content validity results indicated that 22 items were valid, while three were eliminated for not aligning with the science literacy indicators. Empirical testing was conducted with 175 eighth-grade students from SMP Negeri 1 Juwana. The Rasch analysis showed high reliability (item reliability = .94; model reliability = .95), and all items met the model fit criteria based on the Infit and Outfit MNSQ values. The item difficulty ranged from very easy to very difficult (−1.28 to +1.60 logit), demonstrating a balanced distribution. The developed AKM-based science literacy instrument is valid, reliable, and pedagogically applicable. It can serve as both an evaluation tool and a learning support instrument that fosters critical thinking and scientific reasoning skills, aligning with the AKM and PISA 2025 frameworks.

Development of an Educational Website as an Interactive Learning Platform to Improve Students' Environmental Surya Dharma; St Aisyah Humaerah; Asrul Muarif; Nursyamsi Nursyamsi
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.35348

This research is motivated by the problem of low environmental literacy among students, and the general lack of interactive environmental literacy teaching materials in school resources. Therefore, research was conducted with the aim of developing an educational website as an interactive learning platform to improve students' environmental literacy, making it valid, practical, and effective. This research applies the research and development method by adapting the ADDIE model. The subjects of this study are students from public high schools in Gowa Regency and Makassar City, and cluster random sampling technique is used. The data collection techniques used include documentation as a literature review, expert validation sheets, tests, teacher response questionnaires, and student response questionnaires. The data analysis techniques used include Aiken's V validity analysis, descriptive statistics, and paired sample t-tests. The results of research and development yielded an educational website with the domain www.literacyenvironmentalclass.com that is valid, effective, and very practical to be applied as an interactive learning platform in improving students' environmental literacy. The implications of this study show that there has been success in developing an educational website that can encourage improvements in the quality of technology-based learning in schools, particularly in improving students' environmental literacy.

Development of Ethno-Vlog Integrated E-Worksheet (E-LKPD) to Enhance Students’ Scientific Literacy in Biotechnology Learning Yoseph Binsasi; Ani Rusilowati
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.35649

Scientific literacy is a crucial competency in the 21st century, enabling students to understand scientific concepts and apply them in real-life contexts. However, Indonesian students’ scientific literacy remains relatively low based on international assessments. This study aims to develop an Ethno-Vlog integrated Electronic Student Worksheet (E-LKPD) on biotechnology materials and evaluate its validity, practicality, and effectiveness in improving students’ scientific literacy. This research employed a Research and Development (R&D) approach using a modified 3D model (Define, Design, Develop). The participants were 47 twelfth-grade students from a senior high school in East Nusa Tenggara, Indonesia. Data were collected through expert validation sheets, student response questionnaires, and scientific literacy tests. The results indicate that the developed E-LKPD is highly valid (material expert = 81.25%; media expert = 89.71%), practical (student response = 82.72%), and moderately effective in improving scientific literacy (N-Gain = 0.63). The integration of ethnoscience and digital media enhances contextual learning and student engagement. Therefore, the developed E-LKPD is suitable for use in science learning to foster scientific literacy.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email usej@mail.unnes.ac.id

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Journal Mail Official usej@mail.unnes.ac.id

Editorial Address Sekaran, Gunung Pati, Semarang City, Central Java 50229

Location Kota semarang, Jawa tengah INDONESIA

Abstract

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Contact Name
-

Contact Email
usej@mail.unnes.ac.id

Phone
-

Journal Mail Official
usej@mail.unnes.ac.id

Editorial Address
Sekaran, Gunung Pati, Semarang City, Central Java 50229

Location
Kota semarang,

Jawa tengah

INDONESIA