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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 59 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; Denune Galang Prawira
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 Nesi Oktias Gita
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 Thevarasa Mukunthan; Ranasinghe K.R.M.S
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.
Strengthening Pancasila Student Competencies through a Mini Hydropower Project in Science Education to Support Sustainable Development Goals (SDGs) Hikmawati Hikmawati; Muntari Muntari; Kusmiyati Kusmiyati; Irman Muliadi; Rohani Rohani; Ira Sulhiyati
International Journal of Contextual Science Education Vol. 4 No. 2 (2026): April - June 2026 (In Press)
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i2.1574

Abstract

Strengthening students’ competencies, including critical thinking and creativity, is an essential part of implementing the Pancasila Student Profile within the Merdeka Curriculum. One instructional approach that can support the development of these competencies is Project-Based Learning (PjBL). This study aims to analyze the effect of implementing Project-Based Learning through a mini hydropower model project on students’ critical thinking and creativity in science learning on renewable energy topics. The study employed a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research was conducted in the odd semester of 2025 with ninth-grade students at a junior high school in Mataram City. The sample consisted of two classes, namely an experimental class of 31 students and a control class of 29 students. The research instrument was an essay test consisting of 10 items, including 5 items to measure critical thinking and 5 items to measure creativity. The data were analyzed using descriptive statistics and one-way MANOVA. The results showed that the mean scores of students’ critical thinking and creativity in the experimental class were higher than those in the control class. The MANOVA results indicated a significance value of less than 0.05, demonstrating that the implementation of Project-Based Learning through the mini hydropower project had a significant effect on students’ critical thinking and creativity. Project-based learning in renewable energy topics not only enhances higher-order thinking skills but also supports the strengthening of Pancasila Student competencies and is relevant to achieving the Sustainable Development Goals, particularly in quality education and clean, sustainable energy.
A Systematic Literature Review of Science Process Skills in Indonesia: Analysis of Research Design and Data Analysis Methods (2015-2025) Muhammad Zaini; Agus Ramdani; Ahmad Harjono; Muh. Makhrus; Aris Doyan; AA Sukarso
International Journal of Contextual Science Education Vol. 4 No. 2 (2026): April - June 2026 (In Press)
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i2.1582

Abstract

Research on science process skills (SPS) in Indonesia has grown rapidly over the past decade; however, no comprehensive synthesis has yet been conducted on the research designs and data analysis techniques employed in these studies. This study aims to identify, evaluate, and synthesize SPS research in Indonesia from 2015 to 2025, with a specific focus on research designs and data analysis methods. The review followed the PRISMA 2020 guidelines. Literature searches were conducted in SciSpace (1,085 articles), Google Scholar (58 articles), and PubMed (0 articles) using keywords related to science process skills and Indonesia. After removing duplicates, 87 unique articles were screened based on title and abstract, yielding 20 articles for full-text assessment, of which 19 met the inclusion criteria and were analyzed in depth. Among these 19 studies, quasi-experimental designs predominated (n = 14; 73.7%), followed by pre-experimental designs (n = 3; 15.8%) and other designs, including development and descriptive studies (n = 2; 10.5%). The most frequently used data analysis methods were t-tests (n = 11; 57.9%), N-Gain (n = 8; 42.1%), and ANCOVA (n = 2; 10.5%). Most studies were conducted at the senior secondary (n = 9; 47.4%) and higher education levels (n = 3; 15.8%). Guided inquiry learning emerged as the most commonly investigated intervention, consistently yielding significant gains in students’ SPS. Overall, SPS research in Indonesia remains dominated by quasi-experimental, quantitatively oriented designs, indicating the need for greater diversification, including longitudinal, mixed-methods, and qualitative studies, along with standardization of SPS measurement instruments, improved methodological reporting, and exploration of more diverse learning contexts.
Identifying Research Gap in the Digitalization of Ethnobiology for Science Education: A Systematic Literature Review and Bibliometric Mapping Ahmad Aris Arifin; Agus Ramdani; A. Wahab Jufri; Satutik Rahayu
International Journal of Contextual Science Education Vol. 4 No. 2 (2026): April - June 2026 (In Press)
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i2.1591

Abstract

The Sasak, Samawa, and Mbojo (Sasambo) communities in West Nusa Tenggara, Indonesia, possess rich biocultural knowledge that is closely related to ethnobiological studies. However, the rapid global development of ethnobiology research has not been accompanied by adequate digital approaches for organizing, disseminating, and utilizing ethnobiological knowledge in science education. This study aims to identify the research gap in ethnobiology digitalization for science education through bibliometric mapping and a systematic literature review (SLR). Bibliometric data were retrieved from the Dimensions AI database using the keyword ethnobiology in publication titles and abstracts, resulting in 1,094 documents published between 1937 and 2025. The data were analyzed using VOSviewer to map publication trends, term networks, and thematic structures in global ethnobiology research. The extraction process identified 3,187 terms, which were filtered to 148 based on occurrence thresholds and further refined to 82 representative terms. The SLR stage followed the PRISMA framework and synthesized 30 Scopus-indexed journal articles relevant to ethnobiology, digitalization, and science education. The findings indicate that ethnobiology research is still dominated by themes related to biodiversity, traditional knowledge, local communities, and health, while educational studies mainly emphasize pedagogical integration and digitalization studies focus on preservation and access. Their intersection in the form of digitally structured ethnobiology resources for science education remains underexplored. These results confirm a clear research gap and provide a conceptual basis for future initiatives, including the possible development of the Ethnobiology-SASAMBO Digital Portal.
Initial Psychometric Assessment of a Multidimensional Concept Test Addressing Ethnomedicine, Phytochemistry, and DPPH–IC50 Antioxidant Assay Analysis Faizul Bayani; Joni Rokhmat; Aliefman Hakim; AA Sukarso
International Journal of Contextual Science Education Vol. 4 No. 2 (2026): April - June 2026 (In Press)
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i2.1617

Abstract

Multidisciplinary training involving ethnomedicine and ethics, phytochemistry, and antioxidant bioassay analysis requires students to integrate normative reasoning, chemical concepts, and quantitative data analysis. Therefore, foundational competency and assessment quality must be established before diagnostic application. This study evaluated the first psychometric effectiveness of a multidomain idea test and outlined pre-intervention baseline performance across the three domains. The examination was administered to fifth-semester undergraduate pharmacy students enrolled in the Phytochemistry course at the Faculty of Health and Science, UNIQHBA Bagu. A 28-item mixed-format assessment, comprising multiple-choice, constructed-response, and numerical items (maximum score of 32), was administered to N = 41 pupils. Subsequently, descriptive statistics and indices from Classical Test Theory were computed, including Cronbach's alpha, item difficulty (p), D27 discrimination, and adjusted item-total correlations. The most challenging and simplest collections of objects were employed to encapsulate the extreme items. The average total score was 19.90 out of 32 (62.20% ± 13.05%), the median was 20, the range was 11 to 29, and 9 students (about 22.0%) achieved the ≥70 criterion. The performance in the domain was inconsistent. Ethnomedicine and ethics achieved a score of 7.88 ± 1.25 (78.80% of the maximum), phytochemistry received 7.29 ± 2.15 (72.90%), and DPPH–IC50 interpretation got 4.73 ± 2.54 (39.40%). The reliability was acceptable (alpha = 0.756), but the item diagnostics revealed floor and ceiling effects, along with DPPH–IC50 items that were notably challenging. The technique is suitable for initial diagnostic profiling and highlights DPPH–IC50 quantitative interpretation as the main baseline gap, thereby promoting targeted scaffolding and item adjustment to improve differentiation across the ability spectrum
The Effect of Discovery Learning Model Assisted by E-Module on Students’ Physics Learning Outcomes Aprilia Dewi Artika; Joni Rokhmat; I Wayan Gunada
International Journal of Contextual Science Education Vol. 4 No. 2 (2026): April - June 2026 (In Press)
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i2.1636

Abstract

This study aimed to determine the effect of the Discovery Learning model assisted by e-modules on students’ physics learning outcomes. This study employed a quasi-experimental design with a nonequivalent control group design. The population consisted of all students of class XI A at SMAN 1 Kediri in the 2025/2026 academic year. Saturated sampling was used, with class XI A2 as the experimental class consisting of 20 students and class XI A1 as the control class consisting of 21 students. The research instrument was a multiple-choice test consisting of 25 items that had been tested for validity, reliability, item difficulty level, and discrimination index. Data analysis techniques included normality testing, homogeneity testing, and hypothesis testing using the t-test. The results showed that the implementation of the Discovery Learning model assisted by e-modules significantly affected students’ physics learning outcomes. This learning model increased students’ engagement in the learning process and encouraged them to actively discover concepts independently. These findings indicate that Discovery Learning assisted by e-modules not only improves students' physics learning outcomes but also promotes active engagement, independent learning, and conceptual understanding in digital learning environments.
Studi Korelasional Keaktifan dan Hasil Belajar Fisika dalam Implementasi Problem Based Learning pada Siswa Kelas XI IPA MAN 1 Mataram: - Atika Wahyuni; Joni Rokhmat; I Wayan Gunada
International Journal of Contextual Science Education Vol. 4 No. 2 (2026): April - June 2026 (In Press)
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i2.1654

Abstract

This study aims to (1) describe the level of student learning activity, (2) describe the level of student physics learning outcomes, and (3) analyze the relationship between learning activity and physics learning outcomes in the implementation of Problem-Based Learning (PBL). This research employed a correlational design with a quantitative approach. The population consisted of all 168 students in the eleventh-grade science classes, and a saturated sampling technique was used so that the entire population become the sample. Descriptive analysis was used to determine the levels of student learning activity and physics learning outcomes. For hypothesis testing, non-parametric statistics (Spearman correlation) were used because the data were not normally distributed. The results showed that (1) the level of student learning activity was 20,8% high, 49,4% medium, and 29,8% low; (2) the level of student physics learning outcomes was 1,2% high, 83,9% medium, and 14,9% low; (3) the Spearman correlation test revealed a significant positive correlation between the two variables (sig. 2-tailed = 0,003 < 0,05) with a low correlation level (correlation coefficient = 0,226). Based on the coefficient of determination, the contribution of learning activity to physics learning outcomes was only 5,1%. Thus, it can be concluded that there is a significant positive relationship between learning activity and physics learning outcomes, although this relationship is low and contributes only slightly.

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