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Journal of Innovative Science Education
Published by Universitas Negeri Semarang
ISSN : 22526412     EISSN : 25024523     DOI : -
Core Subject : Education,
Education
Publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 13 No. 3 (2024): December 2024" : 5 Documents clear
OLGA: Innovative Local Wisdom-Based Marine Ecology Learning Media for Fifth-Grade Students Laily, Yulia Nisfiatul; Ramadhani, Amalia Ulfa; Dimyati, Maftuh Fauji; Wijayanti, Arfilia
Journal of Innovative Science Education Vol. 13 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i3.10108

Abstract

This study introduces OLGA (Ocean Lomban Game), an innovative learning media integrating local wisdom to enhance marine ecology education for fifth-grade elementary students. Given the serious threats to global marine resources from human activities and climate change, early aquatic ecology and conservation education is crucial. OLGA incorporates the traditional Lomban Kupatan ritual from Tayu, Pati, emphasizing ecological balance and cultural heritage. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved evaluating current curriculum needs, designing a storyboard, developing the game with MIT App Inventor and animation videos, and implementing it in a classroom setting. Pre-tests and post-tests were conducted to measure effectiveness. The results indicated that OLGA significantly improved students' interest and performance in learning marine ecology. Validation by experts confirmed the media's suitability and effectiveness. Teacher and student feedback highlighted its practicality and ease of use, making OLGA a promising educational tool. The study concludes that OLGA effectively combines science education with local cultural elements to foster ecological awareness among students.
Development and Validation of a Three-Tier Test for Identifying Misconceptions in Organic Chemistry Course Febliza, Asyti; Asep Kadarohman; Siti Aisyah; Norazilawati Abdullah
Journal of Innovative Science Education Vol. 13 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i3.13578

Abstract

Misconceptions about organic chemistry topics still exist among university students. Identifying these misconceptions requires appropriate instruments. This study aims to develop and validate a three-tier test instrument for identifying misconceptions in organic chemistry lectures. The topics covered in the test include alkenes, alkynes, aromatic compounds, alkyl halides, alcohols, and ethers. This research follows a design and development approach, specifically adopting a product and tool research type with a focus on tool development & use, where validity is a research design concern. A total of 42 three-tier items were developed, combining multiple-choice questions with open reasoning and Certainty of Response Index (CRI) technique for confidence level assessment using a scale of 0, 1, 2, 3, 4, and 5. The content validity test by three expert judgments showed an average I-CVI of 0.98, with an average item proportion of 0.98. These results showed test item were valid. The test items were piloted with 25 students to examine empirical validity, resulting in 40 valid items and 2 invalid items. The Cronbach's Alpha reliability test yielded a value of 0.953, indicating very high reliability for the three-tier test instrument. Therefore, the three-tier test instrument can be used effectively to collect data and detect student misconceptions in organic chemistry lectures.
Assessment of E-Learning Facilities and Personnels for Teaching Science in Osun State Senior Secondary Schools in Nigeria Abanikannda, Mutahir Oluwafemi
Journal of Innovative Science Education Vol. 13 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i3.13848

Abstract

The study assessed e-learning facilities and personnels for teaching science in senior schools in Osun State. The study is a descriptive study; a sample of 300 respondents from Oriade Local Government, Osogbo Local Government and Olorunda Local Government Area of Osun State formed the participants for the study. The instrument for data collections was inventory and check list and reliability level was 0.85. Data collected were analyzed using via percentage, frequency count, t-test and Person Product Moment Correction (PPMC). The findings of the study revealed that high cost of computer, fear of losing computer, monthly subscription for the internet usage, availability of some pornographic sites, underfunding from our government budgeting and irregular power supply were highest challenges encounter by science teachers in using E-learning facilities in Secondary Schools in Osun State. Study revealed that awareness campaign on the benefits of e-learning within and outside institution and employment of ICT skilled teachers are the measures to be adopted for the enhancement of the utilization of e-learning for teaching science. Hence, there is a positive and a significant relationship between e-learning utilization in teaching students and academic achievement in science. The following recommendation were made such as: employers of teachers should give sufficient technical skills to their employees on e-learning tools, ministry of education and local government education authority should provide computers, internet and other ICT tools and teachers training institutions like institutes of education, colleges of education, National Teachers Institutes and so on should make ICTs course compulsory for all the teachers under training.
Visualizing Research Trends on the Impact of STEM-Integrated Project-Based Learning Model on 21st-Century Skills Using VOSviewer and Harzing's Publish or Perish: A Systematic Literature Review Wardana, Irfan Ihza; Sukaesih, Sri; Dewi, Novi Ratna
Journal of Innovative Science Education Vol. 13 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i3.16998

Abstract

The 21st-century skills are essential component of curriculum frequently implemented in schools and universities to equip students for competition in the labor market. Integrating STEM (Science, Technology, Engineering, and Mathematics) into Project-Based Learning (PjBL) promotes active student engagement and interdisciplinary problem-solving to tackle complex issues. This article aims to provide research recommendations on how the STEM-integrated PjBL model affects students' 21st-century skills and to provide information on rarely-researched trends in this field. A Systematic Literature Review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, utilizing Harzing's Publish or Perish software, VOSviewer, and Google Scholar databases, focusing on thirty references published between 2019 and 2023. The findings indicated that the STEM-based PjBL approach significantly enhances students' 21st-century skills, including critical thinking, creativity, collaboration, communication, conceptual understanding, and problem-solving abilities, thereby preparing them to navigate complex global challenges. Effective implementation requires interdisciplinary teacher collaboration, technology integration, and supportive learning environments. However, the analysis highlights that the integration of STEM and PjBL has not been extensively associated with collaboration and communication skills, presenting a valuable opportunity for future research in this area.
Revisiting Basic Chemistry Curriculum to Foster Adaptive Learning in Higher Education Nabuasa, Desi; Rochintaniawati, Diana; Riandi, Riandi; Sopandi, Wahyu; Wiji, Wiji
Journal of Innovative Science Education Vol. 13 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i3.17704

Abstract

The transformation of higher education in Indonesia presents challenges and opportunities for universities to develop adaptive learning ecosystems. This study aims to analyze the Semester Learning Plans (RPS) of Basic Chemistry courses to evaluate their alignment with digital-era learning needs. Using a qualitative approach, the research involves document analysis of 19 RPS, focusing on learning methods and the integration of digital technology. Data were validated through questionnaires distributed to lecturers in charge of these courses. Results reveal that active learning methods, such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL), dominate, yet the integration of innovative technologies like virtual laboratories and software-based simulations remains limited. The study highlights the importance of adaptive learning strategies, digital literacy, and culturally responsive teaching to support global demands. New findings emphasize the need for systematic lecturer training and institutional support to enhance technological adoption in teaching. This research contributes to the development of more effective and inclusive learning environments, benefitting both science education and society.

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