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Joni Rokhmat
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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 53 Documents
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Literature Study: The Influence Of The Project Based Learning Model On Science Process Skills And Students' Creative Thinking Skills On Fluid Materials Syifa Ramadhani; Joni Rokhmat; Prawira, Denune Galang
International Journal of Contextual Science Education Vol. 4 No. 1 (2026): January - March 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i1.1442

Abstract

This study aims to analyze the influence of the project-based learning (PjBL) model on science process skills and students' creative thinking abilities in fluid materials through a literature study approach and bibliometric analysis. Data were collected using the Publish or Perish application with the keywords "project based learning", "science process skills", "creative thinking skills", and "fluids". The search results produced a number of articles which were then screened based on relevance and eligibility criteria. The inclusion criteria consisted of: (1) articles published in peer-reviewed journals, (2) studies focusing on the implementation of the PjBL model in science or physics learning, (3) research discussing science process skills and/or creative thinking skills, and (4) publications available in the last ten years and written in English. Based on these criteria, 20 main articles were selected for further analysis. Bibliometric analysis was conducted using the VOSviewer application to map research trends, relationships between topics, and the development of publications related to PjBL in physics learning. The results show that the PjBL model is consistently reported to improve students' science process skills and creative thinking skills, particularly in fluid materials. This model encourages active student engagement through project activities, contextual problem-solving, and collaboration, thereby positively influencing conceptual understanding and the development of 21st-century skills. The novelty of this study lies in the integration of a systematic literature review with bibliometric analysis to comprehensively map the research landscape of PjBL related to science process skills and creative thinking in fluid learning. This approach not only synthesizes empirical findings but also identifies research trends and thematic relationships, providing a clearer direction for future studies in physics education.
Students' Ability To Write Narrative Texts and Students' Reading Interest Through Video-Based Learning Media Gita, Nesi Oktias
International Journal of Contextual Science Education Vol. 4 No. 1 (2026): January - March 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i1.1449

Abstract

This research aims to determine the effect of video-based learning media on students’ ability to write narrative texts and their reading interest. The background of the study lies in the low literacy and writing performance among students due to monotonous learning approaches that rely heavily on textbooks. This study applied a quasi-experimental method involving two groups of elementary school students: the experimental group using video-based media and the control group using conventional methods. The novelty of this study lies in the integrated examination of both narrative writing ability and reading interest through the use of video-based learning media, which is still rarely explored simultaneously at the elementary education level. The data were collected through writing tests and reading interest questionnaires, analyzed using descriptive statistics and t-tests. The results show that video-based learning significantly enhances students’ narrative writing ability and stimulates reading interest through audio-visual engagement. The findings suggest that integrating video-based media can create a more interactive and motivating literacy learning environment and contribute to the development of innovative literacy instruction strategies.
Domain-Specific School Readiness among Sri Lanka Preschool Children: Evidence from the National ECDA: English Mukunthan, Thevarasa; K.R.M.S, Ranasinghe
International Journal of Contextual Science Education Vol. 4 No. 1 (2026): January - March 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i1.1555

Abstract

School readiness is a multidimensional construct encompassing physical, social–emotional, cognitive, and language and early literacy development. Although overall readiness classifications are commonly used, they may mask domain-specific developmental vulnerabilities that influence children’s transition to formal schooling. This study examined patterns of school readiness among 360 Sri Lankan preschool children using the Early Childhood Development Assessment (ECDA), a standardized national tool assessing 22 indicators across four developmental domains. A quantitative descriptive cross-sectional design was employed, and descriptive statistical analysis (frequencies and percentages) was used to examine overall readiness levels and domain-specific developmental patterns. Results showed that 65.6% of children were classified as Level 1 (Good), while 34.4% required additional or intensive support (Levels 2 and 3). The most significant developmental vulnerabilities were observed in social–emotional development, early numeracy, spatial reasoning, and language and early literacy skills, particularly phonological awareness and information processing. Children in Level 3 exhibited substantial difficulties across all developmental domains. These findings highlight the importance of domain-sensitive assessment and targeted early interventions to address developmental gaps and support smoother transitions from preschool to primary education in Sri Lanka.

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