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Multi Discere Journal
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 29648718     DOI : https://doi.org/10.36312/mdj
Core Subject : Economy, Humanities, Health, Education, Social,
Humanities Economics, Econometrics & Finance Education Public Health Social Sciences
Multi Discere Journal is a peer-reviewed, open-access academic journal that serves as a platform for scholars, researchers, and practitioners to disseminate original, high-quality research across various disciplines. Rooted in the Latin phrase "discere" (to learn), the journal champions interdisciplinary learning, intellectual curiosity, and cross-sectoral knowledge exchange. The journal focuses on fostering dialogues that bridge diverse fields of inquiry. It promotes scholarly contributions that address complex societal, scientific, educational, technological, and cultural challenges through interdisciplinary perspectives. We welcome empirical, theoretical, methodological, and conceptual articles in the following (but not limited to) areas: Education and Pedagogy, Social and Cultural Studies, Science and Technology, Humanities and Philosophy, Health and Environmental Studies, Economics and Business Researchers, educators, policymakers, practitioners, and students from various academic and professional backgrounds committed to fostering learning and knowledge creation across disciplines are welcome to submit their manuscripts to this journal.
Arjuna Subject : Umum - Umum
Articles 34 Documents
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Promosi Aktivitas Fisik di Era Digital: Tinjauan Literatur tentang Peran Teknologi, Media Sosial, dan Intervensi Berbasis Aplikasi Aksir, Muh. Ilham; Hasyim, Hasyim
Multi Discere Journal Vol. 5 No. 1 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/81pqkp65

Abstract

Perkembangan teknologi digital telah membawa perubahan dalam strategi promosi kesehatan, termasuk dalam peningkatan aktivitas fisik. Penelitian ini bertujuan untuk mengkaji peran teknologi digital, media sosial, dan intervensi berbasis aplikasi dalam mempromosikan aktivitas fisik. Metode yang digunakan adalah literature review dengan pendekatan sistematis melalui Penelitian artikel pada database ilmiah seperti PubMed, Scopus, dan Google Scholar. Artikel yang dipilih merupakan publikasi ilmiah yang relevan dalam 10 tahun terakhir. Hasil Penelitian menunjukkan bahwa penggunaan aplikasi ponsel pintar, perangkat wearable, dan media sosial secara umum mampu meningkatkan aktivitas fisik, motivasi, serta keterlibatan pengguna. Intervensi yang mengintegrasikan berbagai fitur seperti pemantauan aktivitas, umpan balik, personalisasi, dan dukungan sosial terbukti lebih efektif dibandingkan intervensi tunggal. Namun, efektivitas intervensi digital dipengaruhi oleh faktor seperti karakteristik pengguna, kondisi sosial ekonomi, serta desain teknologi yang digunakan. Selain itu, tantangan utama yang ditemukan adalah keberlanjutan penggunaan teknologi dan kesenjangan akses digital.    
Commentary: Inquiry-Creative Learning as a Pedagogical Bridge between Ethnoscience and Critical Thinking in Science Teacher Education Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi
Multi Discere Journal Vol. 5 No. 1 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/04rcpp13

Abstract

Ethnoscience has gained increasing attention in science education because it connects scientific concepts with local wisdom, cultural practices, and learners’ lived experiences. However, the inclusion of cultural contexts in science learning does not automatically lead to the development of critical thinking. This commentary discusses the integration of ethnoscience into Inquiry-Creative Learning as a pedagogical approach for strengthening the critical thinking skills of prospective science teachers. It argues that ethnoscience can be transformed from a contextual learning resource into a structured pedagogical experience when it is mediated through inquiry, creativity, evidence evaluation, and scientific reasoning. Inquiry-Creative Learning functions as a pedagogical bridge between ethnoscience and critical thinking because it enables prospective science teachers to identify culturally grounded scientific problems, generate hypotheses, design creative investigations, evaluate evidence, and communicate reasoned conclusions. At the same time, this commentary cautions against treating ethnoscience merely as a cultural illustration or assuming that local wisdom automatically promotes critical thinking. The article highlights the need for stronger conceptual framing, authentic assessment, and teacher education curricula that prepare prospective science teachers to integrate ethnoscience through inquiry, creativity, and evidence-based reasoning.
The Influence of Food-Based Contextual Experiments on Students’ Understanding of Chemical Reaction Concepts Kamaliana, Yola; Ahmadi, Ahmadi
Multi Discere Journal Vol. 2 No. 2 (2023): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v2i2.5581

Abstract

This study investigates the influence of food-based contextual experiments on students’ understanding of chemical reaction concepts. Chemical reactions are fundamental topics in chemistry; however, students often experience difficulties in understanding reaction processes because they involve macroscopic observations, symbolic equations, and submicroscopic particle interactions. Food-based contextual experiments were used as an instructional strategy to connect abstract chemical reaction concepts with familiar materials found in students’ daily lives, such as vinegar, baking soda, milk, salt, sugar, and fermented food products. This study employed a pre-experimental design using a one-group pretest–posttest format. The participants consisted of 31 Grade X students at Pondok Pesantren Nurul Hakim Kediri. Data were collected through a conceptual understanding test consisting of five items related to indicators of chemical reaction concepts, including evidence of chemical reactions, reactants and products, conservation of mass, reaction types, and factors affecting reactions. The data were analyzed using descriptive statistics and a paired-sample t-test. The findings showed that students’ conceptual understanding significantly improved after learning through food-based contextual experiments compared with their initial understanding. The learning activities enabled students to observe real chemical phenomena, discuss reaction evidence, and relate experimental results to chemical equations. These findings suggest that food-based contextual experiments can serve as an effective contextual learning approach to improve students’ understanding of chemical reaction concepts.
The Effect of Problem-Based Learning Model with Sasak Local Wisdom on Students' Cognitive Abilities Suharti, Ati; Mashami, Ratna Azizah
Multi Discere Journal Vol. 3 No. 2 (2024): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i2.5582

Abstract

This study investigates the effect of Problem-Based Learning (PBL) integrated with Sasak local wisdom on high school students' cognitive abilities, particularly in understanding electrolytes and non-electrolytes. PBL, an active learning approach, encourages students to solve real-world problems, fostering critical thinking and problem-solving skills. When combined with local cultural knowledge, such as the Sasak people's practices, PBL enhances academic learning and strengthens students' cultural identity. The research involved two groups of Grade X students from SMA Islam Al-Azhar NW Kayangan, North Lombok. The experimental group (n = 30) received PBL instruction incorporating Sasak cultural contexts, while the control group (n = 31) followed conventional instruction. Data were collected through pretest-posttest assessments and analyzed using paired and independent sample t-tests. The findings reveal that the experimental group demonstrated significantly higher cognitive gains than the control group. The experimental group had a mean gain score of 28.70 (t = -28.70, p < 0.001), compared to 11.95 (t = -11.95, p < 0.001) for the control group. Students in the experimental group showed improved understanding of scientific concepts, such as conductivity and ionization, through real-life applications related to Sasak culture, like local water sources and traditional purification methods. The results highlight the effectiveness of integrating local wisdom into PBL, improving both students' academic performance and their connection to cultural heritage. The study suggests that PBL with local wisdom is a promising pedagogical approach, enhancing cognitive abilities and providing a more meaningful, culturally relevant learning experience.

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