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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 75 Documents
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Penerapan Metode Instruksi Langsung (Direct Instruction) dalam Sistem Pembelajaran Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Matematika Kelas 3 SD Sudirah Sudirah
ISEJ : Indonesian Science Education Journal Vol. 1 No. 2 (2020): Mei 2020
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v1i2.49

Abstract

The low learning outcomes of 3rd grade students at Public Elementery School 05 Mukomuko City in Mathematics subjects two-dimentional figure and their characteristics only 3 students (38%) who have the above grades of minimum criteria (KKM). With an average student evaluation score of 48. For this reason, it is necessary to improve learning to improve student learning outcomes. One effort to improve learning is the use of appropriate learning models with subject matter. In this case the researchers used a direct learning model (direct instruction) to improve student learning outcomes. Direct Learning Model is one of the active learning models that provides opportunities for students to share ideas, consider the most appropriate answers and answer questions verbally so as to foster student confidence in expressing ideas or answers in front of the class thus is expected to improve student learning outcomes. From the learning outcomes that researchers do turn out direct learning models (direct instruction) can improve student learning outcomes, this is evidenced by an increase in student learning outcomes in each study that researchers do. Learning that researchers do begins with the prasiklus stage which is carried out on Tuesday April 25 2017 with an average student learning outcomes of 50.8, improvement of the first cycle Tuesday May 2, 2017 the average student learning outcomes to 61, and improvement of Cycle II Tuesday 09 May 2017 the average student learning outcomes 81.5. Thus it can be concluded that using the direct learning model in Mathematics can improve student learning outcomes.
Upaya Eskalasi Hasil Belajar Matematika Siswa SMA Melalui Implementasi Metode Pembelajaran STAD Sri Rahayu
ISEJ : Indonesian Science Education Journal Vol. 3 No. 3 (2022): September 2022
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v3i3.54

Abstract

The learning outcomes of students of 11th Grade of Public Senior High School 1 Mejayan have not achieved satisfactory results, seen from the average daily test scores of 11th grade IPA 1 in odd semester only 51 and the percentage of students who completed only 36.66% of the 30 students there. Factors that influence learning outcomes are students who are less active in classroom learning activities. In an effort to improve student learning outcomes is to apply STAD cooperative learning. This learning method requires students to be able to work together in groups and take responsibility for the success of the group. The purpose of this study was to improve mathematics learning outcomes of students of 11th grade IPA in Public Senior High School 1 Mejayan 1 using the STAD type cooperative learning method. Using an classroom action research method with research subjects 30 students of class 11th grade of Public Senior High School 1 Mejayan in the odd semester of the 2018/2019 academic year. The factors studied are student learning outcomes and implementation of STAD method. The conclusions of the study are: (1) The application of learning by using the STAD type cooperative learning method in 11th grade of Public Senior High School 1 Mejayan can increase student activity in each cycle, student learning activities have met the indicators of success at the second meeting of the second cycle with average the average active students reached 72.41% (2) Implementation of learning using the STAD learning method in 11th grade IPA 1 of Public Senior High School 1 Mejayan can improve student mathematics learning outcomes. Student learning outcomes have met the criteria of mastery learning in the 3rd cycle test with an average student completeness of 83.33%.
Problem-Based Physical Learning with Experimental and Demonstration Methods : Analysis with Scientific Attitude and Student Creativity Lulus Pujiarto
ISEJ : Indonesian Science Education Journal Vol. 3 No. 3 (2022): September 2022
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v3i3.76

Abstract

This study aims to determine the existence of: 1) the effect of Experimentation and Demonstration methods on physics learning achievement, 2) the effect of scientific attitudes on physics learning achievement, 3) the effect of creativity on physical learning achievement, 4) the interaction of learning methods and scientific attitude on physics learning achievement , 5) the interaction of learning methods and creativity on physics learning achievement, 6) the interaction of scientific attitude and creativity on physics learning achievement, 7) the interaction of learning models, scientific attitude, and creativity on physics learning achievement. This research was conducted in December 2009 - May 2010 using the Experimental and Demonstration method. The population of this study were all grade X students of SMA Negeri I Mejayan in the 2009/2010 school year. The sample in this study were four classes taken at random (cluster random sampling). Classes that use experimental methods are selected classes X-1 and X-3 and classes that use selected demonstration methods are classes X-6 and X-7. Variable data collection techniques are used to collect data on cognitive learning achievement, while scientific attitudes and student creativity are obtained using the questionnaire and observation methods. Research hypothesis testing using ANAVA three cell path is not the same as the help of Minitab software 15. The results of research data analysis are 1) there is an influence of the use of Experimentation and Demonstration methods on physics learning achievement, the experimental method is better than the demonstration method (p-value = 0,000 <0.050 ), 2) there is an effect of high and low scientific attitudes of students on physics learning achievement, students who have high scientific attitudes have better achievements than students whose scientific attitude is low (pvalue = 0,000 <0.050), 3) there is an influence of high and low creativity of students towards physics learning achievement, students who have high creativity are better than students with low creativity (p-value 0,000 <0.050), 4) there is no interaction between learning methods and students' scientific attitudes toward physics learning achievement (p value = 0.433> 0.050) 5 ) there is no interaction between learning methods and student creativity on physics learning achievement (p-val ue = 0.251> 0.050), 6) there is no interaction between scientific attitude and student creativity on physics learning achievement (p-value = 0.180> 0.050, 7) there is an interaction between learning methods, scientific attitude, and student creativity on physics learning achievement ( p-value = 0.018 <0.050).
Penerapan Pembelajaran Daring Dragonlearn pada Era Pandemic Covid-19(Studi Kasus di MI Ma’had Islam Kopeng) Aniq Amalia; Siti Fatonah
ISEJ : Indonesian Science Education Journal Vol. 1 No. 3 (2020): September 2020
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v1i3.81

Abstract

The purpose of this study was to determine the optimization of mathematics learning during the New Normal due to the impact of the Covid-19 pandemic. In addition, to find out the implementation process, advantages, and obstacles of online learning with Dragonlearn. This type of research uses a qualitative approach. Data collection techniques using the method of observation, interviews, and documentation. The data analysis stage includes: data reduction, data presentation, and drawing conclusions. The results showed that: 1) optimizing mathematics learning during the New Normal period at MI Ma'had Islam Kopeng using the home visit learning method as an alternative to learning. Before using the home visit learning method, the school conducted online or online learning. However, this method cannot run smoothly and cannot be enjoyed by some students, especially those whose home addresses are remote and do not have supporting facilities to obtain material through online learning. 2) The process of implementing Dragonlearn Era New Normal online learning has been going well, by carrying out careful planning students can carry out learning smoothly so that teachers can evaluate through the available statistics page. 3) The advantage of using dragonlearn is that students are more active and more confident in asking questions, they can access it anytime and anywhere. However, learning like this has obstacles that lie in the network. This learning also has disadvantages, namely that there are convoluted types of questions and the learning cannot be face-to-face so that the teacher cannot convey the material optimally.
Enchancing Science Learning Outcomes through the Snowball Throwing Strategy: A Classroom Action Research in Indonesian Primary Schools Rahmawati, Anik; Setiyawati, Dewi
ISEJ : Indonesian Science Education Journal Vol. 4 No. 2 (2023): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v4i3.82

Abstract

This study examines the effectiveness of the Snowball Throwing cooperative learning strategy in improving science learning outcomes among fourth-grade students at MI Ma’arif Pabelan, Central Java, Indonesia. A classroom action research design was applied over three cycles, each consisting of planning, implementation, observation, and reflection. The participants included 33 students (22 males and 11 females). Data were gathered through achievement tests, structured observations, and documentation, and were analyzed using descriptive statistics. The results revealed steady improvements in student mastery: 51.51% in Cycle I, 69.69% in Cycle II, and 87.87% in Cycle III, surpassing both the minimum competency standard (65) and the classical completeness benchmark (85%). These findings confirm that Snowball Throwing is effective in enhancing engagement and learning achievement, especially in teaching conceptually abstract science topics such as the Earth’s appearance and celestial motion. The study contributes to the literature by documenting iterative improvements across multiple cycles, highlighting its applicability in underrepresented contexts such as Islamic elementary schools. Beyond affirming the value of cooperative learning, this research emphasizes the importance of reflective teaching practices and iterative instructional refinement in achieving sustainable improvements in science education.
Pengembangan Bahan Ajar Matematika Berbasis Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) Nur Hidayati; Nadia Istiati
ISEJ : Indonesian Science Education Journal Vol. 1 No. 3 (2020): September 2020
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v1i3.87

Abstract

This Teaching materials have an important role in learning to support students' attractiveness in the learning process. Less attractive teaching materials used in mathematics learning, resulting in low student learning outcomes in mathematics subjects. In this study, researchers developed teaching materials for fraction material. A form of presenting independent learning materials that are arranged systematically into the smallest learning units to achieve certain learning objectives which are presented in a contextual module format in which there is a STAD type learning strategy that makes users more interactive in teaching. So that it can create a fun learning for students, and students can like mathematics. This research is a developmental research which aims to develop mathematics teaching materials through the STAD cooperative learning model on the subject of fractions. The type of research used is Research and Development research, with the research subjects of class V MI Ma'arif Rowosari. This research produces a teaching material based on the Student Teams Achievement Divisions (STAD) cooperative learning model. The results show that students are interested in the teaching materials developed for learning mathematics.
The Impact of Experimental Methods Using Hydroponic Techniques on Student Learning Outcomes in Primary School Science Education Anis, Moh. Badiul; Azizah, Noor; Rukayah, Rukayah
ISEJ : Indonesian Science Education Journal Vol. 5 No. 1 (2024): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i1.88

Abstract

This study investigates the effectiveness of the experimental method, specifically using hydroponic techniques, in improving student learning outcomes in primary school science education. A quasi-experimental design with pre-test and post-test measures was employed, involving two groups of sixth-grade students from MI NU Tamrinut Thullab Undaan Kudus, Indonesia. The experimental group engaged in hands-on hydroponic activities, while the control group received traditional lecture-based instruction. The results indicate a significant improvement in the experimental group’s post-test scores (M = 89.31) compared to the control group (M = 74.33), with statistical analysis revealing a t-value of 5.85 (p < 0.05). Qualitative feedback from students further supports these findings, as they reported increased motivation and a deeper understanding of scientific concepts through the experimental method. This study highlights the potential of inquiry-based, hands-on learning to enhance student engagement and performance, especially in resource-limited educational settings. The findings suggest that integrating experimental methods into the science curriculum can significantly improve learning outcomes and should be considered in future educational reforms. However, the study's limitations, including a small sample size, indicate the need for further research to replicate these findings in diverse contexts.
Enhancing Conceptual Understanding in Elementary Science Learning through the Problem-Based Learning Model: A Literature Review Irsyad, Kamaludin; Fauziyah, Zumrotul; Ali, Mukti
ISEJ : Indonesian Science Education Journal Vol. 5 No. 1 (2024): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i1.93

Abstract

Problem-Based Learning (PBL) has been widely recognized as an effective pedagogical model for improving students’ understanding of science by encouraging active engagement, critical thinking, and problem-solving. This study aimed to analyze conceptually how the application of PBL can enhance students’ comprehension in natural science learning at the elementary school level. A library research design was employed, drawing upon books, journal articles, and relevant prior studies, which were systematically reviewed and synthesized to examine theoretical foundations, practical implementations, and empirical findings of PBL in science education. The analysis revealed that PBL facilitates higher-order thinking skills by providing authentic problem contexts that require inquiry, collaboration, and reflective learning, thereby improving students’ conceptual mastery and their ability to connect scientific principles with real-life experiences. Furthermore, PBL was shown to strengthen creativity, motivation, communication, and collaboration among learners, making it an appropriate model to prepare students with competencies aligned to 21st-century education. The novelty of this study lies in its contextualization of PBL within Indonesian elementary education, highlighting both its theoretical potential and practical relevance for improving science literacy. The findings imply that educators, curriculum developers, and policymakers should consider integrating PBL as a strategic instructional model to enhance the quality of science teaching and learning, while future studies are encouraged to validate these insights through classroom-based empirical research.
The Role of Scientific Approaches in Enhancing Natural Science Learning Outcomes in Indonesian Primary Schools Akhlis, Noor; Sukri, Moh.; Yunus, A
ISEJ : Indonesian Science Education Journal Vol. 5 No. 1 (2024): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i1.94

Abstract

Improving the quality of science education in primary schools has become a central concern in Indonesia, where international assessments continue to indicate lower achievement levels compared to neighboring countries, thus underscoring the importance of adopting pedagogical approaches that foster inquiry and scientific reasoning from an early age. This study aimed to analyze the urgency of implementing the scientific approach in natural science learning at the elementary school level by situating it within the framework of the 2013 Curriculum. Employing a qualitative descriptive design, data were collected from policy documents, peer-reviewed journals, and scholarly books and analyzed through thematic analysis to identify key patterns, challenges, and opportunities related to the integration of inquiry-oriented instruction. The results reveal that while the scientific approach is conceptually aligned with international standards of inquiry-based learning and has the potential to enhance student engagement and critical thinking, its implementation in Indonesian classrooms remains constrained by systemic barriers such as limited teacher preparation, insufficient resources, and exam-driven teaching practices. The discussion highlights that bridging the gap between curricular policy and classroom practice requires sustained professional development, contextual adaptation of teaching strategies, and supportive educational policies that prioritize inquiry processes over rote memorization. This study contributes to the literature by offering novel insights into the conceptual and practical urgency of the scientific approach in developing country contexts and implies that successful integration could not only improve student learning outcomes but also strengthen the foundations of scientific literacy essential for twenty-first century competencies.
Estimating Classroom Activeness in Science Learning: Proportions, Benchmarks, and Implications in an Indonesian Junior High Nadia, Elga; Putri Yani, Vebbri; Elgrice, Vegita
ISEJ : Indonesian Science Education Journal Vol. 4 No. 2 (2023): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v4i3.96

Abstract

This study addresses the need for classroom‐level evidence on student activeness in junior-high science by estimating the proportion of learners across engagement categories during routine lessons. Using a quantitative, descriptive, cross-sectional design, data were collected in a single administration from an intact eighth-grade class at SMPN 14 Bengkulu City (N = 30; 15 male, 15 female; response rate 100%). A 15-item Likert-type questionnaire operationalized five indicators of classroom activeness (participation in discussions, articulating opinions, initiating questions, problem solving, and involvement in practical work). Responses were summarized as frequencies and percentages across five categories (Inactive, Less active, Moderately active, Active, Very active). Results showed no students in the Inactive or Less active categories (0% each), with 10% Moderately active, 30% Active, and 60% Very active, indicating a strongly favorable engagement profile in day-to-day science instruction. These findings suggest that classroom routines in the observed setting support frequent student voice, questioning, and hands-on involvement, and they provide a category-based benchmark that makes heterogeneity visible for instructional decision-making. The principal contribution is a practical baseline reported as proportions rather than only mean scores that schools can use to set targets, tailor supports for moderately active students, and monitor shifts over time. Implications include guiding teacher professional development toward participation-eliciting routines, informing resource allocation for practical activities, and establishing a measurement approach that can be scaled and triangulated (e.g., with classroom observations) to drive continuous improvement in lower-secondary science learning.

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