Journal of Progressive Science Education
The Journal of Progressive Science Education (JPSE) is dedicated to advancing innovative, transformative approaches to science teaching and learning across all educational levels (K-12, tertiary, and informal settings). Our mission is to bridge theory with practice, fostering a global dialogue on equity-driven, future-oriented science education. We prioritize interdisciplinary research that challenges traditional pedagogies and promotes sustainable, socially responsible scientific literacy. Core Research Domains Progressive Pedagogies in Science Inquiry-based learning (IBL), problem-based learning (PBL), and experiential/authentic learning models. Culturally responsive teaching (CRT), decolonizing science curricula, and indigenous knowledge integration. Critical thinking, creativity, and ethics in science education (e.g., socioscientific issues, AI ethics). Technology & Innovation Digital tools (VR/AR, simulations, AI-driven platforms), computational thinking, and digital literacy in science classrooms. Open-access resources, MOOCs, and blended/hybrid learning ecosystems. Equity & Inclusion Gender, disability, socioeconomic, and racial equity in STEM participation. Strategies for underrepresented groups (e.g., multilingual learners, neurodiverse students). Community-engaged science (citizen science, place-based education). Curriculum Development & Assessment Design of interdisciplinary curricula (STEAM/STEM+, sustainability, climate literacy). Competency-based assessments, portfolios, and alternative evaluation frameworks. Global citizenship education and UN SDG integration (e.g., health, environment). Teacher Professionalism Teacher identity, agency, and transformative professional development. Action research, reflective practice, and collaborative teacher networks. Policy analysis impacting science educators. Learner-Centric Research Student agency, self-directed learning, and affective domains (motivation, identity). Neuroeducation, metacognition, and conceptual change in science. Informal learning (museums, after-school programs, science clubs). Interdisciplinary Synergies We encourage intersections with: Environmental Science (eco-pedagogy, climate justice) Social Sciences (science communication, public understanding of science) Cognitive Psychology (learning theories, mindset interventions) Digital Humanities (data literacy, critical media analysis)
Articles
25 Documents
<![CDATA[E-Module IPA Bermuatan Etnovlog Pantai Lon Malang Madura: Bahan Ajar untuk Meningkatkan Literasi Sains Siswa ]]>
<![CDATA[Rizqoh Mufidah]]>;
<![CDATA[Nur Qomaria]]>;
<![CDATA[Aditya Rakhmawan]]>;
<![CDATA[Eva Wahyuni]]>;
<![CDATA[Dwi Putera]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[The e-module containing the Lon Malang beach ethnovlog is one of the digital teaching materials integrated with local wisdom. This research is important to do because it aims to determine the validity of the e-module product containing the Lon Malang beach ethnolog and increase students' scientific literacy on the material of Indonesian ecology and biodiversity. This type of research is research and development (R&D). The development of this media uses the ADDIE learning model (analyze, design, development, implementation, evaluation). The research was conducted at SMPN 1 Sreseh in the even semester of the 2024/2025 academic year. Data collection used questionnaires, tests, interviews, observation and documentation techniques. The results of the study show that: (1) The developed e-module is very valid with a media aspect score of 93.52% while the material aspect is 89.24%, (2) The e-module containing the Lon Malang beach ethnolog can increase students' scientific literacy with an N-gain value of 0.65 in the moderate category. Thus, students' scientific literacy skills can be measured and improved with teaching materials in the form of e-modules that have been developed.]]>
<![CDATA[Research and Trends of Socio-Scientific Issues in Natural Science Education: Bibliometric and Content Analysis Based on Systematic Literature Review ]]>
<![CDATA[Thoriqi Firdaus]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[The implementation of Socio-Scientific Issues (SSI)-based learning has been widely carried out in developed countries that have received international attention in the field of science education. This study uses a mixed-method approach. The quantitative approach employs bibliometric analysis data, while the qualitative approach uses content analysis data based on a systematic literature review. The design used is a triangulation design with a one-phase model. The research data source uses the Scopus database from 2004–2023 with the search keywords “Socio-Scientific and Issue” and “Science Education.” The bibliometric data collection technique consists of three stages, namely defining the objective, selecting the sample, and statistical analysis. Meanwhile, the content analysis data collection technique uses the PRISMA model. The bibliometric results obtained 208 articles and were analyzed based on published SSI in Natural Science Education documents and authors, contribution of countries and affiliations, documents by subject area and co-occurrence network of the keywords, source articles of SSI, and citations. The content analysis results obtained 17 article studies included in the review with analysis based on study objective, methodology, main finding, and summary of discussion. Based on the results, it shows that the trend of SSI research from 2004–2023 has significantly increased with the highest research contribution from the United States. The most frequently studied influence of SSI in science education is scientific literacy skills, argumentation, reasoning, and problem-solving. The most frequently studied SSI topics are global warming and climate change. SSI-based learning strongly supports the implementation in science education, but teachers will face challenges in handling SSI because controversial issues will make it difficult to integrate with science content. ]]>
<![CDATA[Implementasi Discovery Learning Berbantuan Liveworksheet Dalam Meningkatkan Keterampilan Berpikir Kritis Siswa ]]>
<![CDATA[Nadivatul Hasanah]]>;
<![CDATA[Try Hartiningsih]]>;
<![CDATA[Eva Ari Wahyuni]]>;
<![CDATA[Aditya Rakhmawan]]>;
<![CDATA[Dwi Bagus Rendy Astid Putera]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[The purpose of this study was to determine the improvement of students' critical thinking skills after implementing the discovery learning model assisted by liveworksheets. This study used quantitative research with a quasi-experimental method with a non-equivalent group design. The study was conducted at the UPTD of SMPN 4 Bangkalan. The study population was all seventh grade students of the 2024/2025 academic year. Sampling used a purposive sampling technique. The sample used was class VII-H. The data analysis technique used the n-gain test. The results showed that there was an increase in students' critical thinking skills after implementing the discovery learning model assisted by liveworksheets in the moderate category, with an average n-gain score of 0.66.]]>
<![CDATA[Problem Based Learning Berbantuan Teknologi Google Classroom: Upaya Peningkatan Literasi Sains Siswa ]]>
<![CDATA[Layly Sailatus Sa'adah]]>;
<![CDATA[Try Hartiningsih]]>;
<![CDATA[Mochammad Ahied]]>;
<![CDATA[Dwi Bagus Rendy]]>;
<![CDATA[Siti Eneng Sururiyatul Mu’aziyah]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[This study aims to determine the improvement in students' scientific literacy skills after the implementation of the Problem Based Learning model assisted by Google Classroom technology. The type of research used is experimental research (pre-experimental using a one-group pretest-posttest design) with a quantitative approach and using a nonprobability sampling technique with a purposive sampling design conducted at the UPTD SMPN 1 Arosbaya in the 2024/2025 academic year. The population used was all students of grade VIII, while the sample used was class VIII-C. The data collection technique employed a scientific literacy test, and the data analysis technique used the N-Gain Score test. The results of the study showed that: there was an increase in students' scientific literacy skills based on the N-Gain Score of 0.66 with a moderate category. Based on these results, it is recommended that future researchers pay more attention to time management during the implementation of the Problem Based Learning model assisted by Google Classroom technology, as this learning model requires a longer duration to complete each stage effectively.]]>
<![CDATA[Implementation of Experiments in Science Learning in the Form of Rhoeo discolor Plasmolysis Practicum ]]>
<![CDATA[Dina Fatin Nafisah]]>;
<![CDATA[Sofiatun]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[Plasmolysis experiments on plant tissues were carried out to find out and explain changes in Rhoeo discolor epidermal cells before and after plasmolysis, as well as to analyze the factors that cause plasmolysis. Plasmolysis experiments on plant tissues use data collection methods or techniques in the form of experiments or experiments and documentation. The results of the plasmolysis experiment on plant tissue are that before plasmolysis occurs, the cell wall is tight and the color of the cell is deep purple. After plasmolysis, the cell wall will stretch with a faded purple color. The results of the experiment obtained are in accordance with the hypothesis that has been presented and show that this practicum is in accordance with the theory. The data produced is in the form of statements or sentences so that this experiment is a type of qualitative research. Changes in the shape of the cell wall and the color of the cell are caused by the presence of a NaCl solution that is concentrated higher than the concentration of water in the cell. The difference in concentration causes excessive transfer of substances which causes plasmolysis in the epidermal cells of Rhoeo discolor. The results of this experiment are useful to be applied in learning and become a learning resource for junior high school students in grade VIII. This experimental method also trains critical thinking and improves students' critical thinking skills.]]>
<![CDATA[Analysis of Water Hardness in Lapindo Mud Sources: Identification of Ca²⁺ and Mg²⁺ using the EDTA Method as a Science Learning Medium ]]>
<![CDATA[Siti Aminatus Sholeha Sholeha]]>;
<![CDATA[Della Septya Feransyah]]>;
<![CDATA[Fiza Alfa'i Robiyah]]>;
<![CDATA[Frista Alfidya Hafidz Zain]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[Water hardness refers to water that has a high calcium and magnesium ion content, which affects water quality. Hard water can cause several side effects, one of which is health problems that can trigger kidney stones. This study was conducted with the aim of determining the level of hardness contained in Lapindo mud water, as well as providing information on the methods used to accurately test water hardness levels. The method used was a laboratory experiment conducted by changing the independent variable to see its impact on the dependent variable. This research was conducted on 14 August 2025 at the Household Chemistry Laboratory of the Science Education Study Programme at Trunojoyo University, Madura, which produced a total hardness of 379.4 mg/L in the sample. The results obtained show that the method used is very effective in identifying the level of water hardness and provides valid data to support the treatment of water to make it suitable for consumption.]]>
<![CDATA[Perancangan Prototipe Aplikasi Pembelajaran Sains dan Matematika untuk Siswa SMK Menggunakan Design Thinking ]]>
<![CDATA[Farah Akmalia Maylani]]>;
<![CDATA[Mukhlis Ainur Rahman]]>;
<![CDATA[Fadli Maghfirli]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[The development of digital technology demands learning innovations that can meet the needs of students in the era of the Fourth Industrial Revolution and Society 5.0. In the context of vocational high schools (SMK), science and mathematics are often taught only theoretically and lack context, making it difficult for students to connect theoretical concepts with vocational practices. This study aims to design a prototype of a science and mathematics-based mobile learning application for vocational high school students using the Design Thinking approach. This method consists of five stages, namely empathize, define, ideate, prototype, and testing, which emphasize active user involvement. The trial was conducted on twenty-two vocational high school students in Bangkalan using the User Experience Questionnaire (UEQ) instrument. The results of the UEQ test obtained an attractiveness score of 2.583, a clarity score of 1.943, an efficiency score of 2.352, an accuracy score of 2.364, a stimulation score of 2.284, and a novelty score of 1.995. Based on these scores, positive results were obtained in all aspects of the UEQ.]]>
<![CDATA[Dampak Model Problem-Based Learning pada Kemampuan Pemecahan Masalah IPA Siswa SMP: Analisis Systematic Literature Review ]]>
<![CDATA[Irma Lutfia]]>;
<![CDATA[Rizki Arumning Tyas]]>
<![CDATA[ Journal of Progressive Science Education Vol. 1 No. 1 (2025): November 2025 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[This study aims to describe the influence of implementing the Problem-Based Learning (PBL) model on junior high school students' problem-solving abilities thru a systematic review of various previous studies. This study uses the Systematic Literature Review (SLR) method, referring to the PRISMA 2020 guidelines. A total of ten relevant articles were selected based on inclusion criteria, which included research examining the application of the PBL model in science learning at the junior high school level. The research results showed that the consistent application of PBL had a positive impact on improving students' problem-solving abilities. Additionally, PBL also impacts improved learning outcomes, concept mastery, and higher-order thinking skills relevant to the demands of 21st-century learning. Cross-study analysis also revealed disparities in the distribution of science content, with research focusing more on physics content, while biology appeared in limited quantities and chemistry content was not identified in the articles meeting the criteria. These findings are also influenced by the limited number of articles and the scope of the databases used. Thus, PBL can be recommended as an effective learning model for developing problem-solving skills in science learning at the junior high school level.]]>
<![CDATA[Discovery Learning Integrated with Local Potential in Enhancing Computational Thinking: A Systematic Literature Review on Heat and Temperature Learning ]]>
<![CDATA[Danang Risfaldy]]>;
<![CDATA[Didik Setyawarno]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 1 (2026): Maret 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[This study presents a systematic literature review (SLR) aimed at synthesizing research findings on the integration of Discovery Learning with local potential to support the development of Computational Thinking (CT) in heat and temperature learning. The review followed Kitchenham’s SLR framework, including the formulation of research questions, search strategy, study selection, and data synthesis. The literature search was conducted using Google Scholar through the Publish or Perish tool with the keywords “Discovery Learning, Local Potential, and Computational Thinking” within the publication range of 2018–2025. A total of 200 articles were initially identified. After the screening process, 20 articles remained, which were further evaluated through eligibility assessment, resulting in 14 relevant studies. Following a full-text review and relevance to Computational Thinking, seven articles were included in the final synthesis. The findings reveal a consistent pattern indicating that Discovery Learning, both independently and when integrated with local potential, contributes to the development of students’ Computational Thinking skills. The integration of local potential enhances contextual understanding and student engagement. In heat and temperature learning, activities such as data analysis, pattern recognition, and experimentation align with key components of CT, including decomposition, abstraction, and algorithmic thinking. However, the review identifies several research gaps, including the limited number of studies explicitly integrating Discovery Learning, local potential, and CT, as well as the lack of structured instructional designs and assessment tools targeting CT indicators. This study highlights the importance of contextualized Discovery Learning as a strategic approach to foster Computational Thinking in science education and recommends further empirical research to strengthen its implementation]]>
<![CDATA[Integrating Urinalysis Practicum in Science Education: A Descriptive Study of Urine Characteristics and Its Implications for Students’ Conceptual Understanding ]]>
<![CDATA[Wardah Fitriyani]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 1 (2026): Maret 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[Science education is frequently associated with abstract concepts, thereby necessitating the integration of scientific activities to facilitate students’ conceptual understanding. One such activity is the urine content analysis practicum. Urinalysis is conducted by examining the physical and chemical characteristics of urine to support disease diagnosis and to determine normal physiological conditions. Observations typically include changes in color, odor, and specific chemical reactions. This study aims to determine urine pH, detect the presence of ammonia, and identify the existence of glucose, protein, and bile pigments. A descriptive observational method was employed, involving direct examination of urine samples using various chemical reagents. The findings indicate that normal urine exhibits a pH of approximately 5, reflecting a slightly acidic nature. The presence of ammonia is characterized by a more pungent odor, particularly after the urine is heated or left to stand. The bile test results were negative, as indicated by the absence of a green ring formation. Furthermore, the Benedict test for glucose showed no significant color change, and the protein test also yielded negative results, confirming the absence of glucose and protein in normal urine.]]>
