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Mujib Ubaidillah
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sceducatia@syekhnurjati.ac.id
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Department of Biology Education, Faculty of Education and Teacher Training, UIN Siber Syekh Nurjati Cirebon Jl. Perjuangan, Sunyaragi, Kesambi, Kota Cirebon, Jawa Barat 45131
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Scientiae Educatia: Jurnal Pendidikan Sains
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 23031530     EISSN : 25277596     DOI : https://doi.org/10.24235/sc.educatia
Core Subject :
Scientiae Educatia: Jurnal Pendidikan Sains publishes scientific paper the results of the study and review of the literature in the sphere of natural sciences education and natural science. Additionally, this journal also covers the issues of environmental education & environmental science. This journal is published twice a year in June and December. Focus Scientiae Educatia: Jurnal Pendidikan Sains publishes original research articles in the study of science education and natural science. Scientiae Educatia: Jurnal Pendidikan Sains accepts articles related to environmental education and environmental science. Scope This journal specializes in studying the theories and practices of science education and natural science, and is intended to express original research and current issues. This journal welcomes the contributions of scholars from related fields warmly that consider the following general topics: Teaching and Learning Science Education Science Education Policy Science Teacher Education Biology Chemistry Physics Environmental Education and Environmental Science
Arjuna Subject : -
Articles 6 Documents
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Search results for , issue "vol. 14 no. 1 (2025): june 2025" : 6 Documents clear
Tempoyak as a Biotechnology Learning Media: Innovation of Ethnoscience-Based PjBL E-module to Improve Science Literacy and Creativity of Phase E Students Nabila Herlinawati; Bernadetta Octavia
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 14 No. 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.20010

Abstract

This research is motivated by the limitations of teaching materials that are less interactive and innovative and the low scientific literacy and creativity of students. The purpose of this study is to develop an ethnoscience-based Project-Based Learning (PjBL) e-module in making Tempoyak as a biotechnology teaching material to improve scientific literacy and creativity of Phase E students. The method used is Research and Development (R&D) with a 4D development model (Define, Design, Develop, and Disseminate). The research sample consisted of two classes, namely the experimental class using the ethnoscience-based PjBL e-module and the control class using conventional teaching materials. The effectiveness of the e-module was measured by comparing the results of the pretest and posttest, as well as the creativity questionnaire. The results showed that the developed e-module was effective in improving the scientific literacy and creativity of students. The average posttest score of the experimental class increased significantly compared to the control class. Thus, this e-module can be an alternative innovative teaching material that integrates science with local culture, which can improve scientific literacy and creativity.
Science Teachers’ Perceptions of Integrating Cirebon Culture into Science Education: A Case Study Putri Sekar Melati; Lilit Rusyati; Taufik Rahman
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 14 No. 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.20004

Abstract

The Cirebon culture, a fusion of Sundanese, Javanese, and Islamic components, can be integrated into the science education curriculum. Nonetheless, research on how science teachers understand and utilize cultural integration in their teaching appears to be lacking. This research describes science teachers' understanding of integrating local culture into science education, the problems they face, and the possibilities these perspectives offer for the teaching and learning process. A case study was used, including interviews with science teachers and experts in Cirebon culture. NVivo software was used to analyze the data by coding responses concerning the role of Cirebon culture in science education. Findings from this study show that science teachers appreciate integrating culture into teaching, particularly the use of traditional, folklore, and environmental wisdom as contexts for teaching science concepts. Despite the glaring opportunities, challenges such as modernization, resource limitation, and institutional barriers negatively impact implementation. However, there is an opportunity to develop culture-based science education that responds to the local community, digital technology, and multidisciplinary approaches. This study demonstrates the need for curriculum change, emphasizing the integration of local cultural context without neglecting scientific standards. Integrating Cirebon cultural values allows students to simultaneously appreciate, comprehend, and integrate culture and environmental awareness with Science.
Development of Local Content E-Module of Sebimbing Sekundang Dance with Inquiry Learning Model on Movement System Material to Improve Science Literacy and Student Learning Motivation Amalia Desma Triani; Nur Aeni Ariyanti
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 14 No. 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.20027

Abstract

This study aims to determine the validity, practicality, and effectiveness of the local content E-Module for the Sebimbing Sekundang dance, using an inquiry learning model on movement system material, to improve scientific literacy and students' learning motivation. This type of research is a development project using the ADDIE model and an equivalent control group design. The E-Module product was evaluated by media expert lecturers, material experts, practitioners, and tested on a limited number of 36 grade XII students. The population of this study comprised grade XI students of SMAN 01 OKU: XI.2 as the control class (36 students) and XI.4 as the experimental class (36 students), selected by random sampling. The instruments used were interviews, observations, student needs questionnaires, media expert and material expert validation questionnaires, practitioner validation questionnaires, student practicality response questionnaires, observation of learning implementation, science literacy test questions, and learning motivation. Data analysis techniques used normality tests, homogeneity tests, multivariate tests, and N-Gain tests. The results of the study showed that the E-Module was highly valid for use as a teaching material, with media experts rating it 92% (very feasible) and material experts rating it 96.51% (very feasible). In addition, the E-Module was rated very practical by biology teachers (95.71%) and by students (83.5%). The use of E-Modules was very effective in improving scientific literacy and student learning motivation with a Sig. value of 0.00 <0.05 and an N-Gain score of 0.73 included in the high category for scientific literacy, and 0.76 included in the high category for learning motivation. In conclusion, the local content E-Module of Sebimbing Sekundang dance is valid, practical, and effective in increasing scientific literacy and students' learning motivation.
Analysis of Understanding the Concept of Environmental Pollution for Middle School and High School Students using a Cross-Sectional Approach Rifaul Annisa; Nuryani Rustaman; Lilit Rusyati; Taufik Rahman
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 14 No. 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.19470

Abstract

Environmental pollution is a concept-based science learning material related to life and the environment. Students' conceptual understanding of environmental pollution is very low because they often memorize without understanding the deeper meanings of the concepts they study. This study aims to analyze the conceptual understanding of tenth-grade high school students and seventh-grade junior high school students regarding environmental pollution. The method used in this study was a cross-sectional survey comprising the preparation stage of creating an online questionnaire with 4 questions, the implementation stage of sending the questionnaire, and the data analysis stage of student responses. Based on the data analysis, some tenth-grade high school students and seventh-grade junior high school students still have limited conceptual understanding because they focus on textbook concepts without understanding their meanings and relationships to environmental issues. However, some high school students already have a broad conceptual understanding. This indicates that the higher the level of education, the more important concepts emerge. The problems faced by junior high school students and some high school students can be overcome by choosing a learning strategy based on direct environmental practice so that students not only understand the concepts but also develop a sense of concern for the environment.
Enhancing Scientific Reporting Skills and Learning Outcomes through SAVI-Based Practical Work Moh Sarjana; Djohar Maknun; Yuyun Maryuningsih
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 14 No. 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.20682

Abstract

Learning outcomes and scientific reporting skills are key components that need improvement in laboratory-based learning. This study aims to test the application of the SAVI approach in a laboratory-based learning context to students' scientific reporting skills. The method used is a quasi-experimental design for SAVI-based practicum activities. The assessment of scientific reporting skills uses an instrument to evaluate practicum reports. Learning outcomes are measured using multiple-choice questions. Data analysis uses N-Gian and t-test. The results show that the scientific reporting skills of experimental class students with an average of 81.81 are higher than the control class 73.61, but the difference is not significant (p > 0.05); the increase in student learning outcomes is significantly different (p < 0.05), with an N-gain of 0.57 (moderate) for the experimental class and 0.26 (low) for the control class. The SAVI approach has been proven effective in improving learning outcomes and scientific reporting activities, although students' physiological and psychological barriers still need to be further addressed in its application.
Implementing Differentiated Learning in Biology: A Practical Approach to the Independent Curriculum Siti Nur Safitri; Muhamad Jalil; Yeni Purwiyanti
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 14 No. 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.18547

Abstract

This study aims to determine the planning, implementation, inhibiting, and supporting factors, and impacts on biology subjects through differentiated learning based on learning outcomes. This study uses a qualitative case study approach to analyze the implementation of differentiated learning in the independent curriculum. Data were obtained through interviews, observations, and literature reviews, focusing on planning and implementation, as well as inhibiting and supporting factors, and their impact on learning outcomes. The results of the study show that there are 4 things in differentiated learning planning, including: 1) Teacher debriefing, 2) Lesson plan design, 3) Completion of learning tasks and activities, and 4) Final assessment and evaluation in learning. Implementing differentiated learning can increase students' motivation and learning outcomes, especially in biology subjects. Despite obstacles such as time, human resources, and access to technology, solutions such as teacher training, facility optimization, and policies can help overcome the challenges of differentiated learning. The impact of differentiated learning on biology subjects, based on learning outcomes, can be seen in increased student enthusiasm and enjoyment, as well as improved learning outcomes. In addition, students can explore material according to their interests and learning styles, and there is also a Pancasila student profile (P5).

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