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<![CDATA[Development of Project Based Learning Science Teaching Modules Integrated Entrepreneurship For Increase Students’ Mastery of Concepts ]]>
<![CDATA[Ida Trisnawati]]>;
<![CDATA[Mohammad Masykuri]]>;
<![CDATA[Sri Yamtinah]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.4349
<![CDATA[The development of the science teaching module project based learning integrated entrepreneurship aims to determine the characteristics of the science teaching module project based learning integrated entrepreneurship in improving students' concept mastery learning outcomes and knowing the effectiveness of science project based learning integrated entrepreneurship in improving students' concept mastery learning outcomes. This development research uses the research and development method (Research and Development) which uses the Four D model, which includes the definition stage, design stage, development stage and disseminate stage. The population in this study were class VII junior high school students. The research sample consisted of 62 students consisting of class VII D students as the experimental class and class VII E students as the control class. The experimental class uses the PjBL model teaching tools with integration of entrepreneurship while the control class uses a conventional model according to the school teacher's. The results of research and development show that the characteristics of the PjBL science teaching module are integrated with entrepreneurship by developing the syntax of the PjBL model with aspects of entrepreneurial attitudes empowered in each learning activity syntax. The PjBL integrated entrepreneurship science teaching module is effective in improving student learning outcomes as evidenced by the average N-Gain Score in the experimental class being 0.76 which is included in the high or effective category and the average N-Gain score in the control class is 0.52, which is included in the moderate or less effective category. It was concluded that students' mastery of concepts taught using Project Based Learning-based science teaching tools integrated with Entrepreneurship was better than students who did not use these teaching tools.]]>
<![CDATA[Analysis of Students Chemical Literacy through Ethnochemistry Learning in Material Colligative Properties of Solution ]]>
<![CDATA[Bibit Harianto]]>;
<![CDATA[Indarini Dwi Pursitasari]]>;
<![CDATA[Leny Heliawati]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.5000
<![CDATA[The industrial revolution in the 21st century demands the creation of a generation that is responsive to change and has the competencies of Critical Thinking, Creative Thinking, Communication, and Collaboration (4C). The contextual learning process based on ethnochemistry is expected to increase students' motivation and interest in learning chemistry. Chemistry subjects that are classified as difficult and can be linked to local culture are the colligative properties of solutions. This study aims to analyze chemical literacy through learning with an Ethnochemical approach to the material of colligative properties of solutions. The research method used is quantitative descriptive research. Data collection using a test method, the test method is in the form of multiple-choice chemical literacy questions with a total of 10 validated questions and has a reliability index in the moderate category. The test method aims to determine students' chemical literacy in terms of content, context, and competence. The results of the study showed that the average chemical literacy of students in terms of content aspects was 49.2%; context aspects of 40.4%, and competency aspects of 50.6%. Th e average chemical literacy from these three aspects is categorized as “Not Enough”. The results of the study concluded that chemical literacy in ethnochemistry-based learning is in the “Not Enaough” category. The recommendation from this study is the need for innovation in chemistry learning through integration between ethnochemistry and STEM as well as the development of teaching materials in the form of ethnochemistry-based books that support the learning process.]]>
<![CDATA[Prospective Primary School Teachers’ Understanding of Model Representation: The Case of Static Electricity ]]>
<![CDATA[Rifat Shafwatul Anam]]>;
<![CDATA[Rendi Restiana Sukardi]]>;
<![CDATA[Monika Handayani]]>;
<![CDATA[Roseleena Anantanukulwong]]>;
<![CDATA[Titiyaka Jajuri]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.5009
<![CDATA[This study aimed to assess the comprehension levels of prospective primary school teachers regarding verbal and visual representation models of static electricity. A survey was conducted involving 110 prospective teachers from West Java Province, selected through purposive sampling. Participants were categorized based on their secondary school study programs and gender. The study utilized a five-tier test as the instrument for data collection, with responses analyzed using descriptive statistics. Verbal and visual responses were categorized into several levels. Analysis revealed that the majority of both verbal and visual responses fell into the lack of knowledge, misconception, unidentified categories. These findings highlight the inadequate understanding of static electricity concepts among prospective primary school teachers, which may contribute to students' difficulties. Differences in educational background and gender did not significantly influence the comprehension levels in either verbal or visual representations of static electricity concepts. This provides insight into the fact that the topic of static electricity, though often regarded as straightforward and revisited at various educational stages from primary to secondary school, remains a source of widespread misunderstanding and error. The study underscores the critical need for targeted interventions in teacher education programs to enhance understanding and effective teaching of scientific concepts like static electricity at the primary school level.]]>
<![CDATA[The Elements Of Islam And Science: In Traditional Healing In The Ulu Manuscripts Of The Bengkulu Society ]]>
<![CDATA[Edi Gunawan B]]>;
<![CDATA[Bilqis Jihan Nabila]]>;
<![CDATA[Al Mafaza Umami]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.6183
<![CDATA[This study aims to describe the coexistence of Islamic and scientific elements in traditional healing in the Ulu Bengkulu manuscript. The study used a qualitative method with a philological approach and text analysis by utilizing the workings of cultural studies. The results showed that the Islamic elements were reflected through the use of words and phrases derived from Islamic knowledge and post-treatment rituals containing spiritual values such as tawakal, intention, and gratitude for healing. The scientific elements were seen in the use of local herbs, simple diagnostic methods, and empirical-based treatment techniques. This healing reflects the harmonization of Islamic teachings as a spiritual foundation and a scientific approach in medical practice. Besides preserving the cultural heritage, this manuscript has the potential to be further developed in the modern medical world, especially through scientific studies of the herbal concoctions and the ethical values contained therein.]]>
<![CDATA[Reconstruction of Local Knowledge in Science Learning: A Case Study of the Palm Sugar Making Process in Coastal Areas ]]>
<![CDATA[Fitri April Yanti]]>;
<![CDATA[Rendy Wikrama Wardana]]>;
<![CDATA[M Anas Thohir]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.5337
<![CDATA[Local context-based science learning is an effective approach to improve students relevance and understanding. This research aims to reconstruct local knowledge of coastal communities related to the process of making palm sugar as a source of science learning. The research method uses a descriptive-qualitative approach. Data were collected through in-depth interviews, field observations, and scientific literature reviews. Furthermore, the data were analyzed through triangulation to produce a scientific interpretation of the traditional practice. The results of the study indicate that the process of making palm sugar reflects the principles of sustainability, utilization of renewable energy, and natural preservation. In addition, the integration of science concepts with business and conservation aspects enriches the relevance of learning for students. It can be concluded that the reconstruction of local knowledge is able to support the preservation of local culture and ecosystems while increasing students understanding of applicable science. The contribution of this study to science is to create a sustainable learning approach, relevant to everyday life, and support the preservation of local wisdom in modern education. This integration provides new opportunities to improve scientific literacy in coastal areas by harmoniously connecting traditional knowledge and science.]]>
<![CDATA[Artificial Intelligence (AI) in Language and Science Learning in Elementary Schools: Teacher Perceptions and Solutions ]]>
<![CDATA[Nur Samsiyah]]>;
<![CDATA[V. Teguh Suharto]]>;
<![CDATA[Chafit Ulya]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.3740
<![CDATA[The research is motivated by the existence of teachers who still do not use technology in learning, as evidenced by research that has been conducted by several studies. The purpose of this study is to describe artificial intelligence in learning Language and Science in elementary schools in terms of teacher perceptions and Solutions. This research is a qualitative study with a case study type. The subjects of the study were elementary school teachers in Madiun district. The research location is in Madiun district, East Java. The number of respondents was 108 teachers who had filled out the questionnaire. Data was collected using data collection techniques in the form of questionnaires, observations, and interviews. The instruments used were questionnaire sheets, observation sheets, and open questions. Indicators in the study were the use of artificial intelligence, design, and types. Data analysis was carried out starting from data reduction. The results of the study showed that the perception of teachers in using artificial intelligence was 84 people who had used artificial intelligence. Teachers use artificial intelligence to get information, copy, and update in teaching. The type of artificial intelligence most widely used by Canva teachers was 96 people, while other types used were Powtoon, sway, and Google Classroom. The solution can be done by improving digital competence, improving the quality of education providing training in small groups, and continuing with the simplest artificial intelligence practice. Mentoring and evaluation of workshop results need to be done so that the continuation of the training program can be known.]]>
<![CDATA[Implementation of The Domino Card Media Game to Improve Cognition In Understanding the Concept of Numbers ]]>
<![CDATA[Muklis Riyanto]]>;
<![CDATA[Meilida Eka Sari]]>;
<![CDATA[Nadia Hapipa]]>;
<![CDATA[Tapsina Tapsina]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.5169
<![CDATA[The aim of this research is to describe how the implementation of the domino card media game is to improve children's cognitive skills in recognizing the concept of numbers and what factors hinder the implementation of the domino card media game to improve children's cognitive skills in recognizing the concept of numbers at Uswatun Hasanah Kindergarten in Sidorejo Village, Lubuklinggau District. West I Lubuklinggau City, South Sumatra Province. The method used in this research is descriptive qualitative, the data collection techniques used are documentation, interviews and observation and the data analysis techniques used are data reduction, data presentation and drawing conclusions. The results of the research show that these domino cards attract children's attention more than conventional media so that children become focused on learning, and make it very easy for children to introduce the concept of numbers so that the application of the domino card game can improve children's cognitive understanding of the concept of numbers because by using children's domino cards children are more interested and understand better when taught about the concept of numbers. Meanwhile, the supporting and inhibiting factors, namely the domino card media, make it easier for teachers to teach. Interaction between students is more prominent so that students support each other in their learning related to understanding the concept of number symbols. Furthermore, the obstacle was because explaining how to use domino cards was a bit complicated, and made the situation chaotic because the children were fighting over the cards even though the cards had already been given to each of them.]]>
<![CDATA[Progressive Islamic Education Integrates Science in the Islamic Insight Perspective of Muhammadiyah ]]>
<![CDATA[Lety Febriana]]>;
<![CDATA[Akhsanul In'am]]>;
<![CDATA[Khozin Khozin]]>;
<![CDATA[Rifa'i Rifa'i]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.5151
<![CDATA[The purpose of this research is to reveal the relationship of progressive Islam in the context of developing Muhammadiyah education science. Describing the dynamics of Muhammadiyah educational institutions with the understanding of the Islamic doctrine of its managers and identifying scientific values as an effort to understand and develop progressive education. The renewal of Islamic thought (tajdid) that is able to push towards the progress of social life is a reformist and progressive religious renewal. The concept of science in the ideology of progressive Islam refers to the phenomenon of Muhammadiyah, which consistently believes that Islam contains the integration of modern science and Islamic teachings in order to realise the life of people who are spiritually strong and advanced in social life. Scientific values such as creativity and innovation as well as collaboration and communication are needed to realise progress in the world of education. Muhammadiyah education requires applicative steps that include sharpening or renewing applications as an educational process that develops the potential for excellence. The progress that Muhammadiyah aspires to is an effort to realise people who excel in various aspects, both spiritual and outward aspects. The method used in data collection in this study is the documentation method by recording and analysing relevant available reports. The data analysis technique used is content analysis in order to obtain conclusions from the analysed documents. The result of this paper is Islam berkemajuan as an ideology in Muhammadiyah education, which integrates science with Islam in life so as to form a systematic comprehensive blend between faith and modernisation of social institutions. The concept of advanced Islamic education, which is Muhammadiyah's worldview, is in accordance with the value of science that contains creativity and innovation and is able to collaborate in reflecting the values of humanisation, liberation and transcendence.]]>
<![CDATA[Designing Educational Games with Mastery Learning Strategy to Improve Computational Thinking Skills: A Bibliometric Analysis ]]>
<![CDATA[Emilia Candrawati]]>;
<![CDATA[Ijang Rohman]]>;
<![CDATA[Ratnaningsih Eko Sardjono]]>;
<![CDATA[Binar Kurnia Prahani]]>;
<![CDATA[Satwika Trianti Ngandoh]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.5102
<![CDATA[Students need computational thinking skills to help them face global challenges with rapid technological development. For this reason, teachers must be able to implement CT in learning by paying attention to students' interest in learning, one of which is using educational games. Designing CT-integrated educational games requires appropriate strategies such as mastery learning. This study aims to analyse the development of educational game design using mastery learning strategies so that it can provide an overview to educators in developing the media to improve students' CT skills. This research uses a qualitative descriptive method. The data obtained was analysed bibliometrically using the VOS Viewer application. The VOS Viewer analysis shows that there is a connection between game design, computational thinking, and mastery learning that began in 2016. The results also show that there are 4 things that become the basis for designing educational games, namely cognitive, motivational, affective, and sociocultural perspectives]]>
<![CDATA[The Development of an Environment-Based Guided Inquiry Learning Model accompanied by Event Chain to Improve Students' Critical Thinking Skills ]]>
<![CDATA[Emy Shofiah Setyowati]]>;
<![CDATA[Sri Yamtinah]]>;
<![CDATA[Prabang Setyono]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.4180
<![CDATA[This study aims to determine the validity, feasibility, and effectiveness of an environment-based guided inquiry learning model accompanied by an Event Chain in improving students' critical thinking skills in Science learning on environmental pollution material. This research is a type of Research and Development that refers to the ADDIE development procedure which encompasses stages including analysis, design, development, implementation, and evaluation. The research subjects were seventh grade students of SMP N 3 Kartasura. This study use instruments in the form of validation sheets, student critical thinking skills tests, and learning modules. Data analysis techniques in the study consisted of validity test, feasibility test, and effectiveness test. The results showed that the learning model developed based on the assessment of seven validators was declared valid and ready to be tested with some improvements in input from the validator. The feasibility test results were feasible with a sig value of 0.00 <0.05, so the developed model had an effect in improving critical thinking skills. The effectiveness test using the N-Gain Score in percent form was 76.33% and it was within the effective category.]]>
