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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 90 Documents
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Differential Effects of the Auditory Intellectually Repetition (AIR) Model on Students’ Critical Thinking Skills: A Gender-Based Analysis in Environmental Change Learning Barata, Muhammad Farhan; Aisyah, Suci Nur; Epandi, Dafa
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2066

Abstract

The development of critical thinking skills is a key objective in 21st-century science education, particularly in learning contexts involving complex environmental issues. However, students’ critical thinking abilities remain relatively low due to the dominance of teacher-centered instructional practices. This study aims to examine the effectiveness of the Auditory, Intellectually, and Repetition (AIR) learning model in enhancing students’ critical thinking skills in environmental change and conservation learning, as well as to analyze differences based on gender. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed, involving 73 tenth-grade students divided into experimental and control classes. Data were collected using an essay-based critical thinking test developed based on Ennis’ indicators, including interpretation, analysis, evaluation, inference, and explanation. The results indicate that students in the experimental group achieved significantly higher posttest scores (M = 88.19) and N-Gain (g = 0.72, high category) compared to the control group (M = 60.88; g = 0.21, low category). Improvement was observed across all critical thinking indicators, with the highest gains in advanced clarification and basic skill development. Two-way ANOVA results reveal that the instructional model has a significant effect on students’ critical thinking skills (p < 0.05), while gender and the interaction between model and gender are not statistically significant. These findings demonstrate that the AIR model is effective and inclusive for both male and female students. The study implies that integrating active, discussion-based, and reinforcement-oriented learning models with environmental contexts can enhance students’ higher-order thinking and support meaningful engagement with sustainability issues.
Integrating Islamic Values into the 9E Learning Cycle: Effects on Students’ Self-Confidence in Science Education Putri, Bella Satiyo; Oktafiani, Raicha
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2067

Abstract

This study investigates the effects of integrating Islamic values into the 9E Learning Cycle model on students’ self-confidence in science education. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed, involving two intact classes of secondary school students selected through cluster random sampling, where the experimental group received instruction using the Islamic-integrated 9E Learning Cycle and the control group was taught using conventional methods. Data were collected using a validated self-confidence questionnaire, observation sheets, and supporting documentation, and were analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group demonstrated a significantly higher improvement in self-confidence compared to the control group, with a moderate N-gain and statistically significant differences (p <0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the instructional model and students’ self-confidence, with the model contributing meaningfully to variance in learning outcomes. These findings suggest that the integration of Islamic values within a structured constructivist framework effectively enhances students’ confidence by promoting active participation, reflective thinking, and meaningful engagement in science learning. In conclusion, the study confirms that a value-integrated inquiry-based model can simultaneously support affective development alongside cognitive processes in science education. The implications of this study highlight the importance of designing instructional approaches that integrate cultural and religious values with student-centered learning models to foster holistic educational outcomes, particularly in contexts where character development and academic achievement are equally prioritized.
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 Conceptual Understanding in Junior High School Science through the POE2WE Learning Model Barkah, Faridha Noer; Novitasari, Aulia; Dewi, Rismala
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2072

Abstract

Conceptual understanding remains a fundamental yet persistently challenging objective in junior high school science education, particularly in abstract topics such as cell structure and function. Traditional and minimally guided inquiry-based instruction has been shown to inadequately support deep conceptual processing and conceptual change. This study aimed to examine the effect of the Predict-Observe-Explain-Elaboration-Write-Evaluation (POE2WE) learning model on students’ conceptual understanding in science learning. A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest structure was employed, involving 64 eighth-grade students from a public junior high school in Indonesia, divided into an experimental group taught using POE2WE and a control group receiving conventional inquiry-based instruction. Students’ conceptual understanding was measured using a validated essay-based instrument aligned with Bloom’s revised taxonomy. The results revealed that students in the POE2WE group achieved significantly higher posttest scores and greater normalized learning gains than those in the control group, with the most pronounced improvements observed at higher cognitive levels (C4-C6). These findings indicate that the integration of prediction, elaboration, reflective writing, and evaluation within POE2WE effectively facilitates deeper conceptual processing and conceptual change. The study contributes theoretically by reinforcing constructivist perspectives on structured cognitive engagement and practically by suggesting that POE2WE provides a viable instructional framework for improving conceptual understanding and addressing misconceptions in secondary science classrooms.
The Feasibility of an E-Module Integrating SDGs 2.4 Based on Problem-Based Learning (PBL) for Ownership of Learning Skills Rahayu, Anggun Septi; Balqis, Balqis
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2073

Abstract

This study aims to develop and test the feasibility of an e-module integrating SDGs 2.4 based on the Problem-Based Learning (PBL) model to enhance students' ownership of learning skills. This research is a Research and Development (R&D) study. The development model used in this research is the Lee & Owens development model. The e-module is designed using digital platforms such as Google Sites and Canva, and integrates various learning resources such as multimedia, educational videos, scientific articles, and quizzes. Data collection was carried out through a validation questionnaire involving subject matter experts, media experts, and biology education practitioners to assess the feasibility of the e-module. The questionnaire instrument uses a Likert scale with five evaluation categories. The collected data was analyzed using descriptive quantitative analysis to provide an overall evaluation of the results. The feasibility test results show that the e-module meets high feasibility standards, with a material feasibility score of 100% and a media feasibility score of 99.71%. The results of the learning tools experts’ validation showed an average score of 99%, and the feasibility test by biology education practitioners achieved a score of 97.5%. The e-module is deemed highly feasible for use. These findings indicate that digital learning tools such as e-modules can significantly enhance student engagement and motivation, making learning more effective and relevant to real-world challenges.
The Contribution of the Islamic-Integrated 9E Learning Cycle Model to Students’ Scientific Literacy Oktafiani, Raicha; Putri, Bella Satiyo; Kesumawardani, Aryani Dwi
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2074

Abstract

This study aims to examine the contribution of the Islamic value-integrated 9E Learning Cycle model to students’ scientific literacy in secondary science education. A quasi-experimental design with a pretest-posttest control group was employed, involving two intact classes selected through cluster random sampling, where the experimental group was taught using the 9E Learning Cycle integrated with Islamic values and the control group received conventional instruction. Data were collected using a validated scientific literacy test, observation sheets, and questionnaires, and analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group achieved higher posttest scores and a moderate N-gain (0.59) compared to the control group (0.34), with statistically significant differences (p < 0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the learning model and scientific literacy, with a contribution of 17.3% to learning outcomes. These findings suggest that the integration of the 9E Learning Cycle with Islamic values effectively enhances students’ ability to interpret scientific phenomena, evaluate evidence, and apply scientific reasoning, while also fostering meaningful engagement in learning. In conclusion, the study confirms that a constructivist learning model enriched with value-based integration can simultaneously improve cognitive and affective dimensions of learning. The implications of this study highlight the importance of designing science instruction that integrates inquiry-based learning with ethical and cultural values to support holistic education and strengthen scientific literacy in diverse educational contexts.
Mapping High Level Thinking Abilities Using Solo Taxonomy in Class VIII Students in Middle Schools in Bandar Lampung City Haka, Nukhbatul Bidayati; Ningsing, Devi Wahyu; Pratama, Anisa Oktina Sari; Masya, Hardiyansyah; Rakhmawati, Ismi
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2087

Abstract

Initial research indicates that students' higher-order thinking skills (HOTS) in biology remain low, primarily due to a lack of integration between science and everyday life, as well as the continued dominance of traditional teaching methods. This study aims to analyze students' higher-order thinking skills using SOLO taxonomy to gain deeper insights into their cognitive achievements in solving HOTS questions. The researcher employed a stratified random sampling technique. Four schools were selected to ensure the research sample represents the general characteristics of all schools in Bandar Lampung City. By choosing schools with diverse backgrounds, such as accreditation, geographical location, and learning support facilities, the study results can better reflect the actual conditions of the broader school population. Data were collected through interviews, documentation, and tests. This qualitative research utilized data analysis techniques, including data reduction, data presentation, and drawing conclusions based on the findings. The study results indicate that the average higher-order thinking skills of students in schools A, B, C, and D, based on SOLO taxonomy, are at the multistructural level at 41.37%, the relational level at 28.88%, and the extended abstract level at 28.75%. A total of 41.37% of students demonstrated medium-level higher-order thinking skills, while 57.63% fell into the high category. A key finding of this study is that the extended abstract indicator had the lowest average compared to other indicators. This is attributed to the more complex demands of the questions, which require students to evaluate, synthesize, and apply concepts in new contexts tasks they rarely encounter.
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.

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