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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 127 Documents
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Reog Ponorogo-Based Discovery Learning to Enhance Science Motivation and Cognitive Abilities  of Junior High School Students Nilna Najwa Kamila; Beni Setiawan; Mohammad Romadhoni
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.v15i2.45813

Abstract

A person’s success in achieving educational competencies is influenced not only by intellectual factors but also by non-intellectual factors, such as learning motivation. Cognitive ability is another essential component of successful science learning. However, students’ learning motivation and cognitive abilities in science remain relatively low. Therefore, this study aimed to improve students’ learning motivation and cognitive abilities through the implementation of a local wisdom-based discovery learning model. A pre-experimental study employing a one-group pretest-post-test design was conducted. Learning motivation was measured using a questionnaire, cognitive abilities were assessed through pre-test and post-test instruments, and learning implementation was evaluated using an observation sheet. The data were analyzed using N-Gain and the Wilcoxon signed-rank test. Results showed significant improvements in both learning motivation and cognitive abilities after the implementation of the learning model (Wilcoxon, p < 0.001). The N-Gain score for learning motivation was 0.67 (medium), while the N-Gain score for cognitive abilities was 0.54 (medium). The average implementation of learning across three meetings reached 92%, indicating excellent implementation fidelity. This study contributes empirical evidence by demonstrating the effectiveness of integrating Reog Ponorogo local wisdom into the discovery learning model to enhance students’ learning motivation and cognitive abilities in Indonesian junior secondary science education. These findings suggest that integrating local cultural contexts into science instruction can serve as an effective strategy for improving students’ learning outcomes.
Designing Metacognitive Scaffolding Based on Science Talk to Enhance Students Scientific Argumentation Rusdianto Rusdianto; Supeno Supeno; Ulin Nuha; Rizka Elan Fadilah; Soraya Firdausi; Ferry Budi Prasetya; Fauziyatul Iffah; Achmad Faisal Masruri; Li Yi Xuan
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.v15i2.48402

Abstract

Scientific argumentation is essential for critical thinking and evidence-based reasoning in 21st-century science education. However, procedural teaching methods often neglect metacognitive regulation in argument construction. This study aims to analyze the validity, practicality, and effectiveness of student worksheets designed as operational representations of science talk-based metacognitive scaffolding. Employing a Research and Development (R&D) approach with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the research involved Grade 7E students at SMP Negeri 2 Panti, Jember. Data were gathered through expert validation, observation, pretest-posttest assessments, and student questionnaires. Results demonstrated high validity (95.5%) and practicality (95.5%). Effectiveness was evidenced by a moderate N-gain score of 0.67 and a 93.0% positive student response rate. These findings suggest that integrating metacognitive scaffolding and dialogic pedagogy significantly enhances students' scientific argumentation skills. This research contributes to the theoretical framework of argumentative learning design and metacognitive regulation in science education.
Research Trends in Science Literacy in Education: A Bibliometric Analysis for the Period 2022-2025 Diky Nurkhoerudin; Daru Wahyuningsih; Anis Nazihah; Anif Jamaluddin
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.v15i2.48414

Abstract

Scientific literacy has become a key competency in contemporary science education, particularly amid the post-pandemic landscape marked by accelerating digitalization, expanding access to information, and growing demand for evidence-based decision-making. Although literature on scientific literacy continues to expand, understanding of recent research developments remains limited. This study aims to examine research trends, intellectual structures, and emerging themes in scientific literacy research within educational contexts from 2022-2025. A bibliometric approach was adopted using data retrieved from the Scopus database through a systematic search and screening process guided by the PRISMA framework, with publications analyzed via Microsoft Excel and VOSviewer to assess publication growth, geographical and institutional contributions, citation performance, and keyword co-occurrence networks. The results indicate a substantial increase in publication output after 2023, with the United States, Indonesia, and China as leading contributors, reflecting the global scope of the field and disparities in national research capacities. Institutional analysis reveals broad participation across universities and research organizations, while citation and keyword analyses point to inquiry-based learning, scientific reasoning, critical thinking, and emerging themes including socioscientific issues and technology-enhanced education. These findings signal a shift toward competency-based frameworks emphasizing reasoning and evidence evaluation, informing curriculum development and future research.
A Systematic Literature Review on Research Trends and Pedagogical Patterns in Teaching Fluid Mechanics 2024 Diniya Diniya; Muslim Muslim; Rika Rafikah Agustin; Rini Solihat; Ryugo Oshima
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.v15i2.49837

Abstract

Despite growing interest in innovating fluid mechanics education, teaching strategies and learning outcomes often remain fragmented rather than systematically aligned. This study aims to comprehensively examine global research trends and pedagogical patterns in fluid mechanics education within higher science education. An integrated approach combining bibliometric analysis and qualitative meta-analysis through a systematic literature review (SLR) was employed. A total of 326 Scopus-indexed publications published between 2019–2025 were analyzed using the Bibliometrix package in RStudio for performance analysis, while 35 selected studies were further examined through PRISMA-guided qualitative coding using NVivo software. The findings reveal a rapidly growing research field, although international collaboration remains limited. Thematic analysis indicates a strong shift toward student-centered and technology-enhanced pedagogies, particularly flipped classrooms, simulation-based learning, and computational instruction. However, instructional strategies are predominantly implemented in isolation, with limited integration across learning designs. Consequently, learning outcomes, such as conceptual understanding, problem-solving skills, and computational competencies remain insufficiently aligned. Overall, this study highlights a critical gap in unifying pedagogical approaches, instructional strategies, and learning outcomes within coherent frameworks. Future research should develop and empirically validate integrated, technology-supported instructional models to foster holistic, transferable learning in higher education fluid mechanics.
Chemoenterpreneurship-Based Deep Learning and MSME Partnerships: Improving Chemistry Learning Outcomes and Graduate Profile Samhasari Desthi Muslimah; Harjono Harjono; Woro Sumarni; Sri Kadarwati; Viqhi Aswie
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.v15i2.50026

Abstract

Deep learning has become one of the strategic approaches promoted by the Indonesian Ministry of Primary and Secondary Education to enhance meaningful learning. This study aims to analyze the implementation of chemoentrepreneurship-based deep learning and learning partnerships toward improving learning outcomes and the graduate profile dimensions. A quasi-experimental method with a pretest-posttest control group design was employed involving 59 twelfth-grade students at Al Azhar 14 Islamic Senior High School, Semarang. Data were collected using objective tests to assess learning outcomes and critical reasoning, while observation sheets were used to evaluate creativity, collaboration, and communication. The research instruments have been tested for validity and reliability. The results showed that the implementation of deep learning was able to improve students’ learning outcomes and graduate profile dimensions compared with conventional instruction. The experimental group achieved high N-Gain scores for chemistry learning outcomes (0.81) and critical reasoning (0.75), and the independent sample t-test confirmed a significant difference between groups (t = 4.799, p < 0.001). It can be concluded that integrating deep learning with chemoenterpreneurship and MSME partnerships effectively promotes meaningful chemistry learning. This study contributes an innovative instructional model that combines authentic industry partnerships and chemoenterpreneurship to strengthen both academic achievement and graduate profile dimensions.
STEM-Based 3D Virtual Learning Media on Cell Biology to Enhance Conceptual Understanding and Digital Literacy Alfiana Nur Rosita Mayanti; Bambang Subali; Bunaya Hanif Wintribrata; Hardimah Said
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.v15i2.50290

Abstract

Conceptual understanding and digital literacy are key competencies in 21st-century learning. However, observations at SMP Negeri 10 Semarang indicate that these two skills are still not being developed to their full potential in science lessons. Consequently, there is a need for innovative teaching materials capable of enhancing students’ conceptual understanding and digital literacy in an integrated manner. Cell-based material was selected because it is microscopic and complex, thus requiring learning media capable of visualizing cell organelles to aid students’ conceptual understanding. This study aims to analyze the effectiveness of the media in improving conceptual understanding and digital literacy in cell-based material. The research method used was the ADDIE development model of R&D with an experimental design. The research sample comprised Class VIII A as the experimental class and Class VIII D as the control class. The results of the study indicate that: 1) The STEM-based 3D virtual learning media on cell material is sufficiently effective in improving conceptual understanding, as indicated by the experimental class achieving an N-Gain score of 0.63 (moderately effective), compared to the control class using video and worksheets, which only achieved an N-Gain score of 0.20 (ineffective). 2) The results showed that the STEM-based 3D virtual learning media on cell material was sufficiently effective in improving digital literacy, as indicated by the experimental class achieving an N-Gain score of 0.70 (moderately effective), while the control class only achieved an N-Gain score of 0.18 (ineffective). This research contributes to the development of science learning media through the integration of STEM-based 3D virtual media that is able to visualize cell concepts in a more concrete, interactive, comprehensive, and accessible manner, thus supporting increased conceptual understanding and digital literacy according to the demands of 21st century competencies.
Developing Scientific Communication through Sustainability-Oriented STEM Project-Based Learning: Evidence from an Edible Film Project Ova Dhea Ariesta; Dadan Rosana
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.v15i2.54258

Abstract

Developing scientific communication requires more than students’ ability to convey information; it requires sustained opportunities to interpret evidence, communicate scientific ideas, and construct evidence-based conclusions through meaningful scientific practices. This study investigates the development of students’ scientific communication skills within Sustainability-Oriented STEM Project-Based Learning through an edible film project. Scientific communication was conceptualized as a multidimensional competency involving identifying information, communicating scientific ideas, and constructing evidence-based conclusions. The study employed a quantitative repeated-measures classroom intervention design involving 22 seventh-grade students. Data were collected using an observation instrument and analyzed using descriptive statistics, the Friedman test, and Spearman rank correlation analysis. The results showed significant improvement across all dimensions of scientific communication throughout the three learning sessions (p < 0.001), with the greatest improvement observed in students’ ability to construct evidence-based conclusions. Correlation analysis revealed significant relationships among all dimensions. These findings suggest that Sustainability-Oriented STEM Project-Based Learning provides opportunities for students to engage in collaborative inquiry, scientific reasoning, and communication through contextual sustainability issues. The findings indicate that scientific communication develops as an interconnected multidimensional competency in collaborative STEM learning experiences.

Page 13 of 13 | Total Record : 127

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