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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 7 Documents
 1 
Search results for , issue "Vol. 14 No. 3 (2025): December 2025" : 7 Documents clear
Implementation of Project Based Learning Assisted by PhET Simulation in Science Learning to Improve Students' Science and Digital Literacy Wijayanti, Arfilia; Fajriyah, Khusnul; Azizah, Mira; Kiswoyo, Kiswoyo
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.24101

Abstract

Mastering scientific and digital literacy is essential for prospective teachers to meet the demands of modern science education. This study specifically aims to analyze the effectiveness of Project-Based Learning (PjBL) assisted by PhET simulations in improving students’ scientific and digital literacy. A quasi-experimental design with a pretest–posttest control group was conducted involving 80 undergraduate students, and the data were analyzed using N-Gain and comparative statistical tests. The results show that the implementation of PjBL supported by PhET simulations significantly outperformed conventional learning, with the experimental group achieving a higher N-Gain across all indicators of scientific and digital literacy. These improvements were also reflected in students’ project performance, demonstrating stronger conceptual understanding and more proficient use of digital tools during inquiry-based activities. These findings highlight the potential of integrating interactive simulations within PjBL to strengthen essential competencies in teacher education programs and support the development of innovative science learning practices aligned with 21st-century educational demands.
Designing Numeracy Literacy Assessment Media for High School Using Formative Websites on Rectilinear Movement Material Novita, Vernanda Dela; Ekawati, Elvin Yusliana
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.25614

Abstract

There needs to be innovation and creativity from educators in designing assessment processes that support learning, one of which is through the use of digital media. In physics learning which often involves abstract concepts and numeracy skills an engaging and up-to-date assessment strategy is necessary. This study aims to develop a website-based Formative assessment media to measure students' initial numeracy literacy in Straight Motion material. The research uses the ADDIE model with five stages: analysis, design, development, implementation, and evaluation. The media includes a home page display and interactive questions aligned with numeracy literacy indicators. Expert validation obtained a score of 16 out of 20 for material aspects and 18 out of 20 from the second validator for media aspects. The media also received a score of 81 out of 84 for appearance and 80 out of 84 for content from a second validator. These findings indicate that the Formative-based website media meets the "very good" criteria and is an effective, innovative alternative for evaluating physics learning at the high school level.
An Investigation into Artificial Intelligence Knowledge to Support Science Learning among Junior High School Students Nisa , Jauha Khoirun; Fibriana, Fidia
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.29022

Abstract

Artificial Intelligence (AI) has rapidly become an essential component of digital learning environments, making AI literacy increasingly important for junior high school students. This study investigates students’ knowledge of AI, the frequency of AI use, and the role of AI in supporting science learning. A descriptive quantitative design was employed, involving 136 seventh-grade students who completed a validated questionnaire via Google Forms. The data were analyzed using descriptive statistics to identify patterns in AI familiarity and utilization. Results indicate that although 92.6% of students have heard of AI and 63.2% have used it in general learning activities, the frequency of AI use in science learning remains low, with 78.7% reporting infrequent use. Students primarily rely on AI for textual explanations and homework completion, yet many express concerns about the accuracy of AI-generated information. The study highlights a substantial gap between students’ awareness of AI and their ability to engage with it meaningfully in science learning contexts. These findings underscore the need for targeted AI literacy programs and structured pedagogical strategies that guide ethical, critical, and inquiry-based uses of AI in science education. Integrating AI meaningfully in the curriculum may strengthen students’ scientific reasoning and digital competencies.
The Impact of the Science-Technology-Society Model on the Enhancement of Student’s HOTS: A Systematic Literature Review Khoeriyah, Zahwaty; Novitasari, Aulia; Pratama, Anisa Oktina Sari
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.29625

Abstract

The Science Technology Society (STS) model is a contextual approach thatlinks science concepts with social issues to encourage higher order thinkingskills (HOTS). This study aims to systematically review various empiricalstudies related to the application of STS in Biology learning to improvestudents' HOTS at the high school level. The method used is SystematicLiterature Review (SLR) with the PRISMA approach, involving the selectionof 15 articles published in 2015–2025 from Scopus, Sinta, and reputableproceedings. The analysis is focused on publication trends, methodologydesign, implementation context, and its impact on HOTS. The results of thereview show that the application of STS consistently improves analytical (C4),evaluation (C5), and creative (C6) skills, as well as supporting students' scienceprocess skills, scientific attitudes, and active engagement. The majority of thestudies analyzed used quasi-experimental design and learning contexts basedon local environmental, health, and technological issues. Challenges includetime constraints, teacher understanding, and supporting infrastructure.Therefore, intensive teacher training, contextual media development, and STSintegration into the curriculum are needed. This study confirms that STS is arelevant and effective pedagogical approach in supporting HOTS-based 21stcentury learning
Culturally Responsive Teaching (CRT) and Awareness of Own Culture: A Predictive Model for Enhancing STEM Education Akinbobola, Akinyemi; Bada, Abiodun; Adewumi, Abayomi
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.32820

Abstract

We investigated the predictive role of culturally responsive teaching (CRT) and awareness of own culture (AOC) in improving STEM education. The researchers leveraged on the importance of CRT by exploring its direct and mediated effects on knowledge of student’s culture (KSC), and patterns of cultural interaction (PCI), among STEM teachers in Southwest, Nigeria. Employing a survey research approach, 343 secondary school STEM teachers were involved. Eight hypotheses were tested for acceptance or otherwise with Smart PLS-4. Findings from the study revealed that the nuances of awareness of own culture have both direct and mediated significance on knowledge of student culture and patterns of cultural integration. The findings also reveal a direct, positive and significant impact of CRT on knowledge on students’ culture and patterns of cultural integration. The study concludes that these nuances of awareness of culture can have a significant impact on the development of STEM education.
Development Of Chemistry Supplement Book with Ethno-SocioScientific Context on The Sub-Topic of Alcohol to Improve Students'Cognitive Learning Outcomes Kuki, Agustina Dua; Susanty, Petronela Ivoni; Wata, Rafaelis Stefanya
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.40566

Abstract

This study aims to develop a valid, practical, and effective ethno-socioscientific supplementary book on the topic of alcohol to enhance students' cognitive learning outcomes. Employing a Research and Development methodology, the study utilizes the 4D development model, limited here to three stages: Define, Design, and Development. Research instruments included validation sheets, response questionnaires, and effectiveness test sheets. Validation results indicate the book is highly valid, with an average Aiken score of 0.91. The practicality test, involving 27 students, yielded a score of 96%, categorized as very practical. The effectiveness test, based on N-gain results, produced an average score of 0.61, categorized as moderate. The presentation of contextual phenomena in the ethno-SSI supplement book to deepen their understandingof chemistry concepts and broaden their cultural horizons. In conclusion, the ethno-socioscientific Sikka culture chemistry supplement book is valid, practical, and effective in improving students' cognitive learning outcomes on the subtopic of alcohol.
Project-Based Learning (PjBL) in Electronics Course : An Arduino-Based Automatic Watering Prototype Yeyen, Yustina Yesisanita; Yunita, Maria
Journal of Innovative Science Education Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i3.40953

Abstract

The Electronics course necessitates the integration of theoretical knowledge, practical skills, and scientific communication competencies. Technology-based Project-Based Learning (PjBL) provides an effective means to address these requirements by engaging students in meaningful, hands-on projects. This study examines the implementation of Arduino-based PjBL through the development of an automatic watering prototype and evaluates its impact on students’ scientific communication skills in the Electronics course. A qualitative research design was adopted, with participants comprising students enrolled in the course. Data collection methods included classroom observations, project documentation, and student reflections. Scientific communication skills were assessed using six indicators: clarity of delivery, appropriate use of scientific terminology, structure and logic of presentation, data interpretation, responses to questions, and written communication. The results demonstrated that students presented their projects more systematically, beginning with problem identification, followed by system design, testing results, and conclusions. Students were able to explain circuit errors and propose corrective actions logically. Additionally, written reports became more structured and were substantiated by measurement data. Overall, the findings suggest that Arduino-based PjBL effectively supports the development of students’ scientific communication skills in Electronics education.

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