cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
jise@mail.unnes.ac.id
Phone
-
Journal Mail Official
jise@mail.unnes.ac.id
Editorial Address
Gedung D12, Kampus Sekaran, Gunungpati, Semarang, 55209, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
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 8 Documents
 1 
Search results for , issue "Vol. 14 No. 2 (2025): August 2025" : 8 Documents clear
Decolonizing and Africanising the Curriculum: The How’s Through Reflexivity at a Rural South African University Tshuma, Tholani
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.21041

Abstract

This research sought to examine the academic perceptions and practices that could enhance the decolonisation and Africanisation of the curriculum at a rural South African university. The reflective object inquiry which involved the researcher and seven other academics from different disciplines was followed in a bid to answer one main research question: How could one decolonize and Africanise the curriculum at a rural institution of higher learning? The researcher engaged in reflexivity with the aid of an artefact for photo-elicitation on the idea/concept of decolonisation and Africanisation of the curriculum in higher education. The reflective object inquiry process involved the researcher and seven multidisciplinary academics. The visual aspect of the selected objects triggered reflexivity through the photo-elicitation of rooted views and perspective about decolonization and Africanisation of the content for teaching. The critical feedback from the seven other academics on the held ideas informed the planning and teaching in ways that attempted to decolonise and Africanise the curriculum when teaching the topic of biological fermentation. The seven academics, in their validation role through continuous feedback, observed how the researcher enacted the decolonisation and Africanisation of the curriculum during lecturing. The collected data included the discussion scripts with the academics, lecture observation reports, and journal entries by the researcher. Data was analysed thematically through the process of coding from a deductive to an inductive approach. It emerged that contextualising the content for teaching through integrating it with the students’ everyday lives, IKS and indigenous games is synonymous with simplification of the content for teaching, using humanising pedagogies and decolonising and Africanising the curriculum. These pedagogical practices which involve thinking out the box, beyond the textbooks and educators getting out of their comfort zones in terms of their content preparation, representation and presentation is one way of taking off the burden to explain abstract concepts and potentially maximise student learning.
Exploring the Absence of Science Clubs in Rural Schools: Challenges and Opportunities Ntuli, Thuli; Chuene, Mahlako Valentia; Munasi, Khathutshelo Ronald; Masuvhe, Lawrence; Broadhurst, Jodi-Leigh
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.23504

Abstract

Science clubs enhance learner engagement, promote scientific literacy, and support inquiry-based learning beyond the classroom. However, their presence remains limited in rural schools. This study explored factors influencing the absence and potential establishment of science clubs in selected rural schools within the Vhembe East District, Limpopo Province. Using a qualitative approach framed by the Communities of Practice (CoP) theory, data was collected from 19 Science teachers across seven rural schools in Vhembe East District through focus group interviews and questionnaires. The findings reveal limited awareness of science clubs, lack of resources, insufficient teacher training, minimal administrative support, and geographic challenges as key barriers. Despite these constraints, teachers acknowledged the value of science clubs in developing learners’ critical thinking and interest in science. The study recommends teacher training, increased resource allocation, improved institutional support, and partnerships with external stakeholders such as universities to ensure the existence of science clubs in rural schools. Adapting science club models to the rural context is essential for sustainability. These insights contribute to understanding the systemic and contextual factors affecting informal science learning and offer guidance for promoting science clubs in under-resourced schools.
Integrating Multiple Intelligences in Teaching Materials to Enhance Students’ Critical Thinking: A Literature Review Suryani, Ai; Warastuti, Renaning; Permana, Irvan
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.24163

Abstract

Critical thinking skills are essential competencies that students must possess to face 21st-century challenges. However, studies indicated that students' critical thinking skills in Indonesia remain unsatisfactory and, thus, need suitable approaches. One of the approaches believed to cope with this issue is the Multiple Intelligences. This article aims to examine the contribution of the Multiple Intelligences approach to developing teaching materials that foster students' critical thinking abilities. This study utilized a Systematic Literature Review (SLR) method, employing the PRISMA flow diagram for article selection. Articles were selected based on inclusion and exclusion criteria, including relevance, educational context, and international journal indexing. This article provides crucial insights for educators and researchers to optimize student-centered learning. The analysis revealed that 67% agreed that the Multiple Intelligences approach significantly improved critical thinking skills, 20% reported no influence, and 13% noted effects only on certain skill types. This research also highlights challenges, including limited teacher knowledge and skills, a lack of supporting infrastructure, and difficulties integrating with traditional methods. Future studies are recommended to develop teacher training, enhance infrastructure, integrate Multiple Intelligences-based and traditional approaches, and conduct longitudinal studies to evaluate effectiveness.
Exploring the Use of Tshivenda Scientific Register in Physical Science Teacher’s Classroom Practices Netshivhumbe, Ndivhuwo
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.29097

Abstract

This paper explored the use of Tshivenda scientific register in the teaching and learning of Grade 10 physical science in the Vhembe district, Limpopo Province of South Africa. It was an interpretative qualitative study wherein three physical science teachers and physical science learners from three selected schools participated in the study. The data of the study was obtained from three physical sciences teachers and thirty-two learners through face-to-face semi-structured interviews and classroom observations.  The results of the study revealed that using the Tshivenda scientific register in the classroom improves learners' participation and interaction. Since instruction was given in Tshivenda, an indigenous African language, there was interaction between teachers and learners as well as amongst learners themselves. Additionally, the findings demonstrate that teachers as well as learners in the physical sciences who took part in the study interact through explanation, demonstrations, questioning and feedback. Therefore, it is suggested that learners should be given chance to receive their school education in a language they are familiar with. Additionally, it is suggested that physical science teachers should be developed, trained and equipped with necessary language skills for them to develop Tshivenda scientific registers on other sciences topics.
Resource Needs Assessment for Developing the Non- Textbook ‘Persahabatan Besi dan Magnet’ Based on the SDGs Framework in Junior High Schools Wulan, Sinta Srie; Rubini, Bibin; Ardianto, Didit
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.29403

Abstract

This study assessed the resource needs for developing a non-textbook titled "Persahabatan Besi dan Magnet" or "The Friendship of Iron and Magnets", designed to enhance conceptual understanding of magnetism among junior high school students. Using a quantitative descriptive method with survey techniques, data were collected from 31 science teachers and 28 ninth-grade students in Sukabumi City, West Java, Indonesia. The instrument consisted of closed and open-ended questionnaires focusing on the needs for learning media, preferred formats, and expectations for non-textbook content. The results show that teachers strongly prefer the inclusion of experimental activities (90.3%), visual illustrations (67.7%), contextual stories (64.5%), and links to video simulations (74.2%). Meanwhile, students indicated high interest in live experiments (75%), visual media, and science stories. In addition, teachers and students supported integrating environmental issues and technological innovation related to magnetism. These findings highlight the need for a contextual, visual, and narrative-based non-textbook aligned with the SDGs framework to support more meaningful and engaging science learning experiences in junior high schools
Development of E-Comic Based on Culturally Responsive Teaching on the Topic of Matter and Its Changes to Improve Students’ Science Literacy Listiyowati, Siti; Widiyatmoko, Arif; Sumarni, Woro; Rusilowati, Ani; Saptono, Sigit
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.29571

Abstract

This study examined the effectiveness of e-comics based on culturally responsive teaching (CRT) in improving students' science literacy. A quasi-experimental design was employed with seventh-grade students at SMP Negeri 3 Lasem in the 2024/2025 academic year as the population. The sample was selected using cluster random sampling, with Class VII C assigned as the control group and Class VII D as the experimental group. Data were collected using a scientific literacy test and analyzed through quantitative and descriptive methods. The findings revealed that e-comics based on CRT significantly improved students' scientific literacy. The experimental group achieved an average N-gain score of 0.64 (moderate category), which was higher than the control group's average of 0.40. A Mann–Whitney test confirmed a significant difference between the two groups (p < 0.05). These results indicate that e-comics grounded in CRT are effective in enhancing junior high school students' scientific literacy.
Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review Wulandari, Sri; Kurniasih, Surti; Permana, Irvan; Ardianto, Didit
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.30060

Abstract

Education has an important role in improving the quality of each individual. One of the efforts teachers can make to create an active, innovative, and interactive classroom atmosphere is to provide learning materials that are interesting and relevant to technological developments. Electronic modules are an alternative to independent teaching materials according to student learning needs. This study aims to review the results of the Systematic Literature Review (SLR) related to teacher strategies in implementing E-Modules in biology learning. This study analyzed scientific articles from reputable sources such as Google Scholar, Springer Nature, ERIC, and Scopus, focusing on publications from 2020 to 2024. The review results show that teachers’ strategies in implementing e-modules are generally integrated with active and constructivist learning approaches that support the development of 21st-century skills. However, challenges like limited technological infrastructure, teachers’ readiness to design interactive media, and students’ adaptation to digital learning are still significant obstacles. Therefore, collaboration between educators, educational institutions, and the government is needed to overcome these obstacles by providing training, professional assistance, and adequate resources. It is hoped that the results of this study can be a reference for educators and researchers to develop more effective e-module implementation strategies in biology learning in the future.
The Effectiveness of E-LKPD Based on Education for Sustainable Development (ESD) to Improve Students’ Critical Thinking Skills Badruttamam, Muhammad Imam; Saptono, Sigit; Ellianawati, Ellianawati
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.31452

Abstract

Critical thinking is a crucial 21st-century skill that must be fostered through contextual and sustainable learning approaches. However, in the Indonesian curriculum, there is still a lack of digital learning tools explicitly designed based on Education for Sustainable Development (ESD), which limits opportunities to cultivate students’ critical thinking in environmental contexts. This study aims to examine the effectiveness of ESD-based electronic student worksheets (E-LKPD) in enhancing students’ critical thinking skills. The research employed a quasi-experimental design involving 138 senior high school students, divided into an experimental group (ESD-based E-LKPD) and a control group (conventional LKPD). The instrument used was a critical thinking test based on Facione’s five indicators: interpretation, analysis, evaluation, inference, and explanation. The results showed that the experimental group achieved a significantly higher normalized gain (N-Gain = 0.63, moderate category) compared to the control group (N-Gain = 0.30, low category), with a statistically significant difference (p < 0.05). Furthermore, 50% of students in the experimental group reached the high N-Gain category, while only 7% did so in the control group. These findings indicate that ESD-based E-LKPD is effective in improving students’ critical thinking skills and could serve as an innovative digital learning tool in environmental education.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2025): December 2025 Vol. 14 No. 2 (2025): August 2025 Vol. 14 No. 1 (2025): April 2025 Vol. 13 No. 3 (2024): December 2024 Vol. 13 No. 2 (2024): August 2024 Vol. 13 No. 1 (2024): April 2024