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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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The Effectiveness of Virtual Laboratory Media in Physics Education: A Meta-Analysis on Students’ Conceptual Understanding and Higher-Order Thinking Skills Intan Fitriah; Sari Fitra Zawanis
ISEJ : Indonesian Science Education Journal Vol. 5 No. 2 (2024): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i2.1761

Abstract

The rapid development of information and communication technology has reshaped science education, offering innovative solutions to overcome the limitations of traditional laboratories. In physics, where abstract concepts are often difficult to observe directly, virtual laboratories provide safe, cost-effective, and interactive alternatives for experimentation. This study employed a qualitative meta-analysis supported by descriptive quantitative analysis to synthesize evidence from studies published between 2018 and 2022 on the use of virtual laboratories in inquiry-based physics learning. Data were categorized into achievement indicators such as conceptual mastery, critical thinking, problem-solving, and misconception reduction, and analyzed using descriptive statistics and thematic synthesis. The results indicated a substantial improvement in student performance, with mean scores increasing from 66.42 before intervention to 80.35 afterward, alongside a reduction in achievement gaps across ability levels. Conceptual mastery (25%) and conceptual understanding (20%) were the most frequent outcomes, while higher-order thinking indicators collectively represented 30%. Optics and electricity were the most frequently supported topics, reflecting the strength of simulations in visualizing abstract phenomena. The findings confirm that combining inquiry pedagogy with virtual laboratories yields stronger learning outcomes than either approach alone. This study implies that virtual laboratories can democratize access to experimental learning while fostering essential 21st-century competencies in resource-limited educational contexts.
Magnetism in Everyday Technology: An Integrative Review of Principles, Devices, and Educational Implications Elsiana Velsi; Tya Ratu Elizar
ISEJ : Indonesian Science Education Journal Vol. 5 No. 2 (2024): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i2.1766

Abstract

The advancement of science and technology has significantly transformed human life, and among the most essential phenomena underlying these developments is magnetism, which has long served as both a theoretical foundation and a practical enabler of innovation. This study employed a descriptive qualitative design through an extensive literature review of academic books, peer-reviewed journals, and reputable online resources to analyze the principles of magnetism and their applications in daily life. The findings reveal that magnetic fields are widely utilized in household devices such as refrigerators, electric bells, and loudspeakers, as well as in advanced technologies including electric motors, telecommunication systems, and medical imaging. The results further demonstrate that magnetism is not only central to technological innovation but also provides significant educational value by linking abstract concepts with real-world experiences, thereby enhancing conceptual understanding and student engagement. Comparative analysis with previous studies confirmed the reliability of these findings while highlighting the novelty of this research in synthesizing historical, theoretical, and practical dimensions into a single holistic narrative. The study implies that integrating magnetism into science curricula and leveraging its practical relevance can strengthen science literacy and foster innovation, while also underscoring the potential of magnet-based systems for advancing sustainable energy and engineering solutions.
Implementing Online Learning Models to Strengthen Student Characteristics in Physics Education during the Covid-19 Pandemic Diva Alkhadia Rana; Aulia, Lais Shifa; Reinhard Andrianus
ISEJ : Indonesian Science Education Journal Vol. 5 No. 3 (2024): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i3.1767

Abstract

The Covid-19 pandemic has significantly transformed higher education, shifting conventional face-to-face instruction to online learning and creating both challenges and opportunities for student development. This study aimed to analyze the implementation of online learning models and their influence on student characteristics in the Physics Education Study Program at Universitas Indraprasta PGRI. A descriptive qualitative approach was employed with purposive sampling of undergraduate students who had experienced online learning for at least two semesters, and data were collected through questionnaires, semi-structured interviews, and documentation. Thematic analysis was applied to identify patterns related to student learning strategies, the use of digital platforms, and character formation during online learning. The results revealed that students employed varied strategies such as mind mapping, blended learning, and group discussions via applications like WhatsApp, Zoom, and Google Classroom to sustain learning, while challenges included unequal internet access, limited technological facilities, and varying levels of readiness. Despite these obstacles, online learning contributed to the development of key character values, including independence, responsibility, discipline, and adaptability, which are essential in preparing students for the demands of the 21st century. The novelty of this study lies in its focus on the affective dimension of online learning, emphasizing character formation alongside cognitive achievement. The findings imply that universities and policymakers should design online learning systems that not only address technological barriers but also intentionally integrate character education to ensure holistic student development in future digital learning environments.
Integrating Scratch and Canva to Foster Digital Literacy in Junior-Secondary Science: A Feasibility Study in Indonesia Kartika Fitriana Rizky; Dian Ayu Ramadhani; Muti'ah
ISEJ : Indonesian Science Education Journal Vol. 5 No. 3 (2024): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i3.1778

Abstract

This study investigated the feasibility of integrating Scratch (block-based programming) and Canva (visual design) to cultivate digital literacy within a junior-secondary science lesson on the human circulatory system in Indonesia. Using a descriptive, cross-sectional design, one intact Grade VIII class (n = 12) at an MTs participated in a single-period implementation that combined brief teacher input with a make-and-explain sequence: students authored a simple Scratch mini-project to externalize mechanism and then produced a concise Canva infographic to communicate key ideas. Data were collected via structured classroom observations, a brief post-lesson teacher interview, and a four-item student questionnaire (binary Yes/No) capturing satisfaction, perceived difficulty, prior exposure to similar media, and perceived improvement in digital literacy; analysis focused on counts and percentages. Results showed high acceptability and usability: 11/12 students (91.7%) reported satisfaction, none reported difficulty (0/12), 8/12 (66.7%) indicated prior exposure, and 11/12 (91.7%) perceived improved digital literacy; observations corroborated sustained on-task behavior, successful navigation of core interface actions, and productive peer support. These patterns suggest that a low-threshold, creation-centered workflow is implementable under ordinary school conditions and pedagogically consistent with active, student-generated learning. The study concludes that explicitly coupling executable modeling (Scratch) with audience-ready visual explanation (Canva) is a promising approach for classroom-level digital-literacy development, while noting limitations of a small, single-class sample and reliance on brief self-reports. Teachers can package lessons as short inputs → templated production → micro-publication to strengthen digital literacy without heavy infrastructure; future research should adopt larger, pre–post or quasi-experimental designs with validated multi-item scales, content assessments, fidelity checks, and comparisons of integrated versus single-tool conditions.
Development and Validation of a Problem-Based Learning (PBL)-Based Science Worksheet on Environmental Pollution for Grade VII Junior High School Students Yansah, Edi; Yokos Pranata; Nurlia Latipah
ISEJ : Indonesian Science Education Journal Vol. 5 No. 3 (2024): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v5i3.1784

Abstract

This study aims to develop and validate a PBL-based science worksheet on environmental pollution for Grade VII students in Indonesian junior high schools. The worksheet was designed using the Borg and Gall development model, adapted by Sugiyono, and was validated by experts in content, language, and design. The validation process resulted in positive assessments, with content and language experts rating the worksheet at 80%, indicating its alignment with curriculum goals and appropriateness for the target grade. Media and design validation was rated at 70.58%, suggesting room for improvement in visual appeal. The worksheet was then field-tested with 10 students and one teacher, receiving high practical ratings of 88.3% from students and 96.19% from the teacher, indicating its effectiveness in fostering student engagement and learning. The findings suggest that PBL-based worksheets can enhance critical thinking, environmental awareness, and problem-solving skills, supporting the development of more interactive and student-centered learning environments. Despite some design-related limitations, the study highlights the potential of PBL as an effective teaching strategy for promoting active learning in science education. Future research should explore the broader applicability of PBL-based tools across different subjects and educational settings.

Page 8 of 8 | Total Record : 75

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