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Indonesian Science Education Journal (ISEJ)
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27163350     DOI : https://doi.org/10.62159/isej.XXXX
Core Subject : Education, Agriculture,
Agriculture, Biological Sciences & Forestry Education Other
ISEJ : Indonesian Science Education Journal ISEJ : Indonesian Science Education Journal is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education. Additionally, this journal also covers the issues of environmental education & environmental science.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 3 (2023): September" : 5 Documents clear
Enhancing Physics Learning Through Virtual Experiments: Analyzing Parabolic Motion and Maximum Height Using Tracker Software Putri, Alfina Syifaaini; Agustina, Rinka Refat
ISEJ : Indonesian Science Education Journal Vol. 4 No. 3 (2023): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v4i3.1756

Abstract

The rapid development of digital technology has opened new opportunities for integrating virtual experiments into physics education, particularly during periods when face-to-face learning is limited. This study aimed to analyze projectile motion by determining the maximum height (Hmax) of a ball through a virtual experiment using Tracker software. The research employed a quantitative descriptive experimental design in which video analysis was conducted to capture and model parabolic trajectories, followed by calculations of maximum height and relative error. Data were obtained through repeated trials, and the results demonstrated that the measured trajectories were consistent with the theoretical model of parabolic motion. The experimental findings showed that the calculated Hmax values closely approximated theoretical predictions, with small relative errors confirming the reliability of the software in simulating motion. These results indicate that Tracker software is not only a powerful visualization tool but also a valid quantitative platform that supports students in linking theory with practice, analyzing real-world phenomena, and understanding the importance of error analysis in physics. The implication of this study is that integrating Tracker into physics instruction can enhance students’ conceptual understanding, scientific literacy, and analytical skills, while providing a cost-effective alternative to conventional laboratories in both face-to-face and remote learning contexts.
The Effectiveness of E-Book Based Learning Media in Physics Education During the Covid-19 Pandemic Neza Almaida; Rifqi Arya Permanagraha; Wiwin Novianti
ISEJ : Indonesian Science Education Journal Vol. 4 No. 3 (2023): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v4i3.1762

Abstract

The Covid-19 pandemic has transformed higher education by accelerating the adoption of digital learning resources, with e-books emerging as one of the primary media to support online learning. However, despite their accessibility and flexibility, questions remain about their actual effectiveness in facilitating student learning, particularly in physics education where abstract concepts require diverse instructional strategies. This study employed a quantitative descriptive design using a structured questionnaire distributed via Google Forms to 28 undergraduate students in the Physics Education program at Universitas Indraprasta PGRI, Jakarta. The instrument consisted of multiple-choice and Likert-scale items to capture patterns of e-book use, perceived effectiveness, and student satisfaction. The findings showed that 92.9% of respondents acknowledged e-books as beneficial for their learning, and 85.7% reported that they improved their understanding of physics content. Nevertheless, only 28.6% frequently used e-books, and the average satisfaction score was moderate at 3.39, indicating that while students recognize the instructional value of e-books, their actual adoption remains limited due to factors such as monotonous presentation and lack of interactivity. These results are consistent with prior studies on digital reading preferences, but the study contributes novel insights by highlighting the paradox between high perceived usefulness and low frequency of e-book use in the context of physics education during pandemic-driven online learning. The implication of this research is that e-books should be redesigned with multimedia features, interactive problem-solving tasks, and integration into blended instructional approaches to enhance their pedagogical impact and ensure sustained student engagement in post-pandemic learning environments.
The Effectiveness of Flipbook-Based E-Modules in Enhancing Conceptual Understanding in High School Physics Education Putri Inda Sari; Qorry Listiyani; Salsabila
ISEJ : Indonesian Science Education Journal Vol. 4 No. 3 (2023): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v4i3.1757

Abstract

This study investigates the effectiveness of flipbook-based e-modules in improving high school students' conceptual understanding of physics. Flipbook-based e-modules integrate multimedia elements such as videos, animations, and interactive quizzes, offering a dynamic and engaging learning experience. A meta-analysis of 10 relevant studies was conducted to evaluate the impact of these e-modules on student engagement, academic performance, and conceptual understanding. The results show that flipbook-based e-modules significantly enhance students' understanding of complex physics concepts, with improvements in academic performance and increased student engagement. However, challenges related to technical issues and preparation time were also identified, suggesting the need for further development in the technical infrastructure and teacher training. This study contributes to the growing body of literature on multimedia learning tools, offering insights for educators seeking to incorporate interactive digital resources into their teaching practices.
Implementing e-Learning–Based Science Media for Straight Motion at the Junior-High Level: A Literature-Based Review Nurul Fitriyani; Amalia Chairunissa; Alfira Sofia Rahayu
ISEJ : Indonesian Science Education Journal Vol. 4 No. 3 (2023): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v4i3.1758

Abstract

This study reviews how e-learning media can be designed to support junior-high students’ understanding of straight motion (kinematics) in science classes. Using a narrative literature review, we searched scholarly sources on lower-secondary physics and online/blended instruction, emphasizing 2018–2022 publications and Indonesian implementations during and after the COVID-19 shift; inclusion required relevance to straight motion (e.g., motion graphs, constant velocity/acceleration), explicit use of e-learning platforms or digital resources (e.g., Zoom/Meet, Google Classroom/WhatsApp, Quizizz/Kahoot!, simulations/visualizations), and reportable classroom practices or outcomes. Evidence was extracted on context, platforms, activity structures, representational foci, and reported affordances/constraints, then synthesized thematically. The findings indicate that sequences are most effective when pedagogy not platform novelty drives design: brief multimodal explanations interleaved with questioning and peer talk, layered visuals that explicitly link narratives of motion to position–time, velocity–time, and acceleration–time graphs, and frequent low-stakes retrieval to surface misconceptions about slopes, areas, units, and terminology. Videoconferencing is beneficial when used for short, dialogic segments rather than prolonged lectures; game-based quizzing improves engagement and provides rapid diagnostic feedback; and visualizations/simulations help reduce representational load. Effectiveness is conditional on access and structure, with bandwidth/device constraints and limited oversight of hands-on work as recurrent barriers. This review contributes topic-specific, context-aware design heuristics for straight motion at the junior-high level. Implications include adopting lightweight, bandwidth-resilient “explain–check–discuss” playbooks; curating shared banks of visuals and formative items focused on motion-graph interpretation; providing teacher professional development on discourse moves that elevate student voice; and prioritizing equity-minded participation monitoring to guide iterative improvement.
Students’ Attitudes and Challenges in Learning Physics: An Explanatory Sequential Mixed-Methods Study in Indonesian Secondary Schools Lidia, Natasya
ISEJ : Indonesian Science Education Journal Vol. 4 No. 3 (2023): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v4i3.1765

Abstract

Problem solving skills need to be developed so that students can compete with the rapid advances in technology and science.The purpose of this study was to find the improvement and response of students after the application of the STEM-based Problem Based Learning (PBL) model on Ecology and Biodiversity material on students' problem solving skills. The research method used is quantitative with quasi experiment. The research subjects were students of class VII G as the experimental class and class VII H as the control class. The results of the study were STEM-based Problem Based Learning (PBL) on ecology and biodiversity material proved effective in improving students' problem solving skills, based on the results of the Mann-Whitney test which showed a significant difference between the experimental and control classes. The conclusion in this study is that the STEM-based Problem Based Learning (PBL) model effectively improves problem solving skills in ecology and biodiversity materials. Problem solving skills need to be developed so that students can compete with the rapid advances in technology and science.

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