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JoISE : Journal of Integrated Science Education
Published by Universitas Muhammadiyah Cirebon
ISSN : -     EISSN : 30314518     DOI : 10.32534/joise.v2i1.8512
Core Subject : Science, Education, Social,
Education Environmental Science Physics
This study aims to examine the effectiveness of implementing integrated science teaching materials with the heme Weather and Its Changes in improving seventh-grade junior high school students’ conceptual understanding. The teaching materials were developed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) combined with a didactic reduction approach to adjust the complexity of the content to students’ cognitive level. The research employed a Research and Development (R&D) method with a one-group pretest–posttest design. The participants consisted of 20 seventh-grade students from a private junior high school in Bogor Regency, 9 science teachers from Bogor City, and 2 expert validator teams. Research instruments included a readability test, a conceptual understanding test, student response questionnaires, and teacher response questionnaires. The results indicate that the readability level of the teaching materials was high, with percentages of 71% in Chapter I and 69% in Chapter II, both categorized as independent level. Students’ conceptual understanding improved with an N-Gain score of 0.40, which falls into the moderate category. Teacher responses were very positive, indicated by a CVI value of 0.85, categorized as highly feasible. Student responses also showed strong acceptance, with 61.4% agreed and 34.2% strongly agreed on the feasibility of the teaching materials. The findings suggest that the developed integrated science teaching materials are effective in improving students’ conceptual understanding and feasible to be used as independent learning resources. Their effectiveness is influenced by attractive visual design, contextual phenomena, and systematic organization of the content. This study highlights the importance of integrating a didactic reduction approach in developing science teaching materials suited to junior high school students’ cognitive characteristics.
Arjuna Subject : Ilmu Bumi dan Planet (semua kategori) - Ilmu Atmosfir
Articles 15 Documents
 1   2 
ARDUINO-BASED AUTOMATIC WASTE SORTING SYSTEM: A SCHOOL-BASED WASTE MANAGEMENT INNOVATION TO SUPPORT SCIENCE LEARNING AT SMPN 1 PLUMBON Ruslani Ruslani
JoISE : Journal of Intergratet Science Education Vol 2 No 1 (2025)
Publisher : Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/joise.v2i1.8345

Abstract

Waste sorting remains a persistent challenge in school environments due to the predominance of manual practices and inconsistent behavioral compliance, while the integration of simple and affordable technological solutions that simultaneously support learning objectives remains limited. This study aims to develop and evaluate an automated waste sorting system based on an Arduino microcontroller that integrates a color sensor (TCS3200) and a gas sensor (MQ-135), and to assess its performance and educational relevance within a school context. An experimental engineering research design was employed to design, assemble, and test a multi-sensor waste sorting prototype capable of classifying waste into organic and inorganic categories using combined visual and chemical indicators. A total of 40 waste samples, consisting of 20 organic and 20 inorganic items, were tested under controlled environmental conditions following sensor calibration to determine optimal threshold values. System performance was evaluated based on classification accuracy, reliability, and misclassification analysis. The results indicate that the integrated multi-sensor system achieved an overall classification accuracy of 92.5%, outperforming single-sensor approaches based solely on color or gas detection, and significantly reducing misclassification rates for visually ambiguous waste items. Reliability testing further demonstrated consistent classification outcomes across repeated trials. The novelty of this study lies in the integration of low-cost multi-sensor technology within an educationally oriented waste management system, positioning the developed device not only as a functional sorting tool but also as a STEM-based learning medium that supports contextual and project-based learning. These findings suggest that simple multi-sensor systems can effectively enhance waste sorting accuracy while contributing to sustainable environmental education in school settings.  
LITERASI LINGKUNGAN SISWA PADA  PEMBELAJARAN PENCEMARAN LINGKUNGAN DENGAN FRAMEWORK EDUCATION FOR SUSTAINABLE DEVELOPMENT Nadila Fetiana
JoISE : Journal of Intergratet Science Education Vol 2 No 1 (2025)
Publisher : Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/joise.v2i1.8498

Abstract

Education for Sustainability Development (ESD) adalah salah satu dari 17 Tujuan Pembangunan Berkelanjutan. Penelitian ini mencoba menerapkan kerangka ESD pada mata pelajaran pencemaran lingkungan untuk meningkatkan literasi lingkungan siswa kelas 7. Penelitian ini dimulai dengan mengembangkan bahan ajar yang dengan framework  ESD dan asesmen literasi lingkungan. Pembelajaran kemudian dilakukan dengan melibatkan 32 siswa sekolah menengah pertama sebagai subjek penelitian. Validasi oleh lima ahli terhadap bahan ajar menunjukkan bahwa pembelajaran telah mencakup upaya untuk membangun pemikiran sistem, antisipatif, normatif, strategis, kolaboratif, kritis, dan kompetensi pemecahan masalah terhadap masalah lingkungan. Instrumen yang digunakan diadaptasi dari Survei/Instrumen Literasi Lingkungan Sekolah Menengah (MSELS/I, oleh NELA 2008) dengan modifikasi konten lingkungan. Hasil validasi mencakup 4 indikator literasi lingkungan yaitu pengetahuan (pilihan ganda), keterampilan kognitif (esai), sikap terhadap lingkungan (kuesioner), dan perilaku pro-lingkungan (kuesioner) yang menunjukkan kesesuaian sebesar 98%. Penelitian tentang profil literasi lingkungan siswa menunjukkan tingkat pencapaian yang berbeda. Namun, skor siswa berada di kategori menengah dengan N-gain = 0,49
THE EFFECTIVENESS OF GAMIFICATION IN BIOLOGY LEARNING ON STUDENTS’ MOTIVATION AND HIGHER ORDER THINKING SKILLS: A SYSTEMATIC LITERATURE REVIEW Rachmani Maulidia; Dewiantika Azizah
JoISE : Journal of Intergratet Science Education Vol 2 No 1 (2025)
Publisher : Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/joise.v2i1.8511

Abstract

The advancement of digital technology in the era of the Industrial Revolution 4.0 toward Society 5.0 demands a transformation of learning practices toward student-centered approaches and the development of 21st-century competencies, including learning motivation and Higher Order Thinking Skills (HOTS). In Biology education, which is often abstract and conceptual, innovative strategies are required to enhance student engagement and conceptual understanding. This study aims to systematically analyze the effectiveness of gamification in Biology learning on students’ motivation and HOTS. A Systematic Literature Review (SLR) approach was employed by examining indexed articles published between 2020 and 2025 retrieved from Google Scholar, ERIC, Scopus, and ScienceDirect. Article selection followed PRISMA guidelines based on explicit inclusion and exclusion criteria. Data were analyzed using content analysis and synthesized narratively. The findings indicate that gamification consistently improves students’ learning motivation through elements such as points, badges, leaderboards, challenges, progression levels, and immediate feedback. Gamification also positively impacts HOTS, particularly when designed with contextual problem-based and reflective activities. However, its effectiveness strongly depends on the depth of pedagogical design. Supporting factors include students’ technological readiness and structured instructional integration, while challenges involve limited infrastructure and teachers’ competency in designing meaningful gamified activities. Therefore, gamification has strong potential as a strategic pedagogical approach to enhance Biology learning quality and foster 21st-century competencies.
THE EFFECTIVENESS OF INTEGRATED SCIENCE TEACHING MATERIALS ON THE THEME OF WEATHER AND ITS CHANGES: A STUDY OF READABILITY, CONCEPTUAL UNDERSTANDING, AND USER RESPONSES (TEACHERS AND STUDENTS) Yuliana Sari; Rachmani Maulidia
JoISE : Journal of Intergratet Science Education Vol 2 No 1 (2025)
Publisher : Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/joise.v2i1.8512

Abstract

This study aims to examine the effectiveness of implementing integrated science teaching materials with the theme Weather and Its Changes in improving seventh-grade junior high school students’ conceptual understanding. The teaching materials were developed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) combined with a didactic reduction approach to adjust the complexity of the content to students’ cognitive level. The research employed a Research and Development (R&D) method with a one-group pretest–posttest design. The participants consisted of 20 seventh-grade students from a private junior high school in Bogor Regency, 9 science teachers from Bogor City, and 2 expert validator teams. Research instruments included a readability test, a conceptual understanding test, student response questionnaires, and teacher response questionnaires. The results indicate that the readability level of the teaching materials was high, with percentages of 71% in Chapter I and 69% in Chapter II, both categorized as independent level. Students’ conceptual understanding improved with an N-Gain score of 0.40, which falls into the moderate category. Teacher responses were very positive, indicated by a CVI value of 0.85, categorized as highly feasible. Student responses also showed strong acceptance, with 61.4% agreed and 34.2% strongly agreed on the feasibility of the teaching materials. The findings suggest that the developed integrated science teaching materials are effective in improving students’ conceptual understanding and feasible to be used as independent learning resources. Their effectiveness is influenced by attractive visual design, contextual phenomena, and systematic organization of the content. This study highlights the importance of integrating a didactic reduction approach in developing science teaching materials suited to junior high school students’ cognitive characteristics.
The Implementation of Ethnoscience Integrated Problem-Based Learning: A Quantitative Research in Junior High School Science Education of Cirebon Terasi Production to Enhance Critical Thinking Skills Norma Bastian; Widodo Setyo Wibowo; Dwi Purbowati
JoISE : Journal of Intergratet Science Education Vol 2 No 1 (2025)
Publisher : Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/joise.v2i1.8524

Abstract

Critical thinking skills constitute fundamental competencies that students must develop to meet the demands of twenty-first-century education. However, science instruction in Indonesian junior high schools frequently lacks integration of local cultural contexts, thereby impeding students' capacity to connect scientific concepts to authentic real-world situations. This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with the ethnoscience of Cirebon terasi (fermented shrimp paste) production on the critical thinking skills of junior high school science students. A quasi-experimental design with a pretest-posttest control group arrangement was employed. Participants comprised 68 seventh-grade students from SMPN 1 Cirebon, randomly assigned to an experimental group (n = 34) receiving PBL integrated with ethnoscience instruction and a control group (n = 34) receiving conventional instruction. Data were gathered using a validated critical thinking skills instrument based on Facione's six-dimensional framework, encompassing interpretation, analysis, evaluation, inference, explanation, and self-regulation. The instrument demonstrated high content validity (CVR = 0.87) and reliability (Cronbach's α = 0.89). Results indicated a statistically significant difference in critical thinking skills between the experimental and control groups (t(66) = 11.42, p < 0.001), with normalized gain (N-gain) values of 0.72 (high category) and 0.35 (medium category), respectively, and a very large effect size (Cohen's d = 2.64). The greatest improvement was observed in the evaluation dimension (N-gain = 0.78). Furthermore, 87.6% of students expressed positive responses toward the ethnoscience-integrated PBL approach. These findings confirm that contextualizing science learning within the local wisdom of Cirebon terasi production through PBL significantly enhances critical thinking skills, thereby offering a culturally responsive and pedagogically robust model for science education in Indonesian junior high schools.

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