Garuda - Garba Rujukan Digital

Evaluation of the STEM Training Program Implementation in Riau Province: Analysis of Participant Responses in 2023 and 2024 Lintang Ratri Prastika; Reza Setiawan; Zuhe Safitra; Apriyagung Apriyagung
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.33537

This study evaluates a collaborative STEM training program conducted by the Southeast Asian Ministers of Education Organization Regional Centre for Quality Improvement of Teachers and Education Personnel in Science (SEAQIS) in partnership with PT Pertamina Hulu Rokan (PT PHR) during 2023 and 2024. Utilizing a mixed-methods comparative cross-sectional design, data were collected via purposive sampling from 116 teachers, principals, and supervisors (comprising independent cohorts of n=58 in 2023 and n=58 in 2024) across four regencies in Riau Province. Quantitative data, gathered via a highly reliable Likert-scale questionnaire ( = 0.945), were analyzed using percentages and the non-parametric Mann-Whitney U test to evaluate differences between the two independent cohorts. Qualitative, open-ended responses were analyzed thematically. The findings reveal that the program was well received, with over 90% of participants reporting positive outcomes. Statistical analysis indicated no significant differences across all aspects (p > 0.05), including training materials, pedagogical impact, facilitator performance and time allocation, demonstrating highly consistent program effectiveness. However, qualitative findings identified the need for extended duration for complex content, more robust discussion sessions, and continuous follow-up activities to ensure effective classroom application. Ultimately, this study contributes to the discourse on STEM-based Teacher Professional Development (TPD) in developing countries by demonstrating how longitudinal public-private partnerships can provide consistent professional growth, while highlighting the necessity of sustained post-training support to bridge the gap between teacher perception and practical implementation.

Integrating Local Wisdom: The Impact of Jember Batik E-Modules on Science and Digital Literacy Among Future Physics Educators Lailatul Nuraini; Nila Mutia Dewi; Safina Aulia Sani; Rike Dwi Wulandari; Ahmad Syarkowi
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.33706

Digital modules can be integrated with local wisdom as a region’s cultural wealth, encompassing moral values, knowledge, and potential as a source of contextual science. Local wisdom is viewed as ideas, beliefs, rules, and cultural dimensions inherent in a society. The purpose of this study is to examine the impact of the Jember Batik local wisdom-based digital module on students’ science and digital literacy. The research method employed was a One-Group Pretest–Posttest design replicated across three classes to assess the consistency of the module’s effectiveness. This study involved 101 Physics Education students, selected through purposive sampling. The results showed that for the science literacy indicator, the N-Gain values were consistent across the three classes at 0.36–0.37, indicating moderate improvement. Additionally, the paired-sample t-test results showed a significant (2-tailed) value of 0.000 across all classes, indicating that implementing the digital module based on Jember Batik’s local potential significantly improved students’ science literacy. Furthermore, the digital literacy assessment revealed that students achieved a good category with an average score of 79.99. These findings indicate that the Jember Batik local wisdom-based digital module is practical in the learning process and supports the development of future teacher competencies in the 4.0 era. In addition, this module can be adapted by schools in other regions by integrating local wisdom from their own areas into digital-based teacher training content.

Validity of Smart E-Book Learning Media with a STEM Approach on the Topic of Vibration, Waves, and Their Application in Junior High School Science Ana Nailatul Maghfiroh; Septiko Aji; Fenny Widiyanti
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.34300

21st-century learning emphasizes the importance of integrating technology in teaching and learning process. One of the innovations that has the potential to support the achievement of 21st-century competencies is the use of creative and interactive learning media. Integrating technologies such as Artificial Intelligence (AI) and Augmented Reality (AR) is considered effective in helping students understand abstract concepts, because they can present interactive visualizations and contextual learning experiences. This study aims to analyze the validity of Smart E-book learning media with a STEM approach on the topic of vibration, waves, and the use of junior high school. This research uses the Research and Development (R&D) method with a 4-D development model by Thiagarajan, which consists of four stages: define, design, develop, and disseminate. The assessment of the media validity test involved media experts and material experts, five validators each. The data collection instrument is in the form of a validation sheet, which includes media operational aspects, presentation, completeness, material accuracy, and material integration, and is then tested for readability by students. The media experts’ assessment reached 99.6% and the material experts reached 98%, both were categorised as “very valid”, and the average readability score of 93.33% was calculated from the three aspects: material, media, and media usage. Thus, Smart E-book learning media with a STEM approach have high validity, and can be accepted as a learning product that is accurate, relevant, in accordance with curriculum needs, and has the potential to be the basis for future research to be used at the trial stage in the classroom.

Development of Science Virtual Laboratory Integrated with Local Potential of Kotagede Silver Crafts to Improve Critical Thinking Skills and Learning Independence Risa Nurullailiyah Sujono; Maryati Maryati
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.41234

This research aims to develop a virtual science laboratory integrated with the local potential of Kotagede silver crafts as an interactive learning medium and to examine its practicality and effectiveness in improving critical thinking skills and learning independence. The development used ADDIE model: Analyze, Design, Develop, Implement, and Evaluate. The analysis covered preliminary, student, curriculum, and concept. The planning stage produced a criterion-referenced test, product outline, storyboard, and virtual laboratory design. The development stage included product development, validation by three lecturers and two practitioners, and a readability test. The implementation involved empirical testing and a field trial, with evaluation at each stage. Product feasibility was analyzed using mean scores converted into a four-point scale. Trial subjects were selected through cluster random sampling. The field trial applied a nonequivalent pretest-posttest control group design with 33 students in the experimental class and 34 in the control class from a junior high school in Yogyakarta. Readability, practicality, and feasibility were measured using average percentages, while effectiveness was tested with an effect size. Results showed that the virtual science laboratory was 80.2% feasible (very good), practical for classroom use, and effective in improving critical thinking and students learning independence.

Gamified Learning Using LoGaLab to Enhance Student Engagement and Conceptual Understanding Nita Prasyama Azhari; Restu Ayu Auliyah; Tri Diaz Elvana Rose; Laifa Rahmawati; Ghoffar Amin
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.41285

The rapid development of educational technology necessitates innovative approaches to enhance student engagement and conceptual understanding in science learning. However, international assessments indicate that Indonesian students’ performance remains below the global average, particularly in engagement. This study aimed to examine the effectiveness of gamified learning through Locomotor Game Laboratory (LoGaLab) in improving middle school students’ engagement and conceptual understanding of the human locomotor system. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected using learning outcome tests and engagement questionnaires, analyzed through one-sample and paired-sample t-tests. Qualitative data were obtained from classroom observations and semi-structured interviews. The results revealed that student engagement significantly exceeded the theoretical mean (p < 0.001), while conceptual understanding improved significantly between pretest and posttest scores (p < 0.001). Qualitative findings indicated that LoGaLab enhanced motivation, collaboration, persistence, and active participation through interactive activities. These findings suggest that gamified learning using LoGaLab is an effective instructional strategy for improving student engagement and conceptual understanding in science education. This study contributes to science education by providing novel empirical evidence on how gamification, when structurally integrated with a discovery learning model, can simultaneously optimize both affective engagement and cognitive outcomes within a specific scientific domain.

Development of an E-Encyclopedia of Fish Diversity in Rawa Pening Lake to Improve Critical Thinking Skills Miftia Ainul Arifah; Dyah Rini Indriyanti; R. Susanti
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.41551

The purpose of this study is to develop an e-encyclopedia based on local potential to improve students’ critical thinking skills. The research method used is Research and Development (R&D) with the Borg and Gall development model. This study involved 60 grade X students consisting of 32 students from SMA Islam Sudirman Bringin and 28 students from SMA Negeri 1 Bringin. Based on the results of the validation analysis by material experts and media experts, the average validation of material experts was 0.94 and media experts was 0.93, which is included in the very valid category so it is suitable for use in learning activities. The improvement of students’ critical thinking skills was analyzed using the N-Gain test per indicator with an average of 0.69 in the moderate category. The results of the field test indicate that the e-encyclopedia is effective in improving students’ critical thinking skills. This study also contributes to the development of science education through the utilization of local potential as a contextual and innovative learning resource that supports 21st-century skills-based biology learning.

Developing Structured Inquiry-Based LKPD to Train Science Process Skills Nida Haura Saidah; Nengsih Juanengsih; Nur Izwani Mohd Shapri
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.42378

Science learning in the 21st century requires student-centered approaches that promote scientific thinking and Science Process Skills (SPS). Inquiry-based learning provides opportunities for students to engage in scientific activities; however, its implementation requires structured learning materials that systematically facilitate SPS development. This study aimed to develop and evaluate the feasibility, readability, and practicality of a structured inquiry-based Student Worksheet (LKPD) on the excretory system topic to support SPS training. The study employed a Research and Development (R&D) approach using the ADDIE model, limited to the Development stage. The subjects were Grade 11 students (XI IPA 1) at MAN 3 Tangerang. The procedures included needs analysis, LKPD design, expert validation, student readability assessment, and teacher response evaluation. The results showed that the LKPD achieved an average validation score of 83% (very feasible), student readability of 89.8% (very readable), and teacher response of 73.2% (feasible). These findings indicate that the structured inquiry-based LKPD is a feasible learning resource that provides systematic guidance for students to engage in scientific activities and supports SPS training in senior high school biology learning.

Developing STEM Literacy through Interdisciplinary Learning on Environmental Change Dida Firgiawan; Ari Widodo; Riandi Riandi; Sri Angraeni
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.44613

This study aimed to develop and evaluate an interdisciplinary STEM learning model integrated with Education for Sustainable Development to enhance senior high school students’ STEM literacy on environmental change topics. A mixed-methods approach with a quasi-experimental pretest–posttest control group design was employed, supported by qualitative analysis of students’ learning processes. Quantitative data were collected using a validated 24-item test measuring four dimensions of STEM literacy science, technology, engineering, and mathematics and analyzed using comparative statistics and normalized gain. Qualitative data were analyzed thematically to examine students’ systemic understanding. The results showed that the experimental group achieved higher improvement (mean pretest = 60.88; posttest = 93.39; normalized gain = 0.86, high) compared to the control group (mean pretest = 59.02; posttest = 85.87; normalized gain = 0.69, moderate). Across the four STEM literacy dimensions, the experimental group reached the high category on science (0.86), technology (0.89), engineering (0.81), and mathematics (0.75), whereas the control group reached the high category only on engineering (0.74) and remained in the moderate category on science (0.57), technology (0.68), and mathematics (0.59). It can be concluded that integrating Education for Sustainable Development into interdisciplinary STEM learning effectively enhances students’ holistic STEM literacy and supports sustainability-oriented science learning.

Development and Validation of a Newton’s Laws E-Module Integrated with Muhammadiyah Values Nurfadilah Nurfadilah; Fahrunnisa Fahrunnisa; Riskawati Riskawati; Wawan Darmawan; Puan Farah Zahidah Binti Mohd Noor
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.44955

The cultivation of religious character is essential in shaping students who not only understand academic content but are also able to internalize and implement Islamic values in their daily lives. Accordingly, teachers are expected to produce human resources who are not only academically competent but also religiously grounded. This study aimed to develop a Newton’s Laws e-module integrated with Muhammadiyah values. The research employed a descriptive design to describe the validity of the developed e-module. The research instrument consisted of an expert validation sheet used to evaluate the Newton’s Laws e-module integrated with Muhammadiyah values. The validation findings demonstrate that the developed e-module meets the validity criteria and is considered appropriate for use in physics learning. All assessed indicators obtained Aiken’s V coefficients above the minimum validity standard of 0.75. Specifically, the coefficient values were 0.88 for curriculum and learning outcome alignment, 0.85 for the accuracy of Newton’s Laws content, 0.76 for the integration of Muhammadiyah values, 0.79 for media and visual design as well as learning features, and 0.87 for Indonesian language conventions. In addition to the quantitative results, the validators provided several recommendations to improve the quality of the e-module. These recommendations included strengthening student activity feedback, adding one relevant Qur’anic verse to each subtopic, revising the background color composition, and refining the feedback system embedded in the e-module. Considering these findings, subsequent studies may focus on developing an offline version of the Newton’s Laws e-module integrated with Muhammadiyah values to enable broader use in schools with limited internet access.

Development of the PBL-STEMR Model on the Earth and Solar System Topic to Enhance Religious Literacy and Metacognitive Knowledge of Madrasah Tsanawiyah (MTs) Students Kairul Marom; Siti Alimah; Aditya Marianti; Ellianawati Ellianawati; Arif Widiyatmoko
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.45370

The low integration of religious values in Natural Science (IPA) learning and the suboptimal development of metacognitive knowledge among students of Madrasah Tsanawiyah (MTs) have become issues that require serious attention. Science learning tends to focus on the cognitive aspects of science and separates scientific knowledge from religious values, particularly in the topic of Earth and the Solar System, which actually has a strong connection with religious values. This study aims to develop a Problem Based Learning model integrated with Science, Technology, Engineering, Mathematics, and Religion (PBL-STEMR) and to analyze its feasibility and effectiveness in improving the religious literacy and metacognitive knowledge of MTs students. This research is a Research and Development (R&D) study that refers to the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The product developed is the PBL-STEMR learning model along with its supporting instructional components. The feasibility of the model was tested through expert validation, while the effectiveness of the model was analyzed based on the measurement results of students’ religious literacy and metacognitive knowledge after the implementation of the model. The results of the study indicate that the PBL-STEMR model is considered feasible for use based on expert evaluations. Furthermore, the implementation of the PBL-STEMR model has been proven to be effective in improving the religious literacy and metacognitive knowledge of MTs students in the topic of Earth and the Solar System. This study concludes that the PBL-STEMR model is a feasible and effective innovative approach for integrating science and religious values while enhancing students’ metacognitive knowledge. It is recommended as an alternative for science learning in MTs to support holistic education, balancing scientific understanding and religious character development.

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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