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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 125 Documents
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Online Collaborative Learning With Deep Learning In Fostering Critical Thinking And Motivation: Meta Synthetic Analysis Novarita Novarita; Abdurrahman Abdurrahman; Cucu Sutarsyah; Budi Kadaryanto; Bambang Setiyadi
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2052

Abstract

Online learning has expanded rapidly, yet many digital courses still struggle to cultivate sustained motivation and higher-order thinking because interaction is often limited to content delivery, fragmented discussion, or individual task completion. This article develops an integrative meta-synthesis on how Online Collaborative Learning (OCL), when supported by deep-learning-enabled artificial intelligence (AI), can strengthen critical thinking and learner motivation in higher education. The review synthesizes theoretical and empirical literature on OCL, computer-supported collaborative learning, learning analytics, adaptive feedback, and self-determination theory. Rather than treating AI as a replacement for pedagogy, this article conceptualizes deep learning as an adaptive scaffolding layer that can support peer dialogue, feedback, grouping, early-warning signals, and personalized learning paths. The synthesis identifies four mechanisms through which OCL-AI integration may enhance learning: argumentative knowledge construction, socially shared regulation, adaptive formative feedback, and motivational need support. The article also argues that these benefits are conditional on ethical data governance, transparent algorithms, teacher facilitation, and equitable access to digital infrastructure. The proposed framework contributes to online pedagogy by clarifying the relationship between social collaboration and machine-supported personalization. It offers practical design principles for lecturers, instructional designers, and higher education institutions seeking to develop online learning environments that are cognitively challenging, motivationally supportive, and ethically responsible.
Development of an Ecosystem Module Based on Papuan Local Wisdom Using the ADDIE Model to Enhance Students’ Higher Order Thinking Skills (HOTS) Muhamad Imron; Dwi Yarmalinda; Yenniwati Sinaga; Roy Marthen Rahanra
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2142

Abstract

This study aims to develop an ecosystem module based on Papuan local wisdom using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and to examine its validity, practicality, and effectiveness in improving students’ Higher Order Thinking Skills (HOTS). This research employs a Research and Development (R&D) approach with an effectiveness test design using a one-group pretest–posttest design. The subjects of this study were students of the Biology Education Study Program at STKIP PGRI Papua. The module development process was carried out through the five stages of the ADDIE model, including needs analysis, design, product development, implementation, and evaluation. The research instruments consisted of expert validation sheets, practicality questionnaires, and HOTS-based essay tests. Data were analyzed using descriptive quantitative techniques, N-gain analysis, paired t-test, and effect size calculation. The results showed that the developed module had a very high level of validity with an average score of 3.69 and a very high level of practicality with a percentage of 89%. The effectiveness test indicated a significant improvement in students’ HOTS, with an N-gain score of 0.61 (moderate category), a t-test significance value of p < 0.05, and an effect size of 1.25 (large category). These findings indicate that the ecosystem module based on Papuan local wisdom is effective in enhancing students’ abilities in analysis, evaluation, and creation. Therefore, the developed module is considered valid, practical, and effective, and can be used as an innovative teaching material in contextual biology learning based on local wisdom.
An Ethnobiology-Based Instructional Model Integrating Indigenous Papuan Knowledge: The Mediating Role of Systems Thinking in Enhancing Environmental Literacy Dwi Yarmalinda; Muhamad Imron; Susanti Fakaubun; Yusuf K. Numberi
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2144

Abstract

This study investigates the development and effectiveness of an ethnobiology-based instructional model integrating Indigenous Papuan knowledge in enhancing environmental literacy through systems thinking. A design-based research approach combined with a quasi-experimental design was employed, involving 72 undergraduate students in a Biology Education program in Papua, Indonesia. Data were collected using a mixed-methods approach, including environmental literacy questionnaires, systems thinking performance tasks, and qualitative observations. Quantitative data were analyzed using paired sample t-tests, effect size (Cohen’s d), and mediation analysis with bootstrapping procedures, while qualitative data were analyzed thematically. The results revealed significant improvements in environmental literacy (t = 14.27, p < .001, d = 1.68) and systems thinking (t = 15.11, p < .001, d = 1.78). A strong positive relationship was found between systems thinking and environmental literacy (r = 0.72, p < .001). Importantly, mediation analysis confirmed that systems thinking serves as a significant mediating mechanism linking the instructional model to environmental literacy outcomes. Qualitative findings further indicated increased student engagement, deeper conceptual understanding, and improved ability to analyze complex environmental systems. These findings demonstrate that integrating Indigenous knowledge within an ethnobiology-based and systems-oriented instructional framework provides a theoretically grounded and effective approach for strengthening environmental literacy and sustainability competencies in higher education.
the Mapping Digital Competence Research in Pre-Service Science Teacher Education through a Scopus-Based Bibliometric Analysis (2020–2025) Nuri Nuri; Putut Marwoto; Bambang Subali; Sulhadi Sulhadi; Lanidana Etni Laos
ISEJ : Indonesian Science Education Journal Vol. 7 No. 1 (2026): October-January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i1.2215

Abstract

Post-pandemic digital transformation in education requires pre-service science teachers to have strong digital competencies. However, previous studies remain fragmented and have not fully integrated digital learning models with digital competence development. This study aims to map global research trends, identify the intellectual structure, and explore research gaps in this field. A quantitative bibliometric approach was conducted using Scopus-indexed publications from 2020–2025. A total of 30 documents were selected through the PRISMA procedure and analyzed using Bibliometrix (R). The findings show an increasing publication trend, especially in 2021 during the global shift to digital learning. Research was mainly dominated by Asian and European countries, while contributions from developing countries remained limited. Major themes included TPACK, pedagogical innovation, pre-service teacher education, and 21st-century competencies. However, the connection between digital learning design and digital competence development is still limited. This study emphasizes the need for an integrative and sustainable digital learning framework to support the transformation of science teacher education.
Arduino-Based Moving Average Filter Implementation for ‎Increasing Stability Measurement of Digital Temperature in ‎Climate Monitoring Systems Micro Moh Habibush Shidqi; Farid Baskoro; Rifqi Firmansyah; Lilik Anifah
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2244

Abstract

Climate monitoring microsystems require stable, accurate temperature measurements to support real-time environmental analysis; however, digital temperature sensors often exhibit fluctuations due to noise, signal interference, and rapid environmental changes, thereby reducing measurement quality and reliability. This study implemented a Moving Average Filter (MAF) on an Arduino-based climate-monitoring microsystem to improve the stability of digital temperature measurements. The system was designed using an integrated digital temperature sensor connected to an Arduino microcontroller, while temperature data were processed using the MAF algorithm. Performance testing was conducted by comparing sensor readings before and after the filter's implementation, using data-level analysis and stability deviation measurements. The experimental results showed that implementing the Moving Average Filter significantly reduced fluctuations in temperature data, yielding more stable and consistent readings than the unfiltered system. In addition, the proposed method improved the quality of temperature monitoring without excessively increasing system complexity. Therefore, Arduino-based Moving Average Filter can be considered an effective and practical solution for enhancing the performance of digital temperature sensors in climate monitoring microsystems.
Development of Problem-Based Learning Animation Learning Media to Improve Thematic Learning Outcomes of Grade V Students of SDN 19 Way Serdang, Mesuji Regency Dwi Yulianti; Rapani Rapani; Lala Dyah Chandra Lala Dyah Chandra; Fitriadi Fitriadi
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2280

Abstract

This research aims to develop Problem Based Learning (PBL)-based animation learning media and test its feasibility and effectiveness in improving the thematic learning outcomes of grade V elementary school students. The research was carried out at SDN 19 Way Serdang, Mesuji Regency, Lampung, with the research subject of grade V students. The method used is Research and Development (R&D) with reference to the Borg & Gall model as the main development framework that is implemented until the limited trial stage. In the product development process, the ADDIE model is used which includes the analysis, design, development, implementation, and evaluation stages. The research subjects consisted of two classes, namely the VA class as the control group and the VB class as the experimental group. Data was collected through pretest and posttest tests to measure students' thematic learning outcomes, as well as questionnaires to determine students' responses to learning media. The results of the study showed that the PBL-based animation learning media developed met the criteria were very valid based on expert assessment. The increase in student learning outcomes in the experimental class was shown by the increase in the average score from 60 in the pretest to 80 in the posttest. An N-Gain analysis of 0.60 shows an increase in the medium category. In addition, the effect size value of 1.02 shows that the use of media has a great influence on improving students' thematic learning outcomes. Thus, the PBL-based animation learning media developed is declared feasible and effective enough to be used in thematic learning of grade V elementary school students. These findings suggest that the integration of animation media with PBL models can be an innovative alternative in improving the quality of learning and student learning outcomes.
Why Do Children Love Electricity? Multivariate Evidence from Hands-On Electronics Learning in Elementary STEM Education Tri Rijanto; Rivo Panji Yudha
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2311

Abstract

The integration of hands-on learning into elementary science education has garnered increasing scholarly attention, yet empirical investigations examining its simultaneous effects on multiple educational outcomes remain limited, particularly within the domain of electricity learning at the primary school level. This study examined the effects of a structured hands-on electronics learning program on elementary students' scientific curiosity, STEM interest, problem-solving skills, and scientific engagement using a multivariate analytical framework. Employing a quasi-experimental pretest–posttest nonequivalent control group design, 300 Grade 4–6 students (aged 9–12 years) from Lakarsantri District, Surabaya, Indonesia, were assigned to either a hands-on electronics intervention (n = 150) or conventional science instruction (n = 150). The eight-session intervention engaged students in circuit building, conductor investigations, and collaborative mini-project design using modular electronics kits, facilitated through the 5E instructional model. Data were collected using validated instruments measuring all four outcome constructs and analyzed via Multivariate Analysis of Covariance (MANCOVA), with prior academic achievement and digital literacy serving as covariates. Results revealed a statistically significant and large omnibus multivariate effect (Wilks' Λ = .312, F(8, 586) = 41.73, p < .001, η²p = .363), with significant univariate effects across all four dependent variables (η²p range: .356–.427). Discriminant function analysis further identified STEM interest and curiosity as the primary dimensions differentiating the two groups (classification accuracy = 89.3%). These findings demonstrate that hands-on electronics learning constitutes a pedagogically powerful approach for cultivating multidimensional STEM competencies in elementary education, with significant implications for curriculum design, teacher professional development, and early STEM engagement policy.
Development of Interactive Multimedia Integrating Problem-Based Learning and Banjar Ethnomathematics to Improve Mathematics Learning Outcomes among Second-Grade Elementary Students Ritwanto Ritwanto; Sukiyanto Sukiyanto; Pardimin Pardimin; Elyas Djufri; Wachid Pratomo
ISEJ : Indonesian Science Education Journal Vol. 7 No. 1 (2026): October-January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i1.2312

Abstract

Mathematics learning in elementary education continues to present significant challenges, particularly in fraction concepts that require young learners to transition from concrete experiences toward abstract relational understanding. This study aimed to develop and evaluate an interactive multimedia learning product integrating Problem-Based Learning (PBL) and Banjar ethnomathematics to improve second-grade elementary students’ mathematics learning outcomes in fraction learning. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, encompassing analysis, design, development, implementation, and evaluation phases. Data were collected through teacher interviews, teacher and student needs analysis questionnaires, expert validation sheets, teacher and student practicality questionnaires, and learning outcome assessments covering cognitive, affective, and psychomotor domains. Expert validation involved three validators representing content, instructional media, and classroom practice expertise. The developed multimedia demonstrated strong overall validity (92.75%) and high practicality based on teacher (91.11%) and student (84.60%) evaluations. Reliability analysis indicated acceptable to excellent internal consistency across the evaluation instruments (Cronbach’s alpha = 0.716–0.925). Effectiveness testing using a paired-samples t-test revealed a statistically significant improvement in students’ cognitive learning outcomes, with mean scores increasing from 14.7 (pretest) to 23.7 (posttest), t(167) = -33.2, p < .001, with a very large effect size (Cohen’s d = 2.56). Complementary findings also indicated positive affective (M = 8.14) and psychomotor (M = 11.93) learning outcomes. These findings suggest that the intentional integration of interactive multimedia, scaffolded problem-based pedagogy, and culturally contextualized Banjar ethnomathematics can create an effective, engaging, and contextually meaningful instructional environment for supporting elementary fraction learning
Web-Based Interactive Learning Media Integrated with Soft Skills ‎for Network System Administration in Vocational High Schools Anggi Alfioni; Anas Arfandi; Mukhlisin
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2316

Abstract

Vocational high schools are expected to prepare students with technical competence and employability-oriented soft skills. However, learning in Network System Administration often remains dominated by teacher explanation, static materials, and assessments that focus mainly on technical knowledge and final scores. This study developed and evaluated a web-based interactive learning medium integrated with soft skills for vocational high school students. Using a Research and Development approach, the study synthesized the 4D, ADDIE, and Borg and Gall models into seven stages: needs analysis, design, development, testing and revision, implementation, evaluation and final revision, and dissemination and adoption. Data were collected through observation, interviews, expert validation sheets, student-response questionnaires, and pretest-posttest learning outcome tests. The product consisted of learning objectives, interactive materials, video resources, quizzes, automated feedback, project tasks, evaluation results, and soft-skill activities covering character, citizenship, collaboration, communication, creativity, and critical thinking. Expert validation indicated that the product was highly feasible, with mean scores of 93.50% from material experts and 90.73% from media experts. Practicality testing showed progressive improvement from 69.00% in one-to-one trials to 74.00% in small-group trials and 84.00% in field trials. The effectiveness test showed that the experimental class achieved a higher mean gain than the control class, 29.47 compared with 3.00. The posttest comparison was statistically significant, t(58) = 2.44, p = .018, with a medium effect size, Cohen’s d = .63. These findings suggest that web-based interactive media can enhance technical understanding while supporting soft-skill-oriented vocational learning in more meaningful and engaging classroom contexts.
Development of a Critical Thinking Assessment Instruments for ‎Use with Sc-SEBION Learning Media Henik Anjayati; Yuni Sri Rahayu; Yuliani Yuliani
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2343

Abstract

Critical thinking is an essential competency in twenty-first-century education. However, Indonesian students’ critical thinking skills remain relatively low, highlighting the need for innovative learning media that support higher-order thinking. Sc-SEBION (Syzygium cumini–Explosion Box Interactive Online Version) was developed as an interactive digital learning medium to facilitate critical thinking through contextual and engaging learning experiences. To evaluate its effectiveness, a valid and reliable assessment instrument is required. This study aimed to determine the validity and reliability of a cognitive assessment instrument developed to measure Grade VII junior high school students’ critical thinking skills on environmental change topics. The instrument, consisting of pretest and posttest forms, was developed using the 4D model (Define, Design, Develop, and Disseminate). Both forms comprised 12 essay items representing six critical thinking indicators proposed by Facione: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Specifically, items 1–2 measure interpretation, items 3–4 measure analysis, items 5–6 measure evaluation, items 7–8 measure inference, items 9–10 measure explanation, and items 11–12 measure self-regulation. The pretest and posttest were parallel forms with different items but identical constructs, blueprint, and weighting, indicating equivalence in content and structure. The instrument was then tested for validity and reliability. Content validity was evaluated by four validators, comprising three university lecturers and one science teacher, while empirical validity and reliability were analyzed using Pearson item–total correlation and Cronbach’s Alpha in SPSS version 29. Empirical validity and reliability were tested on 21 students outside the research sample. Content validity scores ranged from 91.7% to 96.5%. Empirical validity coefficients ranged from 0.606 to 0.927 for the pretest and 0.657 to 0.916 for the posttest, exceeding the critical r-table of 0.433. Cronbach’s Alpha values were 0.936 and 0.934 for the pretest and posttest, respectively. The findings provide preliminary evidence of the instrument’s validity and internal consistency for assessing critical thinking skills in Sc-SEBION-based learning. However, this study is limited to the examination of validity and reliability without extending to other psychometric evaluations or large-scale implementation studies. Given the limited pilot sample, further studies with larger and more diverse samples and additional construct validation analyses are needed to strengthen the psychometric evidence.

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