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Rojai Zhofir
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INDONESIA
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. 6 No. 1 (2025): January" : 5 Documents clear
Integrated STEM PBL Model on Ecology and Biodiversity Topics to Equip Students with Problem-Solving Skills Mita, Ermita Khoirumminsani; Sudarmin; Risa Dwita Hardianti; Hendra Febriyanto; Siti Suhartini
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.1730

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.
Green Visions, Symbolic Missions? Analyzing the Gap in SDG 13 Implementation in Indonesian Schools Fatin, Manar Abdurra'uf; Hammam
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2025

Abstract

This study examines how vision and mission statements of state junior high schools in Salatiga, Indonesia, reflect climate change awareness and support Sustainable Development Goal (SDG) 13: Climate Action. Using qualitative content analysis of official school documents, it evaluates the presence of environmental themes and how these are translated from vision into mission. The findings show that all schools incorporate environmental themes, indicating strong awareness. However, only 20% demonstrate high alignment through structured and measurable programs, while 40% show partial implementation and the remaining 40% remain largely symbolic. These results suggest that SDG 13 is predominantly interpreted at the level of awareness, with limited integration of mitigation and adaptation strategies. A clear gap exists between institutional intention and operational practice. This study highlights vision–mission alignment as an indicator of school readiness and underscores its implications for strengthening environmental and science education in schools.
Differential Effects of the Auditory Intellectually Repetition (AIR) Model on Students’ Critical Thinking Skills: A Gender-Based Analysis in Environmental Change Learning Barata, Muhammad Farhan; Aisyah, Suci Nur; Epandi, Dafa
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2066

Abstract

The development of critical thinking skills is a key objective in 21st-century science education, particularly in learning contexts involving complex environmental issues. However, students’ critical thinking abilities remain relatively low due to the dominance of teacher-centered instructional practices. This study aims to examine the effectiveness of the Auditory, Intellectually, and Repetition (AIR) learning model in enhancing students’ critical thinking skills in environmental change and conservation learning, as well as to analyze differences based on gender. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed, involving 73 tenth-grade students divided into experimental and control classes. Data were collected using an essay-based critical thinking test developed based on Ennis’ indicators, including interpretation, analysis, evaluation, inference, and explanation. The results indicate that students in the experimental group achieved significantly higher posttest scores (M = 88.19) and N-Gain (g = 0.72, high category) compared to the control group (M = 60.88; g = 0.21, low category). Improvement was observed across all critical thinking indicators, with the highest gains in advanced clarification and basic skill development. Two-way ANOVA results reveal that the instructional model has a significant effect on students’ critical thinking skills (p < 0.05), while gender and the interaction between model and gender are not statistically significant. These findings demonstrate that the AIR model is effective and inclusive for both male and female students. The study implies that integrating active, discussion-based, and reinforcement-oriented learning models with environmental contexts can enhance students’ higher-order thinking and support meaningful engagement with sustainability issues.
Integrating Islamic Values into the 9E Learning Cycle: Effects on Students’ Self-Confidence in Science Education Putri, Bella Satiyo; Oktafiani, Raicha
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2067

Abstract

This study investigates the effects of integrating Islamic values into the 9E Learning Cycle model on students’ self-confidence in science education. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed, involving two intact classes of secondary school students selected through cluster random sampling, where the experimental group received instruction using the Islamic-integrated 9E Learning Cycle and the control group was taught using conventional methods. Data were collected using a validated self-confidence questionnaire, observation sheets, and supporting documentation, and were analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group demonstrated a significantly higher improvement in self-confidence compared to the control group, with a moderate N-gain and statistically significant differences (p <0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the instructional model and students’ self-confidence, with the model contributing meaningfully to variance in learning outcomes. These findings suggest that the integration of Islamic values within a structured constructivist framework effectively enhances students’ confidence by promoting active participation, reflective thinking, and meaningful engagement in science learning. In conclusion, the study confirms that a value-integrated inquiry-based model can simultaneously support affective development alongside cognitive processes in science education. The implications of this study highlight the importance of designing instructional approaches that integrate cultural and religious values with student-centered learning models to foster holistic educational outcomes, particularly in contexts where character development and academic achievement are equally prioritized.
Students’ Reading Comprehension Literacy in Indonesian Language Learning: A Systematic Literature Review of Factors, Impacts, and Intervention Strategies Aprian, Figo Fajar; Rusminto, Nurlaksana Eko; Munaris; Sumarti; Samhati, Siti
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2191

Abstract

This research aims to examine the problem of low reading comprehension literacy in Indonesian language learning at school. This study is expected to identify various factors causing and impacting low reading comprehension literacy, as well as research-based solutions that provide theoretical and practical contributions to the development of more effective Indonesian language learning in improving students' reading comprehension literacy. This research method uses a library study or systematic literature review approach. Based on the analysis and discussion of literary materials, low reading comprehension literacy is a systemic and multidimensional problem. This problem is manifested from two main perspectives: international comparative data and national assessment data. Both internal and external factors contribute to low reading comprehension literacy. The impact of low reading comprehension literacy is on students' academic achievement in Indonesian language learning and on a much broader and more comprehensive essence. Various efforts have been made and proven effective in improving reading comprehension literacy.

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