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Stakeholders' Perceptions on the Development of a Tshivenda Scientific Language Register for Teaching Agricultural Sciences Phalandwa, Ocktovia Livhuwani; Ntuli, Thuli Gladys
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.19957

The South African government seeks to address the dominance of English and Afrikaans as the primary languages of instruction in most schools by promoting the use of indigenous languages as mediums of instruction. This initiative offers a significant opportunity for Black African learners to engage with subjects like Agricultural Sciences in their native languages. However, questions about the readiness and availability of teaching materials and resources in languages such as Tshivenda remain critical. This study planned to categorise the stakeholders perceptions in developing the Tshivenda scientific language register for animal studies. The data for this qualitative interpretative case study were collected through semi-structured interviews with two teachers and six parents, selected using purposive sampling techniques. Findings revealed initial scepticism among stakeholders due to the lack of Agricultural Sciences terminology in Tshivenda. However, with collaborative efforts and a growing positive attitude toward using indigenous languages, significant progress has been made.

Development of E-Modules Based on Local Potential in Grenden Village to Improve the Digital Literacy of Junior High School Students Predina, Sherin Shintya; Wahyuni, Sri; Nuha, Ulin; Hasyim, Taufiqrahman
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.20834

This study develop an e-module for Natural Science learning by integrating the local potential of Grenden Village to enhance junior high school students' digital literacy. The integration of local potential is relevant because it provides contextual learning experiences, making science concepts more relatable and engaging for students. The e-module was developed using the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The research was conducted at SMP Negeri 2 Puger, involving 36 students. Key results indicate that the e-module achieved a validity score of 90% (highly valid), a practicality score of 94% (very practical), and an N-gain score of 0.64 (medium effectiveness). Additionally, student satisfaction reached 88%, reflecting a positive response. In conclusion, the e-module based on Grenden Village’s local potential is valid, practical, and effective in improving students' digital literacy. By integrating local contexts, it provides a meaningful learning experience, enhances student motivation, and supports independent learning.

Strategies for Promoting Energy Literacy in Physics Education: Insights from a Systematic Literature Review Sriatun, Neng; Ardianto, Didit; Irvan Permana; Afriana, Jaka
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.20856

In physics education, fostering energy literacy is essential to equip students with the skills needed to navigate resource scarcity and environmental issues. By developing energy literacy, students are better prepared to manage energy consumption in a sustainable and sustainable manner. This research aims to explore effective strategies and approaches to improve students' energy literacy through the Systematic Literature Review (SLR) method. The study analyzed academic papers from reputable sources such as ScienceDirect, Taylor & Francis, Springer Nature, and ERIC, with a focus on publications from 2020 to 2024. Using keywords such as "energy literacy", "high school students", and "education", this analysis uncovers five main themes: student energy literacy, learning processes, social-scientific exhibitions, teaching modules, and learning media. Most research centers on understanding how students understand the concept of energy and what factors influence their understanding. Successful teaching strategies, including the use of social-scientific exhibitions to raise awareness of energy issues, as well as the development of energy-focused and sustainability-based teaching modules, were found to significantly improve student understanding. In addition, the use of technology-based learning tools has proven effective in conveying complex energy concepts. These findings point to new avenues for research, especially in integrating local wisdom into energy education. This study offers a new perspective on how incorporating local knowledge can improve energy literacy and deepen student engagement with sustainability efforts.

Development of E-Modules Based on Puger Marine Local Potential to Improve students’ Creative Thinking Ability in Junior High school Science Learning Dharmawan, Wahyu; Wahyuni, Sri; Fadilah, Rizka Elan; Juwanda, Kuntoro
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.21130

Creative thinking ability is the ability of students to generate new ideas and ideas and solve problems by creating innovative solutions. The purpose of this study was to assess the validity, practicality, and effectiveness of e-modules based on the local potential of Puger marine in improving students' creative thinking skills. This research uses the ADDIE development model which includes five main stages, namely analysis, design, development, implementation, and evaluation. The results showed that the percentage of validity of the Puger e-module was 90%, the percentage of practicality of the e-module based on the local marine potential of Puger was 86%, the percentage of effectiveness of the e-module based on the local marine potential of Puger was 91% and the n-gain value was 0.68 so that the e-module based on the local marine potential of Puger was concluded to be valid, practical, and effective to improve students' creative thinking skills in science learning in junior high school. Puger as a marine potential in Jember can be utilized as a learning resource, making it easier for students to understand learning because it is close to everyday life.

Development of Gamified Interactive Learning Media for Thermal Concepts to Foster Students’ Conceptual Understanding and Creativity Nursulistari, Siti; Subali, Bambang; Widiyatmoko , Arif
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.22415

Science materials at the junior high school level often pose challenges for students, particularly in understanding abstract concepts and differentiating between topics such as temperature, heat, and expansion. These difficulties contribute to low levels of conceptual understanding and limited student creativity. This study aims to develop and evaluate gamification-based interactive science media integrated with the discovery learning model to enhance students’ conceptual understanding and creativity. The study employed a Research and Development (R&D) approach using the ADDIE model and utilized a quasi-experimental design. The participants included 64 seventh-grade students from SMP Negeri 41 Semarang, divided into experimental (class VIIB) and control (class VIIE) groups. The validity assessment yielded high scores for both media (0.90) and material content (0.94). Practicality evaluations demonstrated strong approval from both students (82.97%) and teachers (88.33%). Effectiveness analysis revealed a significant increase in conceptual understanding (N-gain: 0.71, high category) and creativity (N-gain: 0.62, medium category) in the experimental group, while the control group showed lower gains (N-gain: 0.44 and 0.29, respectively). These results indicate that gamified interactive media combined with the discovery learning model is valid, practical, and effective in enhancing students’ conceptual understanding and creativity. This study highlights the potential of integrating gamification into interactive learning environments to foster deeper engagement and improved learning outcomes in science education at the junior high school level. The findings suggest that such innovative approaches can be widely adopted to support active learning and creativity development among students.

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

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

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

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

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

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

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Editorial Address
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Location
Kota semarang,

Jawa tengah

INDONESIA

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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

Abstract

Abstract

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Abstract

Abstract

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Abstract

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