cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ahmad Walid
Contact Email
ahmadwalid@mail.uinfasbengkulu.ac.id
Phone
-
Journal Mail Official
ijis.edu@mail.uinfasbengkulu.ac.id
Editorial Address
Lantai 2 Fakultas Tarbiyah dan Tadris Universitas Islam Negeri Fatmawati Sukarno Bengkulu Jl. Raden Fatah Kel. Pagar Dewa Kec. Selebar Kota Bengkulu
Location
Kota bengkulu,
Bengkulu
INDONESIA
IJIS Edu : Indonesian Journal of Integrated Science Education
Published by Universitas Islam Negeri Fatmawati Sukarno Bengkulu
ISSN : 26552388     EISSN : 26552450     DOI : https://doi.org/10.29300/ijisedu
Core Subject : Science, Education, Social,
Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Social Sciences Other
The journal publishes original articles on the issues and trends occurring internationally in science curriculum, learning, instruction, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
Arjuna Subject : Umum - Umum
Articles 195 Documents
 16   17   18   19   20 
Development of E-Module SETS for Global Warming Using Carbon Sequestration Potential of Coastal Vegetation at Pantai Panjang Bengkulu Melda Nuari Handini; Aceng Ruyani; Iwan Setiawan; M. Lutfi Firdaus; Henny Johan
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): In Press - July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.12037

Abstract

Increasing issues of global warming and coastal environmental degradation require science learning that is able to connect scientific concepts with real environmental conditions surrounding students. This study aimed to develop an E-Module based on Science, Environment, Technology, and Society (SETS) through the analysis of the carbon sequestration potential of Bengkulu coastal vegetation as a learning medium for global warming materials. This study employed a Research and Development (R&D) method using the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. The results showed that the SETS E-Module achieved a “Very Valid” category with a total score of 93.18%. Teacher responses obtained a total score of 77,88% with the category of “Good Category”, while student responses reached 88,12% indicating that the E-Module was feasible for use in science learning. The developed E-Module was able to connect scientific concepts with real environmental conditions through the context of Bengkulu coastal vegetation, thereby supporting more contextual and meaningful learning.
Development of an Instrument for Assessing Critical Thinking in Science Learning among Secondary School Students: A Systematic Literature Review Salma Hafizhati Millatina Azka; Wiwi Isnaeni; Djuniadi Djuniadi; Prasetyo Listiaji
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): In Press - July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10584

Abstract

This systematic review synthesizes recent studies on the development and validation of critical thinking assessment instruments in science learning among secondary school students published between 2015 and 2025. Using the PRISMA 2020 framework, 20 eligible articles were identified from Scopus, Web of Science, and Crossref. The findings showed that reasoned multiple-choice test and essay tests were the most widely used formats, with Facione, Ennis, and the revised Bloom’s taxonomy serving as the dominant theoretical frameworks. Most instruments demonstrated good content validity and reliability, although evidence for construct validity remains limited. Instruments were primarily developed for senior high school students, focusing on biology, chemistry, and physics contexts, while development of instrument at the junior high school level were relatively scarce. Several studies also incorporated additional variables related to critical thinking, including science process skills, creative thinking, self-efficacy, and scientific literacy. Identified research gaps include the limited use of performance-based assessments, insufficient construct validity testing, and a lack of contextually grounded frameworks. These gaps highlight the need for more authentic, multidimensional, and empirically robust assessment models to measure students’ critical thinking skills in science learning.
Development of Augmented Reality Based Interactive Science Multimedia with the Problem Based Learning Model to Enhance the Higher Order Thinking Skills Students Feri Apriansah; Endang Widi Winarni; Endina Putri Purwandari; Neza Agusdianita; Abdul Muktadir; Yusnia Yusnia; Debi Heryanto
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): In Press - July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.12267

Abstract

This study aims to develop and determine the validity, practicality, and effectiveness of Augmented Reality (AR)-based interactive science multimedia integrated with the Problem Based Learning (PBL) model to enhance the Higher-Order Thinking Skills (HOTS) of fifth-grade elementary school students on the topic of the human circulatory system. The research employed the Research and Development (R&D) approach with the ADDIE model, comprising the analysis, design, development, implementation, and evaluation phases. It was conducted at SDIT IQRA' 1 Bengkulu City in the even semester of the 2025/2026 academic year, involving 28 students in the limited trial and 28 students in the field trial. Data were collected through expert validation sheets, teacher and student response questionnaires, and HOTS tests, then analyzed using Aiken's V for content validity, percentage techniques for practicality, and N-Gain for effectiveness. The developed multimedia obtained an Aiken's V index of 1.00 (very valid) for the material, language, and graphic aspects, with 100% inter-rater agreement. Teacher responses reached 100% (very good) and student responses 97.38% (very practical). The effectiveness test yielded an average N-Gain of 0.75 (high), with the analysis (C4), evaluation (C5), and creation (C6) aspects scoring 0.79, 0.81, and 0.64 respectively. These findings indicate that AR-based interactive science multimedia integrated with the PBL model is valid, practical, and effective for enhancing students' HOTS and supporting 21st-century science learning.
Implementation and Impact of Augmented Reality in Education for Sustainable Development (ESD) for Science Learning: A Systematic Literature Review Inanda Aulia Rizqillah; Mita Anggaryani; Mohammad Budiyanto; Muhammad Satriawan
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): In Press - July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10335

Abstract

Augmented Reality (AR) has gained increasing attention in science education due to its potential to support interactive and contextual learning experiences aligned with the goals of Education for Sustainable Development (ESD). This systematic literature review aims to examine the implementation of AR in science learning, the learning outcomes achieved through AR-based interventions, and the extent to which AR supports sustainability-related competencies. A systematic search and selection process resulted in 35 relevant studies, which were analyzed using thematic synthesis. The findings indicate that AR is predominantly implemented through mobile-based and marker-based technologies within learner-centered and inquiry-oriented learning environments. AR-supported science learning is reported to enhance cognitive and affective learning outcomes, including conceptual understanding, motivation, and engagement. From an ESD perspective, AR shows potential in fostering sustainability-related competencies, particularly environmental awareness, systems thinking, and responsible attitudes. However, the review reveals that the integration of AR with explicit ESD competency frameworks and pedagogically grounded instructional designs remains limited. This study highlights the need for future research to strengthen the alignment between AR technologies, instructional models, and sustainability-oriented learning objectives to maximize the contribution of AR to science education for sustainable development.
The Role of Technology to ESD through Science and Physics Education: A Comprehensive Bibliometric Analysis Using Biblioshiny Mohd Zaidi Bin Amiruddin; Wahyudin Wahyudin; Andi Suhandi; Achmad Samsudin; Bayram Coştu; Kristóf Fenyvesi
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): In Press - July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.7406

Abstract

This study investigates the role of technology in supporting Education for Sustainable Development (ESD) through a bibliometric approach, specifically in the context of science and physics education. Through data analysis from Scopus, this study identifies research trends related to GaVaR (Gamification, Virtual Reality, and Augmented Reality) and explores the relationship between keywords, authors, and countries. The study used PRISMA in filtering the desired criteria. The findings showed a significant increase in the production of GaVaR-related articles but with significant variation in citation impact from year to year. The implication of this study is the importance of technology integration in science and physics learning to increase student engagement and understanding of sustainability issues. In addition, integrating technology in the current era indispensable, especially to assist in the learning of abstract material

Page 20 of 20 | Total Record : 195

 16   17   18   19   20 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol 8, No 1 (2026): January 2026 Vol 8, No 2 (2026): In Press - July Vol 7, No 2 (2025): July 2025 Vol 7, No 1 (2025): January 2025 Vol 6, No 2 (2024): July 2024 Vol 6, No 1 (2024): January 2024 Vol 5, No 2 (2023): July 2023 Vol 5, No 1 (2023): January 2023 Vol 4, No 2 (2022): July 2022 Vol 4, No 1 (2022): January 2022 Vol 3, No 2 (2021): July 2021 Vol 3, No 1 (2021): January 2021 Vol 2, No 2 (2020): July 2020 Vol 2, No 1 (2020): January 2020 Vol 1, No 2 (2019): July 2019 Vol 1, No 1 (2019): January 2019 More Issue