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Effects of Micro-Laboratory Demonstration Activities on Science Engagement and Mastery Towards Learning Flow Albert Andry Panergayo; Cyrell Ate; Clarissa Gregana
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.36125

Science mastery and engagement remain a persistent challenge in Philippine public schools, often due to limited access to laboratory resources and passive instructional methods. In view of this, the study designed and implemented Micro-laboratory Demonstration Activities (MLDAs) that are cognitively enriching, emotionally immersive, and behaviorally engaging. The MLDAs aim to unlock learning flow through hands-on tasks with clear objectives, appropriate challenges, and immediate feedback. Using educational action research, five expert-validated activities were designed to promote science mastery and engagement, achieving a strong content validity (S-CVI > 0.90) and high reliability (α=0.89), were designed to promote science mastery and engagement (α=0.89). The researchers administered the designed MLDAs to a sample of Grade 8 struggling students (n=42). Paired-sample t-tests revealed statistically significant improvements across all cognitive domains of science mastery, with large effect sizes in remembering (d=0.83), applying (d=0.95), analyzing (d=1.03), and overall mastery (d=1.51), while understanding showed a medium effect (d=0.74). The survey, observational data, and student interviews confirmed sustained high student engagement. Thematic analysis identified five prominent themes in students' perspectives and experiences regarding MLDAs: hands-on learning, collaborative play, sensory appeal, conceptual clarity, and creative facilitation. These findings show that MLDAs are effective tools for fostering higher-order thinking, sustained engagement, and transformative science learning in resource-constrained classrooms.

Virtual Reality-Enhanced Higher Education for Inclusive, Innovative, and Sustainable Learning Saiful Ridlo; Sony Zulfikasari; Devi Ajeng Efrilianda; Rodiyah; Chau Kien Tsong
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.36673

This study aims to develop and validate a Virtual Reality (VR)-based laboratory model and examine its effects on student engagement, confidence, perceived conceptual understanding, and short-term cognitive performance in undergraduate science learning. Using a design-based research and development approach with iterative cycles, the VR laboratory was designed following Outcome-Based Education (OBE) principles and validated through expert judgment and classroom implementation. Data were collected using questionnaires, observations, qualitative reflections, and pretest-posttest assessments. The results indicate that the VR laboratory model demonstrates high pedagogical feasibility and is associated with increased student engagement, learning motivation, operational confidence in using immersive technology, and short-term improvements in conceptual understanding. Qualitative findings highlight the benefits of safe simulation, enhanced spatial visualization, and contextualized experiential learning, while usability issues and learner comfort remain practical challenges that require further refinement. At the institutional level, the validated VR laboratory model is positioned as a pilot-ready digital learning infrastructure that has the potential to support inclusive and quality science education (Sustainable Development Goal 4) and foster educational innovation and digital infrastructure development (Sustainable Development Goal 9). However, the findings primarily reflect short-term, context-specific outcomes; therefore, further large-scale, longitudinal studies with controlled comparisons are required to substantiate claims about long-term learning retention, scalability, and systemic SDG impact.

Enhancing Pre-Service Teachers' Creative Scientific Competence through AI-Supported Research-Based Learning Kalibek Ybyraimzhanov; Nurdaulet Shakarim; Ainur Taurbekova; Botagoz Kystaubayeva; Assylzhan Yessimbekova; Bozhidara Kriviradeva
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.36717

This study investigates the effectiveness of an Artificial Intelligence-Supported Research-Based Learning (AI-RBL) model in strengthening the creative scientific competence of pre-service primary school teachers and examines how they perceived the role of AI during inquiry activities. A mixed-methods design with a one-group pre-test and post-test structure was implemented over a 15-week semester, during which a large language model acted as a digital mediator in problem formulation, hypothesis development, methodological planning, literature exploration, and data interpretation. Creative scientific competence was operationalized as originality, flexibility, elaboration, and relevance. These dimensions reflect key inquiry practices that underpin scientific literacy. Specifically, they involve the ability to generate meaningful questions, apply scientific reasoning, use evidence appropriately, and construct coherent explanations. A repeated-measures multivariate analysis of variance showed a significant effect of time, with improvements across all dimensions, and univariate tests indicated the strongest gains in elaboration and flexibility. Qualitative reflections revealed that the model supported divergent idea generation, strengthened structural reasoning, and encouraged the critical evaluation of AI suggestions, thereby enhancing both cognitive and metacognitive aspects of inquiry-based learning. The findings highlight the educational significance of pedagogically constrained AI mediation in developing inquiry-oriented competencies that underpin scientific literacy, and they contribute to international discussions on responsible and pedagogically grounded integration of AI in science teacher education.

The Supplementary Low Carbon Education E-book for Elementary School Students to Enhance Sustainability Literacy and Global Character Diversity Anna Permanasari; Indarini Dwi Pursitasari; Toru Matsumoto; Ida Hamidah; Annisa Nurramadhani
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.36719

The development of e-books related to low-carbon education (LCE) has been used to enhance sustainability literacy and global character diversity (GCD) among elementary students. The research was conducted to identify the three themes of e-books available to students in phases A, B, and C. The three e-books have developed into a supplementary, ongoing curriculum. The e-books with flip mode and a high validity index have already been implemented and researched using a pre-experimental design in each phase. The e-books were designed as picture stories, equipped with various features to train students’ sustainability literacy and GCD through invitations to think critically, to complete projects, and to express their thinking related to the context and environmental problems. The validity of the e-books was ensured through validation by 5 experts and 20 users, and the data were analyzed using simple statistics and CVI/CVR indexes. The sustainability literacy instrument used was developed and implemented together in the context of learning in Indonesia and Japan (Kitakyushu), with some modifications tailored to each phase. Students' GCD was monitored using a standard questionnaire based on GCD indicators. The research shows that all the e-books have high usability, as indicated by the CVI/CVR scores. The implementation results show, on average, an increase in students’ sustainability literacy from moderate to high. The improvement in students’ GCD was from the moderate to the high category. In addition, the books, attractively packaged with cartoon images, were easy to use with an Android app and very handy, which made the learning experience enjoyable for students.

Global Research Trends in Environmental Education and Environmental Awareness: A Bibliometric Analysis Jesús Enrique Quezada Castro; María del Pilar Quezada Castro
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.40218

Environmental education and awareness are recognized as strategic pillars of sustainable development for addressing the challenges posed by the global ecological crisis. However, scientific output has become fragmented, hindering the identification of emerging trends and research gaps. The objective of this study was to analyses the evolution of scientific output published between 1999 and 2024 using bibliometric analysis. The study followed the PRISMA guidelines to ensure transparency and reproducibility of results. Inclusion and exclusion criteria were applied, and a total of 820 documents were analyzed. VOSviewer and Biblioshiny were used to map the selected publications. The results showed that the annual growth rate of scientific output was 13.38%, evidence of the progressive consolidation of the field of research. Journals ranked in the first and second quartiles of Scopus stood out for the number of publications related to the study topic. China and the United Kingdom emerged as leaders in international collaboration and citation impact, evidence of the consolidation of global research networks. The thematic analysis indicates that the main pillars of the research focus on environmental education, pro-environmental behavior, and environmental awareness, which are consolidated through educational practices grounded in sustainability. It was concluded that, since 2012, researchers' interest in the topic has increased significantly, contributing to the systematization of scientific knowledge and identifying future lines of research, particularly on environmental awareness and its impact on early childhood education.

Factors Determining Socio-Scientific Issues in STEAM Education to Enhance Problem-Solving Skills for Pre-Service Teachers: Development and Validation of a Measurement Model Eko Hariyono; Laily Rosdiana; Mohammad Budiyanto; Muhammad Satriawan; Hasna Nabilah; Iqbal Ainur Rizki
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.40341

This study aimed to develop and validate a measurement model of SSI–STEAM education for pre-service science teachers (PSTs), with particular attention to dimensions associated with problem-solving skill development. Using a cross-sectional survey design, data were collected from 173 PSTs enrolled in science education programmes in Indonesia. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to identify and validate the latent constructs underpinning SSI–STEAM implementation. EFA results supported a clear two-factor model, consisting of enacted values and practices, affective learning, authentic contexts and activities, interdisciplinary thinking and integrated practices, and problem-solving skill reflection. CFA confirmed the adequacy of this structure, producing acceptable model-fit indices and satisfactory reliability and convergent validity across factors. To conclude, this study highlights the multidimensional nature of SSI–STEAM education and underscores the importance of value-driven instruction, interdisciplinary integration, authentic socio-cultural contexts, and reflective problem-solving in preparing PSTs to engage learners with complex real-world scientific issues. These insights offer valuable implications for curriculum design in science teacher education, which are also discussed.

Performance of Microalgae Consortia in Palm Oil Mill Effluent Remediation: An Eco-Friendly Strategy Andin Vita Amalia; Tri Retnaningsih Soeprobowati; Marcelinus Christwardana
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.40485

Palm oil production continues to grow in line with global market demand; however, production waste is also expected to increase. The treatment of Palm Oil Mill Effluent (POME) remains a critical environmental challenge due to its high organic load and complex pollutant composition, thereby requiring serious management. This study investigates the potential of four microalgal consortia in remediating POME. A quantitative experimental approach was employed to evaluate the efficiency of the microalgae consortium exposed to different POME concentrations (25%, 50%, and 75%) over 14 days. The results revealed that the three-species consortium CNT (Chlorella vulgaris, Nannochloropsis oculata, and Tetraselmis chuii) exhibited superior performance in reducing COD, BOD, and TSS, with removal efficiencies of 77.55%, 72.73%, and 49.7%, respectively, compared to the two-species consortium. The optimal physicochemical parameters supporting CNT growth were recorded at pH 9.19-9.6, 29.1-30.6 °C, and adaptive salinity up to 41 ppt. The biomass yield of the CNT consortium (3.862 g L⁻¹ at 25% POME) was lower than that of NT (4.671 g L⁻¹ at 25% POME), indicating that CNT allocated more energy to detoxifying and remediating POME than to biomass accumulation. Future research should focus on optimizing response surface methodology and scaling up photobioreactor systems through metagenomic and transcriptomic analyses to simultaneously maximize remediation efficiency and biomass productivity of the CNT consortium. These findings provide strategic opportunities to harness polyculture microalgae consortium as a sustainable, scalable, and economically viable technology for POME remediation.

Science Learning Strategy Based on Ethno-Socioscientific Issues (ESsI): Analysis of Creative Thinking Ability in Students' Science Reconstruction Ahmad Khoiri; Budiyono Saputro; Bambang Parikesied; Mohd Fauzi Sedon; Nasokah
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.42108

This study aims to map science reconstruction, determine the profile of creative thinking skills, and assess the effectiveness of high school science learning strategies based on the ESsI approach. The research method is a mixed-method explanatory sequential design. The purposive sampling technique is based on the distance from the school location to the district center (City, Middle, and Village) in Wonosobo and Boyolali Regencies. The quantitative analysis techniques are normality and homogeneity testing, the t-test, and ANOVA, and the qualitative analysis is inductive-deductive. The results of the highest level of reconstruction in the PS (Potential Scientist Student) category of SMA C (village) are that students easily understand cultural traditions as science. The highest IDKS (I-do-not-know student) category is in SMA A (City), where students find it difficult to understand their own traditions and culture. In the highest OS (Outsider) category in SMA C (village), students find it very difficult to recognize and understand traditions and culture, so they are unable to understand science as a whole. While in the IOS (Inside Outsider) category, none of the schools are at the lowest level. The creative thinking skills profile of SMA B (middle) is the highest among SMA A (City) and SMA C (Village). This shows that all high schools that use the ESsI strategy for learning can empower creative thinking skills. The contribution of students' science reconstruction research is very important, particularly in light of cultural background, to determine freedom of thought based on life habits.

Enhancing Teachers’ Pedagogical Quality through STEAM–Heritage Learning: The Dalium Project-Based Learning Syntax for Portfolio-Based Assessment of Science Collaboration, Civic Engagement, and Public Communication Asnarni Lubis; Firmansyah Firmansyah; Nazriani Lubis; Muhammad Ferbriansyah; Hafini Mahmud
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.42975

The limited integration of cultural heritage into STEAM education in Indonesia, Malaysia, and Brunei Darussalam has shifted learning practices toward modernization-oriented approaches while weakening students’ cultural identity and civic awareness. Although ASEAN countries possess rich Malay cultural heritage as a distinctive national identity, its preservation in education remains largely confined to arts, performances, and museums rather than being meaningfully integrated into classroom learning. This study aims to develop and empirically validate Dalium Project Learning, a culturally integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) instructional model designed to strengthen teachers’ pedagogical quality through portfolio-based assessment and heritage-oriented project learning. The study employed a Research and Development approach based on the Analysis, Design, Development, Implementation, and Evaluation framework, involving 48 in-service teachers from Indonesia and Malaysia selected through purposive sampling, supported by qualitative interview data from Brunei Darussalam. Data were analyzed using K-Means Cluster analysis and Two-Way ANOVA with a 2 × 3 factorial design. The findings revealed significant effects of STEAM–Heritage Learning on science collaboration, civic engagement, and public communication, with the highest improvement observed in science collaboration. The study concludes that Dalium Project Learning effectively integrates cultural heritage, collaborative inquiry, and portfolio-based assessment to strengthen pedagogical quality, communication skills, and socially responsive learning environments. The novelty of this study lies in positioning culture as artistic preservation and as a transformative pedagogical foundation that strengthen ASEAN cultural identity amidst the challenges of globalization.

Virtual Laboratory Implementation in Molecular Biotechnology: Change in Prospective Biology Teachers’ Self-System and Mental Procedures Tengku Idris; Adi Rahmat; Topik Hidayat; Riandi Riandi; Mustafa Çakir
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.44610

Limitations in laboratory facilities and the demands of 21st-century learning require technology-based instructional innovations in molecular biotechnology courses. Therefore, the use of virtual laboratories has become a relevant solution for improving students’ procedural skills and fostering the development of their self-system in a sustainable manner. The objective of this study is to observe the influence of and improvements in students’ self-system and mental procedures during molecular biotechnology lectures using a virtual lab, as well as the relationship between these two variables. This study used two methods: an experimental single-group pretest-posttest design and a diary study. The research sample was selected purposively from two universities. The instruments used in this study were questionnaires, questions, and observation sheets. The research data were analyzed descriptively, using the Wilcoxon Signed-Rank test to test for differences in means, the Spearman's rho correlation test, and linear regression testing. The results showed a moderate increase in the self-system category (N-gain = 0.59) from 67.60 to 87.58 and in the mental procedural category (N-gain = 0.69) from 15.42 to 68.94. Both increases were significant, with p-values (0.000) > α (0.05) and an effect size of 0.87 in the large category. Both variables showed a significant relationship (ρ = 0.40) and a self-system contribution to 11.5% increase in mental procedures. The findings of this study indicate that the use of virtual labs in biotechnology lectures can significantly improve students' self-system and mental procedural abilities.

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Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229

Location
Kota semarang,

Jawa tengah

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

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Contact Email jpii@mail.unnes.ac.id

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Journal Mail Official jpii@mail.unnes.ac.id

Editorial Address Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229

Location Kota semarang, Jawa tengah INDONESIA

Abstract

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Abstract

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Abstract

Contact Name
-

Contact Email
jpii@mail.unnes.ac.id

Phone
-

Journal Mail Official
jpii@mail.unnes.ac.id

Editorial Address
Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229

Location
Kota semarang,

Jawa tengah

INDONESIA