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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. 2 (2025): May" : 5 Documents clear
Antibacterial Activity of Moringa (Moringa oleifera L.) Leaf Extract Against Salmonella typhi: A Study for Monograph Development in Biology Education Efriyandika, Toni; Putra, Resna Hegi; Pantiwati, Yuni
ISEJ : Indonesian Science Education Journal Vol. 6 No. 2 (2025): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i2.2068

Abstract

Salmonella typhi, the causative agent of typhoid fever, has increasingly developed resistance to conventional antibiotics, necessitating research into alternative antimicrobial agents. Moringa oleifera L. is a medicinal plant rich in phytochemical compounds including flavonoids, saponins, tannins, and terpenoids with documented antibacterial properties. This study examined the antibacterial activity of ethanol extract of moringa leaves against S. typhi growth, and evaluated the validity and practicality of a monograph developed from these experimental findings for undergraduate microbiology education. Using a True Experimental Research design with a Completely Randomized Design (CRD), the antibacterial activity was assessed through the Kirby-Bauer disc diffusion method at concentrations of 12.5%, 25%, 50%, and 100%, with Aztreonam as positive control. The monograph development followed the 4-D model (Define, Design, Develop, Disseminate). Results demonstrated that all extract concentrations significantly inhibited S. typhi growth (p = 0.000), with the highest inhibition zone diameter of 14.18 mm at 100% concentration, classified as strong inhibition. Higher concentrations consistently produced larger inhibition zones, indicating a dose-dependent antibacterial effect. The developed monograph achieved validity scores of 91.67% (content expert) and 92.85% (media expert), both categorized as valid. Practicality testing with 14 students yielded a score of 87.93%, indicating the monograph is highly practical for use in microbiology courses. These findings confirm moringa leaf extract as a promising natural antibacterial agent and establish its viability as research-based educational material.
Analysis of Local Wisdom (Ethnobiology) in Mulyoharjo Village as a Source of Biology Learning in High School Mursalin, Bayu Anshor; Indriyani, Ambar; Fransiska, Anggun
ISEJ : Indonesian Science Education Journal Vol. 6 No. 2 (2025): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i2.2070

Abstract

Biology education in the modern era demands a contextual and relevant approach to students' lives, yet it remains dominated by theoretical textbook usage. This study aims to analyze the forms of local wisdom (ethnobiology) in Mulyoharjo Village and examine its potential as a biology learning source for senior high schools. This research used a descriptive qualitative method with ethnobiological and ethnographic approaches. Data were collected through field observations, semi-structured interviews with community leaders and traditional medicine practitioners, and documentation. Data analysis followed the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results showed that the community of Mulyoharjo Village possesses rich local wisdom in utilizing various flora as traditional medicine, such as turmeric (Curcuma longa), betel (Piper betle), bitter grape (Tinospora crispa), and cat's whiskers (Orthosiphon aristatus). These utilization practices reflect a harmonious and sustainable reciprocal relationship between humans and the environment. These ethnobiological findings have strong scientific relevance to the Phase E/F high school biology curriculum, particularly in the topics of Biodiversity, Classification of Living Things, and Ecosystems. The study concludes that the local wisdom of Mulyoharjo Village has significant potential to be integrated as a contextual biology learning source to enhance students' environmental literacy and cultural awareness.
Digital Literacy Integration in Biology Education: A Systematic Literature Review on Effectiveness and Implementation Challenges Wijaya, Edo; Shahroni, Ahmad; Ariyanti, Tisya Selviani; Nabilla, Destiara
ISEJ : Indonesian Science Education Journal Vol. 6 No. 2 (2025): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i2.2071

Abstract

This study examines the integration of digital literacy in biology learning through a systematic analysis of research articles published between 2019 and 2024. The aim of this review is to identify its effectiveness, explore the associated challenges, and formulate implementation patterns of digital literacy in enhancing the quality of biology education. The findings indicate that digital literacy contributes positively to improving students’ cognitive learning outcomes and higher-order thinking skills. The ability to access, manage, and evaluate digital information has been shown to support a deeper understanding of complex biological concepts. In addition, the integration of digital literacy through innovative learning models such as STEM, HOTS-oriented instruction, and problem-based learning enhances student engagement and active participation in the learning process. However, the implementation of digital literacy continues to face several challenges, including limited infrastructure, disparities in digital competencies among students, and variations in teachers’ ability to integrate technology effectively. These findings highlight that the effectiveness of digital literacy is strongly dependent on the quality of instructional design and the readiness of the educational ecosystem. Therefore, a more integrated and sustainable approach is required to optimize the role of digital literacy in biology learning, ensuring that it remains adaptive and relevant to the demands of 21st-century education.
Enhancing Students’ Self-Confidence through the Mordiscvein Learning Model in Plant Tissue Structure and Function Learning Barata, Muhammad Farhan; Agilliana, Intan
ISEJ : Indonesian Science Education Journal Vol. 6 No. 2 (2025): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i2.2101

Abstract

Students’ self-confidence is a crucial affective factor in science learning because it influences their willingness to express ideas, make decisions, participate in discussions, and communicate scientific reasoning. However, preliminary observations in biology learning indicated that students’ self-confidence in the topic of plant tissue structure and function remained low, particularly in relation to belief in their own ability, independence in decision-making, positive self-concept, persistence, and courage to express opinions. This study aimed to examine the effect of the Mordiscvein learning model on students’ self-confidence in learning plant tissue structure and function. A quantitative approach with a quasi-experimental design was employed using a nonequivalent control group design. The participants were 66 eleventh-grade students at SMA Perintis 2 Bandar Lampung, consisting of 34 students in the experimental class taught using the Mordiscvein learning model and 32 students in the control class taught using Discovery Learning. Data were collected using a structured self-confidence questionnaire and analyzed through descriptive statistics, normality and homogeneity tests, an independent sample t-test, and effect size analysis. The results showed that the experimental class achieved a higher mean posttest score (86.50%) and N-Gain score (61.10%) than the control class, which obtained a mean posttest score of 67.25% and an N-Gain score of 39.44%. The independent sample t-test indicated a significant difference between the two groups, with t = 3.561, df = 52.418, and Sig. (2-tailed) = 0.001. The Cohen’s d value of 0.86 further indicated a large effect size. These findings demonstrate that the Mordiscvein learning model significantly improves students’ self-confidence in biology learning. The structured stages of Mordiscvein, including Opening Surprise, hypothesis construction, data publication, fact determination, and conclusion building, provide students with repeated opportunities to communicate, make decisions, collaborate, and express scientific ideas confidently. This study implies that Mordiscvein can be used as an alternative student-centered learning model to strengthen affective engagement and self-confidence in science education.
Mapping the Conditions of Scientific Literacy and Social Literacy of Elementary School Students: Qualitative Analysis Nisa, Anistia Rizki Khoirun; Herpratiwi; Yulianti, Dwi; Sumarti; Nurwahidin, Muhammad; Hariri, Hasan; Sunyono, Sunyono; Siregar, Rabiyatul Adawiyah
ISEJ : Indonesian Science Education Journal Vol. 6 No. 2 (2025): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i2.2176

Abstract

Scientific literacy and social literacy are essential competencies that should be developed from the early stages of formal education, particularly within integrated science and social studies learning. This study aims to map the current condition of elementary school students’ scientific and social literacy in Integrated Science and Social Studies learning in Lampung Province, Indonesia. A qualitative approach with a descriptive exploratory design was employed to obtain an in-depth understanding of students’ literacy conditions in authentic classroom contexts. The research participants consisted of elementary school teachers and students selected through purposive sampling based on their direct involvement in Integrated Science and Social Studies instruction. Data were collected through classroom observations, semi-structured interviews, and documentation studies involving lesson modules, textbooks, and student worksheets. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing/verification. Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that students’ scientific literacy remains at a basic level. Students were generally able to observe phenomena but experienced difficulty in reasoning, interpreting information, explaining causal relationships, and applying concepts to real-life contexts. Similarly, students’ social literacy had developed in terms of basic interaction and group work but had not yet reached the level of critical social understanding and reflective social reasoning. These conditions were influenced by the dominance of conventional teaching methods, limited exploratory activities, weak contextualization of learning materials, and suboptimal use of technology. This study implies that strengthening students’ scientific and social literacy requires a transformation of instructional practices toward more inquiry-based, contextual, reflective, and student-centered learning.

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