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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 141 Documents
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Strengthening Nutrition Literacy and Scientific Skills through Multisensory Food Experience among Children at Al-Faruq Kindergarten in Kawahmanuk Village, Kuningan Regency Teti Nurhayati; Daesylina Daesylina; Edi Waluyo; Ali Forman
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.v7i2.2364

Abstract

Nutrition literacy in early childhood should not be reduced to the memorisation of healthy and unhealthy foods; it should be developed through concrete, sensory, affective, and socially supported experiences that help children observe, classify, communicate, and make simple food-related decisions. This study aims to describe how multisensory food experience learning contributes to nutrition literacy and basic science process skills among children aged 5-6 years. A descriptive qualitative design was implemented at Al-Faruq Kindergarten, Kawahmanuk Village, Kuningan Regency, West Java, over eight weekly sessions from February 2 to March 30, 2026. Participants consisted of 15 children, two classroom teachers, and eight parents. Data were collected through participant observation, semi-structured interviews, children’s work, teacher reflection notes, and activity documentation. The data were analysed through data condensation, thematic display, and conclusion verification, supported by source and method triangulation. The findings reveal four interrelated themes: improved nutrition understanding through sensory engagement, more positive emotional responses and willingness to try healthy foods, the emergence of simple healthy lifestyle practices, and the decisive role of school-family collaboration. The activities also stimulated basic science process skills, especially observation, classification, comparison, causal explanation, and communication. The study contributes a context-based pedagogical model that integrates early childhood science education, nutrition literacy, and health education through experiential and multisensory learning. Because the study is qualitative, single-site, and short-term, the findings should be interpreted as process evidence rather than causal effectiveness evidence.
Differentiated Instruction to Stimulate Multiple Intelligences in Early Childhood Science Learning: A Phenomenological Study in Inclusive Kindergartens Evi Yulidawati; Diana Diana; Edi Waluyo; Ali Formen
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.v7i2.2380

Abstract

Early childhood science learning in inclusive kindergarten classrooms requires pedagogical practices that are responsive to children's differences in readiness, interests, communication modes, sensory needs, and ways of demonstrating understanding. However, empirical accounts of how teachers translate differentiated instruction into daily science activities while stimulating children's multiple intelligences remain limited. This phenomenological study explored the lived experiences of four kindergarten teachers in implementing differentiated instruction to support early science learning in an inclusive kindergarten. Data were collected through participatory classroom observation, semi-structured interviews, and document analysis of lesson plans, children's learning products, portfolios, and progress notes. The data were analyzed through phenomenological procedures involving repeated reading, horizonalization, meaning-unit coding, clustering of themes, and synthesis of textural and structural descriptions. Five essential themes emerged: responsive planning based on children's interests and needs, multisensory inquiry as process differentiation, flexible representation of learning products, adaptive classroom ecology and peer support, and continuous teacher reflection as real-time pedagogical adjustment. The findings indicate that differentiated science instruction was not implemented as a separate program, but as a dynamic pedagogical stance through which teachers adjusted content, process, product, and learning environment. Multiple intelligences functioned as a practical lens for recognizing children's diverse strengths, while hands-on science activities provided an inclusive space for observation, prediction, classification, questioning, communication, and collaboration. This study contributes to early childhood science education by showing how differentiation, inclusive pedagogy, and multiple-intelligence-oriented learning can be integrated in everyday kindergarten science practices. The findings imply that teacher professional development should move beyond general knowledge of inclusion toward concrete strategies for designing accessible, multisensory, and culturally meaningful science experiences for diverse young learners.
Pedagogical Competence of PPG Graduate Teachers in Phase A Science Learning: A Phenomenological Study on the PAUD–Primary School Transition Novia Wiranti; Edi Waluyo; Ali Formen
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.v7i2.2394

Abstract

The transition from early childhood education (PAUD) to the first years of primary school is a decisive period for developing children's early scientific literacy. In Indonesia, graduates of the Teacher Professional Education Program (Pendidikan Profesi Guru/PPG) with a PAUD background are increasingly required to teach Phase A students in Grades 1 and 2, where play-based pedagogy must be reconciled with more structured science learning under the Kurikulum Merdeka. This phenomenological study explored the lived experiences of six PPG graduate teachers with PAUD academic backgrounds who taught Phase A classes in rural mountainous public primary schools in Magetan, East Java. Data were collected through semi-structured in-depth interviews, non-participant classroom observations, and document analysis. The data were analyzed using the Stevick-Colaizzi-Keen procedure as modified by Moustakas, involving bracketing, horizontalization, meaning-unit construction, thematic clustering, textural-structural description, and synthesis of the essence of experience. Four themes emerged: theoretical pedagogical awareness that was not fully translated into practice, monotonous learning with limited exploratory science activities, structural constraints in facilities and school support, and weak post-PPG mentoring. The findings show that PPG enhanced teachers' conceptual awareness of child development, lesson planning, and active learning; however, the enactment of these competencies remained constrained by limited science resources, administrative teaching routines, conventional school culture, and the absence of sustained professional assistance. The study contributes to early science education by showing that pedagogical competence is not an individual attribute alone, but a situated professional practice shaped by institutional, geographical, and cultural conditions. Strengthening post-PPG mentoring, inquiry-based science resources, and contextual transition curricula is therefore essential for improving Phase A science learning in rural mountainous schools.
Teacher–Principal Collaborative Inquiry in AI-Assisted Early Science Learning at PAUD Sekar Nagari Rita Sulistyorini; Ali Formen; Edi Waluyo
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.v7i2.2396

Abstract

Artificial intelligence (AI) has begun to reshape teachers’ professional work, including lesson planning, media design, assessment preparation, and collaborative reflection. However, the integration of AI in early childhood science learning remains pedagogically sensitive because young children require concrete, play-based, sensory, and teacher-mediated inquiry experiences rather than technology-driven instruction. This study examined how teacher-principal collaborative inquiry supported the contextual use of simple AI tools in early science learning at PAUD Sekar Nagari, Universitas Negeri Semarang. Using a qualitative case study design, data were collected from seven participants consisting of one principal, one PAUD coordinator, and five classroom teachers through open-ended online interviews, participant observation, and document analysis. The data were analyzed thematically through data condensation, data display, and conclusion drawing, with trustworthiness strengthened through triangulation, member checking, audit trails, and thick description. The findings reveal five interrelated themes: teachers’ cautious but positive initial perceptions of AI, transformational and digital leadership as an enabling condition, collaborative inquiry as AI-mediated professional learning, perceived improvement in teacher creativity and administrative efficiency, and continuing pedagogical-ethical boundaries in AI-assisted early science learning. Simple AI tools supported teachers in transforming science ideas into visual, concrete, and developmentally appropriate learning media, while collaborative inquiry helped them verify, adapt, and contextualize AI outputs. The principal’s leadership was decisive in creating psychological safety, facilitating infrastructure, and sustaining a professional learning community. The study concludes that AI can strengthen early science learning when positioned as a teacher-support tool rather than a substitute for hands-on inquiry, direct child observation, and teacher-child interaction.
Lost in Rotation: The Erosion of Tacit Engineering Knowledge in Indonesia’s State-Owned Defense Enterprises Sriyanto; Aris Sardjito; Sri Murtiana
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.v7i2.2422

Abstract

Organizations that are heavily focused on engineering depend significantly on tacit engineering knowledge that is built up through experience, practice, and ongoing engagement in intricate technological processes. Although practices such as personnel rotation, workforce mobility, reassignment, and retirement are prevalent in workforce management, they can pose challenges to the continuity of knowledge when essential expertise is not adequately conveyed. This concern is especially pertinent in state-owned defense enterprises, where the retention of accumulated organizational knowledge is crucial for specialized engineering capabilities and lengthy technology development cycles. This research investigated the types of tacit engineering knowledge that are most susceptible to loss, the ways in which personnel rotation leads to knowledge degradation, and the organizational consequences and strategies for knowledge retention related to these dynamics. A qualitative multiple-case study approach was utilized, drawing on secondary documentary data from annual reports, corporate documents, industry reports, government publications, and previous academic research. The analysis concentrated on three Indonesian state-owned defense companies: PT Pindad, PT PAL Indonesia, and PT Dirgantara Indonesia. Thematic analysis and cross-case comparisons were employed to uncover recurring themes. The results reveal that manufacturing know-how, troubleshooting skills, system integration expertise, and accumulated production experience are particularly at risk of erosion. Knowledge discontinuities were linked to personnel reassignment, organizational transfers, retirement, movements related to promotions, and project mobility, particularly when structured transfer mechanisms were lacking. These disruptions were associated with interruptions in capability, ongoing learning initiatives, variations in quality, and inefficiencies in operations. The results underscore the significance of knowledge mapping, succession planning, organized mentoring, practice communities, and knowledge repositories in facilitating the continuity of engineering capabilities. The research concludes that while personnel rotation is not necessarily harmful, engineering-focused organizations might gain from achieving a balance between workforce mobility and systematic approaches that maintain and convey essential tacit engineering knowledge.
The Development of STEAM-Based Augmented Reality (AR) Instructional Material Model to Enhance 21st-Century Assessment Competencies for Junior High School Students Siti Khayroiyah; Dara Fitrah Dwi; Hidayat; Novita Friska
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.v7i2.2155

Abstract

This study aims to develop and evaluate a STEAM-based Augmented Reality (AR) instructional material model for improving junior high school students' 21st-century skills in solid geometry learning. The study employed a modified Research and Development model adapted from Borg and Gall, consisting of preliminary study and needs analysis, product design, expert validation, revision, limited trial, and large-scale field testing. The participants were 75 eighth-grade students. Data were collected using expert validation sheets, student response questionnaires, and 21st-century skills tests covering critical thinking, creativity, collaboration, and communication. The data were analyzed using quantitative descriptive statistics, normalized gain (N-Gain), and an independent-sample t-test. The results showed that the developed model achieved a mean expert validation score of 4.49, indicating a very valid category. The limited trial involving 15 students produced an N-Gain score of 0.46, categorized as moderate. The large-scale trial showed that the experimental class using the AR-STEAM model improved from a pretest score of 63.2 to a posttest score of 86.7, with an N-Gain of 0.63, whereas the control class improved from 62.9 to 72.4, with an N-Gain of 0.26. The t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between the experimental and control classes. These findings demonstrate that the AR-STEAM model is valid and effective for enhancing students' 21st-century skills through interactive three-dimensional visualization, project-based learning, contextual problem solving, and competency-oriented assessment.
Local Identity, Global Vision: Sustainable Branding Strategies for Coffee Production in Indonesian Agropolitan Region Abd. Syakur; Imam Santoso; Bunga Hidayati
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.v7i1.2300

Abstract

Indonesian coffee products face increasingly intense competition in both domestic and international markets, making sustainable branding a strategic requirement for agropolitan regions with strong local identities. This study analyzes the priority factors that influence purchasing decisions for Kapiten Coffee in Pasuruan Regency and formulates a sustainable brand image strategy based on local identity, consumer value, and digital market visibility. The research employed a mixed-method design by combining field observation, consumer-oriented survey indicators, semi-structured stakeholder input, and the Analytical Hierarchy Process (AHP). The criteria examined were product quality, promotion, price, and brand image, while the sub-criteria reflected performance, features, conformity, durability, reliability, service, aesthetics, perceived quality, advertising, social media exposure, discounts, sampling, souvenirs, price affordability, price-quality fairness, price-benefit fairness, competitive price, brand association, consumer experience, perceived product quality, uniqueness, brand personality, and lifestyle congruence. The AHP results show that promotion was the strongest priority criterion (0.2978; 30%), followed by product quality (0.27577; 28%), price (0.2158; 22%), and brand image (0.2107; 21%). At the global indicator level, advertising and promotional visibility achieved the highest weighted score (0.132), followed by product performance (0.088), brand association (0.082), social media exposure (0.073), and price-quality fairness (0.064). These findings indicate that Kapiten Coffee requires an integrated strategy that uses promotion as an entry point for brand awareness while strengthening product consistency, locally rooted storytelling, experiential marketing, and sustainable value communication. The study contributes to agropolitan coffee marketing by demonstrating how AHP-based prioritization can transform fragmented promotional activities into a structured sustainable branding roadmap for local coffee competitiveness.
Exploring Deductive Reasoning Patterns in Proving Logical Statements Using Equivalence Theorem Anita Adinda; Nur Choiro Siregar; Sarah Auliyah NST
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.v7i2.2507

Abstract

Deductive reasoning is central to mathematical proof, yet university students frequently struggle to transform logical statements through equivalence theorems. This study analyzed mathematics education students' deductive reasoning abilities and explained the reasoning processes underlying high, moderate, and low performance in formal logical proof tasks. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 46 mathematics education students through five open-ended deductive reasoning test items, while qualitative data were obtained from six purposively selected students through semi-structured interviews. Quantitative data were analyzed descriptively, and qualitative data were analyzed through data condensation, data display, and conclusion drawing. The results showed that students' overall deductive reasoning performance was relatively low (M = 56.56; SD = 19.83), with 60.87% of students categorized as low performers. Students performed better in identifying propositional forms (68%) than in selecting equivalence theorems (54%), maintaining logical transformation consistency (49%), and producing valid conclusions (44%). Qualitative analysis revealed three reasoning patterns: strategic-reflective reasoning among high performers, partially developed but inconsistent reasoning among moderate performers, and procedural-fragmented reasoning among low performers. These findings indicate that successful logical proof construction depends not only on knowledge of equivalence rules but also on theorem selection, transformation monitoring, and metacognitive regulation. The study contributes to mathematics education by clarifying the cognitive and metacognitive characteristics of deductive reasoning in formal logic tasks and by offering implications for proof-oriented logic instruction.
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. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2591

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
The Expert Validation of a Guided Inquiry-Based WordPress Student Worksheet Integrated with Islamic Values on the Circulatory System Susilawati; Umar Faruq; Annisa Fazila Sabrina Damanik; Adisti Yuliastrin
ISEJ : Indonesian Science Education Journal Vol. 7 No. 3 (2026): June-September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i3.2314

Abstract

This study aimed to develop and validate a guided inquiry-based student worksheet (LKPD) supported by WordPress and integrated with Islamic values for the circulatory system. The study used Research and Development with the Plomp model. This manuscript reports the expert-review stage of the prototyping phase. Three validators were selected purposively: one expert in teaching-material design, one expert in science/biology content, and one expert in Qur'anic exegesis and Hadith. Validation used domain-specific instruments consisting of 30, 26, and 17 items, respectively. Each item was rated on a four-point scale, analyzed as a percentage of the maximum score, and supplemented with qualitative comments for product revision. The teaching-material, subject-matter, and Islamic-values validation scores were 95.0%, 90.0%, and 92.5%, respectively, producing an overall mean of 92.5% in the very valid category. The lowest sub-aspect was the integration of Islamic values within the subject-matter instrument (75.0%), which prompted revisions to connect religious sources, scientific explanations, and reflection activities more coherently. The results indicate that the revised LKPD is sufficiently valid to proceed to practicality and effectiveness testing. The main limitation is that each domain was assessed by one expert; therefore, inter-rater agreement and learning outcomes were not examined.

Page 13 of 15 | Total Record : 141

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