cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
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
Unnes Science Education Journal
Published by Universitas Negeri Semarang
ISSN : 22526617     EISSN : 25026232     DOI : -
Core Subject : Education,
Education
This journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 94 Documents
 6   7   8   9   10 
A Vitual Reality Digital Comic: Fostering Environmental Literacy through Baduy Local Wisdom Khoirunnisa, Khoirunnisa; Sudarmin, Sudarmin; Priatmoko, Sigit; Nurhayati, Nunung
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

Abstract

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; Widyawati, Ani; Alkhasni, Markhaban; Praditya, Fadhil Syafri
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

Abstract

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 Utami, Ana Fransiska; Prasetya, Agung Tri; Sumarni, Woro
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

Abstract

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 Khofilla, Tyas; Widiyaningrum, Priyantini; Indriyanti, Dyah Rini; Irsadi, Andin
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

Abstract

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.

Page 10 of 10 | Total Record : 94

 6   7   8   9   10 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2025): December 2025 Vol. 14 No. 2 (2025): August 2025 Vol. 14 No. 1 (2025): April 2025 Vol. 13 No. 3 (2024): December 2024 Vol. 13 No. 2 (2024): August 2024 Vol. 13 No. 1 (2024): April 2024