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International Journal of Contextual Science Education
Published by Universitas Mataram
ISSN : -     EISSN : 30468876     DOI : https://doi.org/10.29303/ijcse.v3i4.1200
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Other
International Journal of Contextual Science Education is an open access scientific periodical journal published by the Doctoral Program of Science Education, Postgraduate, University of Mataram. It contains research and reviews articles covering studies in science and STEM education at early childhood education, schools, higher education, and communities.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 3 No. 4 (2025): October - December 2025" : 6 Documents clear
The NISWATHI Coaching Model for the Social and Personality Competence of Science Teachers: Bibliometric Analysis 2016-2025 Ni Nengah Sri Swathi Nengah; A Wahab Jufri; AA Sukarso; I Putu Artayasa; Joni Rokhmat
International Journal of Contextual Science Education Vol. 3 No. 4 (2025): October - December 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i4.1200

Abstract

Science education plays a strategic role in developing students’ critical and analytical thinking skills, as well as fostering scientific attitudes. However, challenges in classroom management and the limited social and personality competencies of teachers often hinder the effectiveness of science learning. This study aims to analyze the research trends on the application of the NISWATHI Coaching Model in improving the social and personality competencies of science teachers from 2016 to 2025. A descriptive-analytical approach with bibliometric methods was employed, analyzing 1,000 documents indexed in Google Scholar and Dimensions.ai. Data were processed using VOSviewer to map relationships among keywords, authors, and institutions. The findings indicate a significant increase in publications related to the NISWATHI model, peaking in 2022 before slightly declining in subsequent years. Most publications appeared as book chapters and edited volumes, reflecting a conceptual and reflective approach to the model’s development. Bibliometric visualization revealed seven major research clusters, including teacher training, instructional innovation, leadership, and adaptation to educational crises such as the Covid-19 pandemic. Keywords such as digital transformation, holistic development, and future teacher emphasize the relevance of technology integration and comprehensive teacher development. These findings strengthen the position of the NISWATHI Coaching Model as a transformative and adaptive approach to enhancing teachers’ personality and social competence. The model not only focuses on pedagogical improvement but also on shaping reflective, collaborative, and responsive teacher character aligned with the demands of 21st-century education.
The Influence of the Causalitik Learning Model Integrated with Local Wisdom Values Assisted by Articulate Storyline on Students' Creative Thinking Ability Eka Prasetiawati; Joni Rokhmat; Hikmawati
International Journal of Contextual Science Education Vol. 3 No. 4 (2025): October - December 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i4.1227

Abstract

This study aims to examine the influence of the causalitic learning model integrated with local wisdom values, assisted by Articulate Storyline, to enhance students' creative thinking ability on the topic of sound waves The research employs a quasi-experimental design with a nonequivalent control group design. The population consists of eleventh-grade students at SMAN 2 Narmada for the 2025/2026 academic year. Sampling was conducted using cluster random sampling, resulting in the selection of 21 students from class XI-A as the experimental group and 20 students from class XI-C as the control group. The experimental group received treatment through the causalius, learning model integrated with local wisdom values, while the control group was treated conventionally. Data on creative thinking ability (CTA) were obtained through an essay test consisting of 5 questions. The average CTA scores were 82.07 for the experimental group and 77.33 for the control group. The data from both groups were homogeneous and normally distributed. The CTA data were analyzed using a pooled variance t-test The analysis vielded a calculated t-value of 2.19 and a table t-value at a 5% significance level of 2.023, resulting in salculated wable Therefore, it can be concluded that there is a significant influence of implementing the causalitic learning model integrated with local wisdom values, assisted by Articulate Storyline, on the creative thinking ability of high school students in the sound waves topic.
The Redefining Scientific Literacy through AI-Augmented Contextual Learning: Preparing Future-Ready Students in a Digital Era: Redefining Scientific Literacy Through AI-Augmented Contextual Learning for Future-Ready Student Nadia Putri; Stefanie Astrid Aipassa
International Journal of Contextual Science Education Vol. 3 No. 4 (2025): October - December 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i4.1232

Abstract

The rapid evolution of Artificial Intelligence (AI) has fundamentally transformed the educational landscape, reshaping how students learn, interact, and construct scientific understanding. This study seeks to redefine the construct of scientific literacy through the integration of AI-augmented contextual learning, aiming to prepare future-ready students capable of thriving in an era characterized by digital complexity and global interconnectivity. Using a mixed-methods design, this research examines the impact of AI-assisted contextual learning—utilizing intelligent tutoring systems, adaptive simulations, and data-driven feedback mechanisms—on students’ conceptual understanding, critical reasoning, and inquiry-based engagement in science learning. Quantitative findings indicate that students exposed to AI-augmented environments demonstrate significantly higher retention and application of scientific concepts compared to those taught through conventional methods. Qualitative analyses further reveal that AI tools foster metacognitive awareness, curiosity-driven exploration, and ethical sensitivity in scientific inquiry. The study emphasizing adaptability, creativity, and human–machine collaboration as integral dimensions of modern scientific understanding.
How School Principals Navigate Leadership Challenges in Integrating Technology into the Teaching-Learning Process K S P Sisindra; Nawastheen Fareed Mohamed
International Journal of Contextual Science Education Vol. 3 No. 4 (2025): October - December 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i4.1283

Abstract

This study aims to examine the challenges faced by school principals in Sri Lanka within diverse contexts when they attempt to integrate technology into the teaching learning process. A qualitative research design was used. Semi structured interviews were carried out with ten school principals in Sri Lankan schools within Sinhala, Tamil and English mediums across four Sri Lankan districts. Data were analyzed using thematic analysis. School principals play key roles such as facilitators and supporters of technology integration. However, many of them do not have a clear vision on technology integration. Initiatives such as STEM education were seen to be implemented. Limited resources, scarcity of infrastructure, teacher resistance and lack of awareness in policies related to technology integration are the main challenges faced by school principals. Disparities in urban/rural contexts and between schools teaching in different languages exacerbated these challenges. This study uncovers interesting insights into how Sri Lankan principals lead technology integration in the teaching-learning process. The study underscored specific challenges and effective recommendations to overcome these challenges to help principals integrate technology into the teaching-learning process, while improving the overall equity and quality of education.
Educational Technology Integration in Mathematics Education: Challenges and Opportunities for Enhancing Achievement at Junior Secondary School Level in Sri Lanka Sithara Jayamali Liyanage Nanayakkara Godewasam Liyanage
International Journal of Contextual Science Education Vol. 3 No. 4 (2025): October - December 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i4.1290

Abstract

Abstract—This study aimed to investigate the current state of educational technology integration in junior secondary science and mathematics education in Sri Lanka’s Galle Division, focusing on challenges, opportunities, and strategies for improving student achievement. A mixed-methods approach was employed, combining structured questionnaires, open-ended interviews, and classroom observations. Data were collected from 70 students (Grades 6–9) and 16 mathematics teachers. The instruments included Likert-scale items, open-response questions, and observation checklists to assess perceptions, practices, and integration of educational technology. The results revealed limited use of educational technologies, with only 11% of students reporting smartboard use and 17% computer access. While 92% of students preferred technology-enhanced learning, 37% reported disinterest in mathematics. Teachers showed strong agreement on benefits (82–94%) but low implementation confidence (13%). A misconception prevailed, with both teachers and students perceiving technology mainly as physical tools rather than pedagogical approaches. This study highlights how educational technology is narrowly understood in developing contexts and underscores the importance of reframing it as a pedagogical approach rather than limited tools. By applying the TPACK framework, the study advances knowledge on bridging awareness, confidence, and practice gaps in mathematics education.
Kecerdasan Buatan untuk Pengajaran dan Pembelajaran Fisika Komputasi: Tinjauan Mutakhir tentang Tren, Tantangan, dan Arah Masa Depan Muhammad Taufik; A Wahab Jufri; Sri Adelia Sari; Ahmad Harjono
International Journal of Contextual Science Education Vol. 3 No. 4 (2025): October - December 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i4.1434

Abstract

Artificial intelligence (AI) has recently been recognized as playing an increasingly strategic role in computational physics education, notably with respect to the current strong focus on developing students’ ability to comprehend and apply computational modeling, data simulation, and problem solving within modern physics curriculums. This paper presents a state- of-the-art narrative review on the integration of AI in computational physics and related educational contexts, considering research from 2019 to date. The review discusses prominent AI technologies, pedagogical integration strategies and their documented effects on computational thinking, numerical modeling and student engagement. The synthesis also suggests that AI enhanced learning environments can support personalized feedback, adaptive assessment and flexible learning pathways in order to promote students‟ engagement and computational reasoning of physics learning. Meanwhile, the literature also shows ongoing challenges: ethical and equity issues; algorithmic bias; lack of instructor preparation for OAI pedagogies; and shortage of longitudinal empirical evidence in computational physics education. Through summarizing prevailing research trends and framing a set of important constraints, this review is intended to serve as a conceptual blueprint for an expanded research agenda towards the systematic, responsible, and pedagogically informed inclusion of AI in computational physics education

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