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Effectiveness of Padlet-Based Interactive Media to Increase Literacy in Environmental Change Material for Vocational School Students Nurafiani, Gita; Alimah, Siti; Irsadi, Andin; Marianti, Aditya
Unnes Science Education Journal Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i1.21304

Padlet-based interactive media can be used as a learning resource for students to increase environmental literacy. Based on the results of initial observations, it has not been optimal in linking environmental change material with environmental literacy. Students do not understand environmental literacy in a broad and global perspective. So students’ environmental literacy skills are lacking. The aim of this research is to determine the effectiveness of Padlet-based interactive media in increasing environmental literacy in vocational school students’ environmental change material. his study uses a quantitative method. The test subjects in this research were class X students at Al Ittihad Bringin Vocational School for the 2024/2025 academic year. The instruments used are multiple choice tests and LKPD. The results of this research are in the form of Padlet-based interactive me dia to increase environmental literacy that is valid, easy to understand and practical. The results of the effectiveness of Padlet-based interactive media in increasing environmental literacy can be seen from the N-gain value in the knowledge aspect of 0.88 in the high category, the attitude aspect of 0.82 in the high category, and the knowledge skills aspect of 0.81 in the high category. High criteria indicate that Padlet-based interactive media is effective in increasing students’ environmental literacy, especially in environmental change material.

Unraveling Metacognitive Regulation in Physics: Mapping High School Students’ Skills using the Rasch Model Putra, Ihsan Hijria; Novia, Hera; Muslim, Muslim; Sihombing, Rizky Agassy
Unnes Science Education Journal Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i1.21637

Metacognitive regulation skills are crucial in addressing increasingly complex global challenges. These skills enable individuals to comprehensively solve problems by managing their thinking strategies effectively. This study employs a descriptive approach and utilizes the Metacognitive Awareness Inventory, adapted from Schraw and Dennison’s work. The descriptive research involved 53 tenth grade students from a high school. The primary objective of this study is to map metacognitive regulation and their potential in tackling complex problems. Data analysis integrates Likert-scale results with percentage calculations for each as pect. Additionally, the data were analyzed to determine the reliability of the instrument, identify metacognitive regulation patterns, and map the distribution of students’ abilities using the Rasch model. The findings reveal variations in students’ metacognitive regulation achievements: Planning 82%, Information Management Strategies 73%, Comprehension Monitoring 77%, Debugging Strategies 82%, and Evaluation 92%. These indicate that students’ metacognitive regulation still require further development like Information Management Strategies. The conclusion of this research is students’ metacognitive regulation shows variation across domains and it has significant potential in helping to solve complex problems. This study underscores the importance of designing targeted instructional strategies to enhance students’ metacognitive regulation skills, ensuring they are better equipped to handle complex learning challenges.

Development of a PBL E-module Integrated with Reog Ponorogo Ethnoscience to Improve Critical Thinking Skills Siswanto, Predy; Sukarmin, Sukarmin; Utomo, Suryadi Budi
Unnes Science Education Journal Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i1.21957

This research aims to develop a Problem-Based Learning (PBL) e-module inte grated with ethnoscience of Reog Ponorogo to enhance critical thinking skills. This research falls under development research, utilizing the 4D model (define, design, development, disseminate). The e-module was validated by three experts: media experts, material experts, and language experts, with six validators in each category. Additionally, a limited trial was conducted through a readability test involving two science teachers and ten seventh-grade students. The results of this research are as follows: (1) The e-module integrates local culture elements of Reog Ponorogo as learning material and is analyzed scientifically; (2) The validity results using Aiken’s formula indicate that all items were declared valid, as the calculated V value was greater than the V table (0.78) for 30 media validation items, 17 material validation items, and 9 language validation items; (3) The response results from the limited-scale readability test showed an average score of 90.5 from teachers and 87.3 from students, categorized as very good. Thus, the developed e-module has met the feasibility standards as a digital learning resource and can be tested on a larger scale to evaluate its effectiveness in improving students’ critical thinking skills.

Development of Science E-Module Based on Case Method to Im-prove Students’ Problem Solving Skills Aribowo, Litasari Aldila; Kholil, Putri Alifa; Wulandari, Tiara Dwi
Unnes Science Education Journal Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i1.25433

Life in the 21st century is full of challenges and problems that need to be solved in order to survive in global competition. This condition makes science education in the 21st century must be able to produce graduates who are not only good at knowledge, but also have critical thinking skills, creativity, collaboration, communication, not to mention problem solving. The purpose of this study was to analyze the effectiveness of e-modules based on case methods to improve the problem solving skills of prospective science teachers. This research uses RnD with the ADDIE model. Then e-module based on case methods that has been developed is implemented in basic science learning with a quasi-experimental design Nonequivalent control group design. Data analysis was conducted with the validity, characteristics, and effectiveness of e-modules based on case methods. The results showed that the e-module based on case methods was valid for use with a value of 0.98. The implementation of e-modules showed an increase in pretest and posttest results with an experimental class n-gain score of 0.85 with high criteria, while the control class n-gain score was 0.68 with moderate criteria. The conclusion of this study is that the e-module based on case methods is effectively used to improve the problem solving skills of prospective teacher students in Basic Science courses.

Development of Ethno-Virtual Reality Media in Biotechnology Project Learning to Realize Collaborative and Creative Skills Umami, Hanifatul; Sudarmin, Sudarmin; Wiyanto, Wiyanto; Fibriana, Fidia; Annisa, Uma
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.25603

The development of Ethno-Virtual Reality (Ethno-VR) media in biotechnology project learning aims to analyze its development process, characteristics, validity, and practicality. This study uses a Research and Development (R&D) approach with the ADDIE model, covering five stages: Analysis, Design, Development, Implementation, and Evaluation. However, the implementation stage has not yet been carried out. The research subjects were Class X-4 students at SMA Negeri 1 Randudongkal. Data collection techniques included interviews, characteristic and validation questionnaires, and teacher and student response questionnaires. The findings show that Ethno-VR media received an excellent rating of 92.10% for its content and cultural feasibility, integration with ethnoscience, alignment with project-based learning, and potential to foster collaborative and creative skills. The media was deemed highly valid, with material validation scores of 96.66% and media validation scores of 94.60%. Its practicality was also rated very high, with teacher response scores at 93.75% and student responses at 86.48%. In conclusion, the developed Ethno-VR media demonstrates excellent characteristics, high validity, and strong practicality, making it highly suitable for implementation in high school biotechnology project learning.

Development of a Problem-Based Learning (PBL) Ethnoscience E-Module on the Biodiversity of Herbal Plants to Enhance Junior High School Students Critical Thinking and Environmental Literacy Nurmasitoh, Qonita Amalia; Sudarmin, Sudarmin; Ngabekti, Sri; Irsadi, Andin; Sutopo, Agung
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.25904

This study aims to develop and validate an ethnoscience-based Problem-Based Learning (PBL) e-module on the biodiversity of herbal plants to enhance junior high school students’ critical thinking and environmental literacy. The research used a modified 4D development model (Define, Design, Develop, Disseminate) involving content analysis, expert validation, and practicality testing. The e-module integrates local cultural knowledge with science learning through contextual material and interactive problem-solving activities. Validation was conducted by subject matter and media experts, while practicality was tested by one science teacher and 25 students. Results show the e-module received a content validity score of 90.34% (very valid) and a media validity score of 78.62% (valid). The characteristics assessment by three experts yielded an overall score of 92.69%, categorized as highly suitable for educational use. Practicality scores from teacher and student evaluations were 92.88% and 91.42%, respectively, indicating that the module is easy to use, relevant, and engaging. The findings conclude that the e-module is pedagogically appropriate, practical, and effectively integrates local wisdom into science learning. It supports the development of students’ critical thinking and environmental awareness and can be used as an innovative instructional resource in junior high school science education.

Development of STEM-Based E-Modules Integrated with Ethnoscience to Improve Creative Thinking Skills in Biotechnology Materials for Grade X Students Amelia, Suhaila; Khairuna, Khairuna
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.29502

Creative thinking skills are part of the 21st century skills that need to be mastered and developed. Therefore, innovative teaching materials are needed that can help develop creative thinking skills. This development research aims to produce teaching materials in the form of STEM-based e-modules integrated with ethnoscience that are feasible, practical, and effective for students and teachers. The instruments used are needs analysis in the form of teacher interview guidelines and teacher and student needs questionnaires, material and media expert validation sheets, and practicality sheets. Then the effectiveness sheet in the form of pretest and post-test sheets. Based on the results of data analysis, media validation scored 99.2%, material validation results scored 88.23%, teacher response questionnaire results scored 98%, and student response questionnaire results scored 93.26%. The effectiveness assessment resulted in an average N-Gain score of 0.83 which is included in the highly criteria. Therefore, it can be concluded that this ethnoscience-integrated STEM-based e-module is feasible, practical, effective, and can facilitate the development of students’ creative thinking skills.

Fostering Critical Thinking in Biology Education Through a TGT-Based Digital Interactive Module Fadillah, Neska; Adlini, Miza Nina
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.29543

The advancement of 21st century education demands learning media that not only deliver subject content but also develop students’ critical thinking skills through interactive and collaborative experiences. This study aims to develop a digital interactive module based on the Team Games Tournament (TGT) model for the excretory system topic to enhance students’ critical thinking. The research employed the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate. The Define stage involved a needs analysis through interviews, questionnaires, and curriculum reviews. In the Design stage, the module was created by integrating interactive elements such as videos, animations, quizzes, and problem-solving tasks based on the TGT framework. The Develop stage included expert validations and limited trials with 30 tenth-grade students, using instruments such as validation sheets, response questionnaires, and critical thinking tests based on Facione’s indicators. Validation results showed that the module was highly valid, with scores of 98.67% from media experts and 99% from subject experts. The practicality score was also high, with 97.23% from teachers and 90.67% from students. The module’s effectiveness was demonstrated by a significant increase in students’ critical thinking, with an average N-Gain score of 0.83 (high category). These findings indicate that the TGT-based digital interactive module is valid, practical, and effective, and it can serve as an innovative learning resource for improving students’ critical thinking in biology education.

Psychological Barriers in Science Education: Correlation of Science Anxiety and Academic Performance Muslihah, Fitriyyatul; Rahmat, Adi; Winarno, Nanang
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.20037

Science anxiety is a debilitating combination of anxious negative emotion and cognition in the context of science education. This study investigates the relationship between students' science anxiety and their academic performance in science learning at the junior high school level. Employing a quantitative descriptive approach with a survey-based research design, the study gathered data from 109 students aged 12 to 15 years old. The Science Anxiety was used to assess students' levels of anxiety across personal and environmental dimensions. The survey result shown that science anxiety scale scale among junior high school students is 2.31, which both of them considered as low category. The findings reveal a moderate, negative correlation (r = -0.509, p < 0.001) between students' science anxiety and their learning outcomes. This inverse relationship suggests that as students' science anxiety increases, their academic performance tends to decrease. Conversely, lower levels of science anxiety are associated with better learning outcomes. The results highlight the significant impact of psychological factors, particularly anxiety, on students' engagement and achievement in science education. Based on the students’ answers to open-ended questions, they are feel comfortable when learning science at school because of kind and friendly teacher. On the other hand, students who feel anxious in learning science when they found difficulties to comprehend scientific formulas. The findings provide valuable insights for educators and policymakers to develop targeted interventions and strategies that foster a more positive and inclusive science learning experience for all students.

Misconceptions of the 6th Grade Elementary School Science Textbook Maknun, Lu'luul; Dewi, Atika; Fakhriyah, Fina; Ratnasari, Yuni
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.21608

Science learning is learning that contains many concepts so that there is the potential for misconceptions to occur in the learning process. Science misconceptions do not only occur in students and teachers, but also in textbooks that are used as learning materials. This study aims to identify science concepts that contain misconceptions in the IPAS grade VI book. Qualitative description using a content analysis approach was used as a method to analyze the concepts presented in the grade VI IPAS book. The data analysis technique uses a reference to five types of misconceptions, namely misidentifications, oversimplifications, overgeneralizations, undergeneralizations, and obsolete concepts and terms. The results of this study revealed the existence of misconceptions found in four chapters related to science material in the IPAS grade VI book. The seven misconceptions that were found consisted of two misconceptions of overgeneralizations and five misconceptions of oversimplifications.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

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Contact Email usej@mail.unnes.ac.id

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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