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Systematic Review of Research Trends in Environmental Literacy in Primary and Secondary Education: A Bibliometric Analysis 2016-2025 Hanny Dwi Yonanda; Saiful Ridlo; Novi Ratna Dewi; Dyah Rini Indriyanti; Sri Ngabekti
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.v15i1.36652

The latest Programme for International Student Assessment assesses competencies in the context of environmental issues, making the strengthening of environmental education crucial for enhancing students' environmental literacy. This study aims to analyze the trends, implementation, and dominant topics of environmental literacy in primary to secondary education. A systematic literature review (SLR) was conducted following the PRISMA protocol. A primary data search was performed on the Scopus database using the keyword "environmental literacy" for the 2016-2025 period, which yielded 22 journal articles that met the inclusion criteria. The analysis results show that environmental literacy is measured through four domains: knowledge, skills, attitudes, and responsible behavior. The most dominant measurement method was questionnaires, while the learning approaches included educational games, environmental projects, and problem-based models. The collaboration of activities, surveys, models, and learning media can enable the measurement of environmental literacy to fulfill its domains. Environmental literacy is increasingly oriented towards environmental education and environmental issues, considering effectiveness, awareness, behavior, and learning models. Effective implementation must integrate problem-based learning models that connect local environmental issues with indigenous wisdom, alongside interactive media and educational projects. This study contributes by emphasizing the balance between assessment and authentic learning experience for environmental literacy aligned with Programme for International Student Assessment competencies.

The Exploration of Self-Efficacy Beliefs and PCK among Gen Z Pre-Service Physics Teachers in Indonesia: A Sequential Explanatory Study Ike Lusi Meilina; Singgih Bektiarso; Sayyidatun Najah; Ummi Qonitatin; Rosita Putri Rahmi Haerani
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.v15i1.37685

This study aims to explore the relationship between self-efficacy and Pedagogical Content Knowledge (PCK) of Generation Z preservice physics teachers. Given the unique characteristics of Generation Z, who are tech-savvy but often face challenges in mastering in-depth physics content. The research method used is a mixed method with a sequential explanatory design. Quantitative data were collected from 75 preservice physics teachers using a PCK test instrument adapted from DTAMS and a self-efficacy questionnaire. Qualitative data were obtained from in-depth interviews with 20 preservice teacher participants. The main finding of the quantitative analysis was that there was no significant relationship between self-efficacy and PCK among preservice teachers. Pearson's correlation test confirmed that there was no significant linear relationship between the two (r<0.2). Qualitative findings explain that self-efficacy is conditional, built through philosophical beliefs about the importance of learning reform, short-term preparation of physics material before teaching, and validation of the success of teaching methods during field practice. This study concludes that for Generation Z preservice physics teachers, self-efficacy develops independently of the domains of knowledge and pedagogy. The implication of this study is that teaching preparation and teaching practice strategies need to be trained more in the preparation of preservice teachers.

Development of a Non-Textbook with SDGs Framework to Enhance Students’ Scientific Literacy Sinta Srie Wulan; Bibin Rubini; Didit Ardianto
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.v15i1.38753

This study aims to develop and evaluate the feasibility and effectiveness of the non-textbook Persahabatan Besi dan Magnet as an innovative learning material to enhance junior high school students’ scientific literacy. The book was created using a Discovery Learning approach integrated with narrative, visual, and experiential elements, and aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 7 (Affordable and Clean Energy), and SDG 12 (Responsible Consumption and Production). The research followed Borg and Gall’s Research and Development (R&D) model, which includes needs analysis, product design, expert validation, limited trials, and effectiveness testing. Participants consisted of 30 students and three science teachers from a junior high school in Sukabumi, Indonesia. Data were collected through questionnaires, expert validation forms, teacher and student response surveys, and a scientific literacy test covering competence, knowledge, context, and attitude. Expert validation showed that the book met the “very good” category, especially in content accuracy and conceptual depth. Teacher and student responses were highly positive, noting clear language, visual appeal, and contextual relevance. Effectiveness testing demonstrated a significant improvement in scientific literacy, supported by medium N-Gain and a very large effect size. These results indicate that the book is a feasible and effective alternative learning resource.

Applying the Computational Thinking for Science Framework to Enhance Students’ Computational Thinking in Renewable Energy Topics Dian Purnama; Lilik Hasanah; Irma Rahma Suwarma
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.v15i1.39854

This study investigates the effectiveness of the Computational Thinking for Science (CT-S) framework in improving high school students’ computational thinking (CT) skills in renewable energy learning. Results indicate that CT-S–based instruction resulted in marked improvement in students’ computational thinking performance. The study employed an embedded mixed-method design in which qualitative data served as the primary source of evidence, supported by quantitative analysis. The quantitative component used a pre-experimental one-group pretest–posttest design. Rasch modelling was applied to examine changes in item difficulty, person ability, and CT ability levels. Qualitative data were collected through Verbal Protocol Analysis (VPA) to capture students’ cognitive processes during learning activities. CT-S–aligned activities engaged students in data analysis, modelling simulations, solar-panel experimentation, and the design of an automated solar-tracking system. Qualitative findings show progressive development of CT components. Abstraction dominated early data interpretation, while decomposition and algorithmic thinking emerged during modelling and experimentation. Advanced problem-solving became evident during the engineering design activity. Quantitative results confirmed substantial improvement. Mean item difficulty decreased from 0.25 to –0.33 logits, mean person ability increased from 0.04 to 0.56 logits, and the number of students reaching the highest CT level increased from 10 to 31, with no decline observed. Overall, the findings demonstrate that CT-S–based instruction effectively strengthens students’ conceptual and procedural computational thinking skills in science learning.

Enhancing STEM Education in Early Childhood: Science Process Skills, Effective Questioning, and Science Concept Understanding of Kindergarten Teachers in Greater Bandung Area Meidina Rizkita; Lintang Ratri Prastika; Apriyagung Apriyagung; Zuhe Safitra; Reza Setiawan
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.v15i1.40467

Aligned with Indonesia’s Education Roadmap 2025–2045 in improving Early Childhood Education (ECE) and promoting STEM learning in ECE to develop innovation and problem-solving skills in children from an early age, his study aims to examines the readiness of early childhood educators in the Greater Bandung area to implement STEM learning, focusing on three areas: science process skills (SPS), effective questioning, and science concept understanding. Utilizing a convergent parallel mixed-method design, data were collected from 17 purposively selected kindergartens through direct classroom observations, video and audio transcripts, and teacher interviews. The results show that kindergarten teachers in the Greater Bandung area demonstrate a "partial readiness" for STEM learning implementation. The result showed 58% teachers have incorporated four different SPS, particularly observation and experimenting, while skills such as classifying and measuring are less developed. Questioning practices were largely limited to basic strategies, with higher-order questions and peer collaboration rarely observed. In addition, the presence of misconceptions and the lack of scientific explanations indicate gaps in teachers’ science content knowledge. These findings point to the need for targeted professional development to strengthen early childhood educators’ skills and confidence in delivering STEM learning in ECE settings.

The Effectiveness of Native-Coded Interactive Worksheets Integrated with Virtual Laboratories to Enhance Computational Thinking in Thermal Concepts Bunaya Hanif Wintribrata; Bambang Subali
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.v15i1.41119

This study aims to examine the effectiveness of a native-coded interactive electronic worksheet integrated with a three-dimensional virtual laboratory in enhancing junior high school students’ computational thinking in thermal physics. The innovation of this study lies in the coherent integration of native web programming and a 3D virtual laboratory within a single learning environment, enabling structured interactivity, dynamic visualization, and embedded computational tasks. The findings indicate that the developed media achieved high feasibility, practicality, and readability, and significantly improved students’ computational thinking, with moderate learning gains and a significant difference between the experimental and control groups. These results suggest that the integration of interactive worksheets and virtual laboratories supports key computational thinking processes, including decomposition, abstraction, and algorithmic reasoning. This study contributes to physics education by demonstrating how computational thinking can be systematically embedded through the alignment of interactive media and virtual experimentation. In conclusion, this integrated approach provides a scalable and pedagogically grounded model for advancing higher-order thinking skills in digital physics learning.

Development of an Intertextual-Based E-Module on Acid–Base Titration Concepts Integrating Science Process Skills Dea Nabilah Putri; Wiji Wiji; Sri Mulyani; Tuszie Widhiyanti
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.v15i1.41150

Students often experience difficulties in understanding chemistry due to their limited ability to connect macroscopic, submicroscopic, and symbolic representations, leading to misconceptions, particularly in acid–base titration. This issue is exacerbated by learning resources that predominantly emphasize symbolic aspects and do not adequately support the integration of multiple representations. To address these challenges, this study developed an intertextual-based e-module that integrates the three levels of chemical representation to support students’ conceptual mastery and Science Process Skills (SPS). This study employed the ADDIE Instructional Model, which consists of five phases: analysis, design, development, implementation, and evaluation. Expert validation involving aspects of chemistry content, pedagogy, language, and media was conducted to assess the feasibility of the e-module. Inter-rater reliability (IRR) percentages were calculated for each aspect, showing high feasibility: content (66.67–100%), pedagogy (100%), language (100%), and media (100%). Feedback from experts was analyzed, and minor revisions were made to improve the quality of the e-module. These results indicate that the intertextual-based e-module is feasible and potentially effective for teaching acid–base titration concepts in high schools. This study contributes to chemistry education by highlighting the integration of intertextual approaches and Science Process Skills within an e-module as a potential way to address students’ difficulties in understanding acid–base titration concepts.

Integrating STEM and SDGs in Elementary School: Fostering Environmental Awareness Through Practical Chemistry Krida Puji Rahayu; Moch Bayu Ibrahim S; Aisha Sami
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.v15i1.41332

This study examines the integration of Science, Technology, Engineering, and Mathematics (STEM) with the Sustainable Development Goals (SDGs) in elementary science learning, particularly within environmental chemistry contexts. In response to escalating global environmental challenges, elementary education plays a strategic role in fostering students’ environmental awareness and sustainable behavior from an early age. This research employs a systematic literature review (SLR) approach to analyze recent national and international studies published between 2020 and 2025 that investigate STEM-based learning aligned with SDGs. The selected studies include various hands-on and contextual learning activities, such as plastic waste recycling into paving blocks, composting organic waste, and the use of STEM-based digital learning materials. The results reveal that contextualizing chemistry concepts, including polymer properties, biodegradation, and waste management, through practical STEM projects significantly enhances students’ scientific literacy, critical thinking skills, and environmental care character. In addition, the integration of SDGs, particularly Goal 4 (Quality Education), Goal 12 (Responsible Consumption and Production), and Goal 13 (Climate Action), into elementary science curricula effectively promotes responsible environmental stewardship. These findings indicate that context-based and project-oriented STEM learning provides meaningful learning experiences that bridge scientific concepts with real-world environmental issues. This study concludes that the integration of STEM and SDGs through hands-on, contextual learning represents an effective pedagogical approach for strengthening environmental awareness in elementary education. Furthermore, this research contributes to the field of science education by offering a systematic synthesis of empirical evidence and proposing an integrated STEM–SDGs framework as a theoretically grounded model for enhancing scientific literacy and socio-environmental responsibility at the primary education level.

Integrating Islamic Values Into Science Instruction to Improve the Scientific Attitude and Character Development of Madrasah Ibtidaiyah Students Muhammad Suwignyo Prayogo; Siti Aminah; Norshariani Abd Rahman
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.v15i1.42082

Science learning in Madrasah Ibtidaiyah plays a strategic role in shaping students’ scientific attitudes while fostering character development aligned with Islamic values. However, science learning in many Islamic primary schools still tends to emphasize conceptual mastery rather than integrating moral and religious dimensions. Therefore, this study aims to: (1) analyze the implementation of integrating Islamic values into science learning, (2) examine its contribution to strengthening students’ scientific attitudes, and (3) describe its implications for the character development of Madrasah Ibtidaiyah students. This research employed a qualitative approach using a multi-site study design conducted at MI Miftahul Huda Mlokorejo Jember and MI Ar-Roudhoh Patrang Jember, Indonesia. Data were collected through in-depth interviews, classroom observations, and documentation studies involving ten key informants consisting of madrasah leaders, teachers, and students. The collected data were analyzed using an interactive qualitative analysis model involving data condensation, data display, and conclusion drawing, complemented by cross-site analysis. The results of the analysis reveal that the integration of Islamic values in science learning is implemented systematically through madrasah policies, instructional planning, and teachers’ pedagogical practices. This integration strengthens students’ scientific attitudes, particularly curiosity, scientific honesty, accuracy, and openness to evidence, while also supporting the development of religious character, discipline, responsibility, and social awareness. These findings highlight that integrating Islamic values into science learning provides a holistic pedagogical approach that connects scientific, moral, and spiritual dimensions in Islamic primary education.

Batik Mangrove Kutawaru: Scientific Knowledge and its Potential for Empowering Spatial Thinking Skills Asmi Nurani Aslamawati; Suciati Suciati; Meida Wulan Sari
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.v15i1.42641

The influence of globalization and modernization has made the condition of local wisdom in Indonesia very concerning. Preserving local wisdom can be through education, one of which is science learning. In addition, the basic skill that students must have to achieve 21st-century skills is spatial thinking skills. The research aims to identify scientific knowledge in the process of making batik mangrove as local wisdom in Kutawaru, Cilacap and analyze the potential of scientific knowledge in the process of making batik mangrove Kutawaru to empower spatial thinking skills. This research is a qualitative research, by using purposive sampling techniques. Data was collected using interviews, observation, and documentation. Data validity was tested using the triangulation technique. Data analysis for this research was conducted interactively through the stages of data collection, data reduction, data presentation, and drawing conclusion. This study contributes to ethnoscience by identifying the transformation of local knowledge in the production of batik mangrove Kutawaru into scientific knowledge that can improve spatial thinking skills in science learning.

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Location
Kota semarang,

Jawa tengah

INDONESIA

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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

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