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[Analisis Interaksi Antar Komponen Ekosistem Pesisir Pantai Lombang sebagai Sumber Belajar IPA SMP ]]>
<![CDATA[Wardah Fitriyani]]>;
<![CDATA[Farah Lailatul Nur Alifiyah]]>;
<![CDATA[Ifa Rahmawati]]>;
<![CDATA[Isna Silfiatul Ismawati]]>
<![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 learning at the junior secondary level requires the integration of real environmental contexts to help students understand ecosystem concepts meaningfully rather than abstractly. Coastal areas represent dynamic environments where biotic and abiotic components interact visibly and continuously. This study aims to analyze the interactions among ecosystem components in the coastal area of Pantai Lombang and to examine its potential as a learning resource for junior high school science, particularly on ecosystem topics. This research employed a descriptive qualitative approach. Data were collected through field observations and documentation of biotic and abiotic components found in the coastal ecosystem. The analysis involved identifying ecosystem components, classifying the types of interactions occurring among them, and mapping the findings to the junior high school science curriculum. The results indicate that the coastal ecosystem of Pantai Lombang demonstrates various interactions, including biotic–biotic and biotic–abiotic relationships, which reflect key concepts such as ecosystem components, trophic interactions, and environmental balance. Therefore, the site has strong potential to be utilized as a contextual, environment-based learning resource to support science instruction at the junior secondary level. ]]>
<![CDATA[Project-Based Learning in Science Education: A Bibliometric Analysis of Research Trends on 21st-Century Skills ]]>
<![CDATA[Nindyah Fitri Pangestu]]>;
<![CDATA[Emeiliya Sufiani]]>;
<![CDATA[Puteri Diana Dhea Fadilah]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 1 (2026): Maret 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[The rapid development of science and technology in the 21st century has increased the demand for educational approaches that foster essential competencies, particularly 21st-Century Skills, including critical thinking, creativity, communication, and collaboration. In Science Education, Project-Based Learning (PjBL) has emerged as a promising approach to support the development of these skills. However, existing studies on PjBL remain fragmented, and a comprehensive understanding of research trends in this field is still limited. Therefore, this study aims to analyze the research trends of project-based learning in science education with a focus on 21st-century skills using a bibliometric approach. This study utilized data retrieved from the Scopus database, resulting in 125 documents published between 2015 and 2026. The analysis was conducted using bibliometric tools, including Biblioshiny and VOSviewer, to examine publication trends, citation patterns, collaboration networks, and keyword co-occurrence. The results indicate a significant increase in research productivity, particularly after 2020, reflecting growing global interest in PjBL for developing 21st-century skills. Citation analysis shows that earlier studies have a strong foundational impact, while recent publications demonstrate rapid growth. The findings also reveal that research dissemination is dominated by conference proceedings, while high-impact journals contribute to knowledge consolidation. In terms of collaboration, contributions are globally distributed, with Indonesia, the United States, and China as leading countries, although international collaboration remains relatively limited. Furthermore, keyword analysis highlights dominant themes related to PjBL and 4C skills, as well as emerging trends in technology integration and student-centered learning. However, the limited presence of ethnoscience and local wisdom integration indicates a significant research gap. This study suggests that future research should focus on developing context-based learning approaches, particularly through the integration of ethnoscience into project-based learning, to enhance the relevance and effectiveness of science education.]]>
<![CDATA[Pengaruh Model Problem Based Learning Bermuatan Potensi Lokal Garam Krosok Terhadap Literasi Sains ]]>
<![CDATA[Baren Mamora]]>;
<![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[The low level of scientific literacy among junior high school students remains a significant issue in science learning, which is generally teacher-centered, leading students to memorize concepts without understanding their application in everyday life. One effort to improve scientific literacy is through the implementation of the Problem-Based Learning (PBL) model integrated with local potential, such as krosok salt, making learning more contextual and meaningful. This study aims to describe the effect of implementing a Problem-Based Learning model incorporating the local potential of krosok salt on the scientific literacy of junior high school students. The research employed a quantitative method with a quasi-experimental design, specifically a nonequivalent control group design, involving an experimental class and a control class at SMP Negeri 7 Yogyakarta. The research instrument was a scientific literacy test that had been validated and tested for reliability. Data analysis was conducted using normality tests, homogeneity tests, independent sample t-tests, and effect size calculations to determine the magnitude of the treatment effect. The results showed that the significance value of the pretest data was 0.522, indicating no difference in initial ability between the two classes. Furthermore, the posttest data yielded a significance value of 0.025 (< 0.05) with an effect size of 0.594, which falls into the medium category. These findings indicate that the implementation of the Problem-Based Learning model integrated with the local potential of krosok salt has a positive effect on improving students’ scientific literacy. Therefore, this model is appropriate to be used as an alternative approach to contextual and meaningful science learning.]]>
<![CDATA[Analysis of the Lecture Method in Junior High School Science Learning on Students’ Learning Motivation ]]>
<![CDATA[Emeiliya Sufiani]]>;
<![CDATA[Azka Safrida Khoirunnisa]]>;
<![CDATA[Siti Fatima Azzahra]]>;
<![CDATA[Nia Dwi Ramadani]]>;
<![CDATA[Asna Rahma Auliya]]>
<![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 was conducted to analyze how the lecture method in science learning at the junior high school level can affect several important aspects of the student learning process such as students' interest and enthusiasm for the lecture method, as well as how this method has an impact on students' focus and concentration during learning. This study also evaluates the level of students understanding of material delivered trough the lecture method, so that it can measure its effectiveness and participation in learning as an important indicator of overall student engagement. This study uses a quantitative descriptive research method. Data collection was carried out by providing instruments in the form of response questionnaires to all students. The subjects in this study are grade VIII students of SMPN 1 Kamal, Bangkalan Regency with a total of 32 students. The results of the study showed that the lecture method received a positive response to the indicators of student motivation and enthusiasm for learning with a score percentage of 75%. The indicator of student interest in the material taught was categorized as less positive with a score percentage of 67%. Indicators of student focus and concentration during learning were categorized as less positive with a score percentage of 68%. The indicator of understanding of the material presented was categorized as less positive with a score percentage of 66%. The indicators of student activity and participation during learning were categorized as less positive with a score percentage of 68%.]]>
<![CDATA[Pengaruh Model Problem-Based Learning Berbantuan PhET Simulations Terhadap Computational Thinking Peserta Didik ]]>
<![CDATA[Narmalita Ayu Rahmawati]]>;
<![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[Computational thinking (CT) has emerged as a critical competency in 21st-century education; however, junior high school students’ proficiency in this skill remains insufficient, particularly in abstract scientific topics such as heat. This study aims to examine differences in students’ CT skills and to determine the effect size of implementing a Problem-Based Learning (PBL) model integrated with PhET Simulation in science learning. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The sample consisted of two seventh-grade classes, selected using cluster random sampling. Data were collected through a CT test encompassing decomposition, pattern recognition, abstraction, and algorithmic thinking, as well as an observation sheet to assess instructional implementation. Data analysis involved descriptive statistics, normalized gain (N-gain), independent samples t-test, and effect size analysis. The results indicate that instructional implementation was categorized as very good (91.5%). The mean CT score in the experimental group increased from 56.11 to 82.22, while the control group improved from 54.58 to 67.14. The independent samples t-test revealed a significant difference between groups in the posttest (p = 0.001 < 0.05). The N-gain score in the experimental group was classified as high, whereas the control group achieved a moderate level. The effect size value of 1.856 indicates a strong practical impact. These findings demonstrate that the integration of PBL with PhET Simulation effectively enhances students’ computational thinking skills. This study contributes to the theoretical advancement of CT-oriented instructional design and provides practical implications for implementing technology-enhanced science learning.]]>
<![CDATA[Integrating the Law on Environmental Protection and Management into Ecology Learning to Enhance Students Legal Awareness ]]>
<![CDATA[Bangkit Wira Malik]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 1 (2026): Maret 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[The current global ecological crisis is often viewed as a failure of collective understanding regarding environmental legal instruments. At the secondary education level in Indonesia, there is a curricular dichotomy that separates biology from civic education, resulting in students understanding natural destruction cognitively but remaining indifferent to its juridical consequences. Previous research has extensively explored problem-based learning models; however, the majority remains limited to cognitive learning outcomes without systematically integrating legal instruments. This study aims to formulate and test the effectiveness of an ecology module integrated with crucial points of Law No. 32 of 2009 (UU PPLH) to enhance students' legal awareness. The method used is a qualitative approach with a descriptive case study design based on constructivist epistemology. Research subjects were selected through purposive sampling, involving Grade XI students and biology teachers. Data were collected through participant observation, in-depth interviews, FGDs, and documentation studies, and then analyzed using the interactive model of Miles, Huberman, and Saldana. A systematic transformation of student awareness. The integration of materials such as AMDAL (Environmental Impact Assessment) and Environmental Quality Standards successfully bridged science and legal literacy, shifting the students' paradigm from a biotic-abiotic understanding toward juridical awareness. Although initial resistance emerged due to cognitive load, the social constructivism approach was effective in transforming rigid legal texts into vibrant ethical discussions. These findings theoretically prove that legal literacy functions as a catalyst for ecological intelligence, creating ecological citizenship that is not only academically brilliant but also legally resilient in preserving the sustainability of the Earth.]]>
<![CDATA[Pengaruh Model Problem Based Learning Bermuatan SDGs Poin 13 pada Materi Perubahan Iklim terhadap Kemampuan Berpikir Kritis Peserta Didik ]]>
<![CDATA[Afia Isnaini]]>;
<![CDATA[Purwanti Widhy Hastuti]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 2 (2026): Juli 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[21st-century skills are important in science learning, one of which is critical thinking skills. Therefore, this study aims to: (1) determine the differences in students' critical thinking skills between learning using the problem-based learning model containing SDGs 13 and the discovery learning model on climate change material and (2) determine the effect of the problem-based learning model containing SDGs 13 on students' critical thinking skills. This study is motivated by the low critical thinking skills of students. The novelty of this study is the integration of SDGs 13 into the problem-based learning model as a learning context that is relevant to students' lives to train critical thinking skills. This study is a quasi-experimental design with a pre-test post-test nonequivalent control group design. The research sample consisted of 30 students each from class VII D and class VII B of SMP Negeri 2 Berbah in the 2025/2026 academic year. Data analysis techniques include n-gain, normality, homogeneity, independent sample t-test, and effect size. The results of the study show that: (1) there is a significant difference in critical thinking skills between classes using the problem-based learning model containing SDGs 13 and classes using the discovery learning model on climate change material and (2) there is a strong influence of the problem-based learning model containing SDGs 13 on climate change material on students' critical thinking skills. In addition, indicate that students are able to analyze real problems and formulate solutions so as to support the development of 21st-century skills, especially critical thinking skills.]]>
<![CDATA[Pengaruh Model Problem Based Learning Bermuatan Potensi Lokal Geplak terhadap Keterampilan Berpikir Kritis ]]>
<![CDATA[Safira Adella Fasya]]>;
<![CDATA[Maryati]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 2 (2026): Juli 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[The low critical thinking skills of students in Indonesia are caused by students who are not yet able to use their reasoning skills to analyze, evaluate, and provide answers that do not include reasons that support problem solving. This study aims to (1) determine the differences in critical thinking skills of students using the Problem-Based Learning model, which focuses on the local potential of Geplak, a traditional food, compared to the Discovery Learning model. (2) determine the effect of the Problem-Based Learning (PBL) model, which focuses on the local potential of Geplak, on additives, on critical thinking skills. This type of research is a quasi-experimental design with a Non-equivalent pretest-posttest group design, implemented at SMP Negeri 2 Wates. Sampling used a cluster random sampling technique. The sample consisted of 64 eighth-grade students divided into experimental and control groups. Data collection techniques were carried out using test instruments (pretest and posttest critical thinking skills) and non-test (learning implementation observation sheets). Data analysis techniques included learning implementation analysis, descriptive statistical analysis, prerequisite tests (normality and homogeneity tests), n-gain tests, and hypothesis tests (independent sample t-test and effect size). The results of the study indicate that: (1) there is a difference in the critical thinking skills of students who use the Problem Based Learning model containing the local potential of geplak compared to students who use the Discovery Learning model, with a significance value of 0.001 (Sig. < 0.05); (2) there is an effect of implementing the Problem Based Learning model containing the local potential of geplak on critical thinking skills, with a Cohen's α value of 1.0, which is in the moderate category. These findings indicate that PBL containing local potential of geplak effectively improves students' critical thinking skills.]]>
<![CDATA[Pengaruh Problem Based Learning Bermuatan SDGs Poin 6 terhadap Kemampuan Pemecahan Masalah Siswa SMP ]]>
<![CDATA[Zharifah Eka Fitria Nikmah]]>;
<![CDATA[Purwanti Widhy Hastuti]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 2 (2026): Juli 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[Problem-solving ability is a crucial competency in science learning, as it enables students to analyze, evaluate, and respond to real-world challenges. Integrating the Problem Based Learning (PBL) model with Sustainable Development Goals (SDGs), particularly SDGs Point 6 (Clean Water and Sanitation), provides a meaningful approach to connect scientific concepts with environmental issues such as water pollution. This study aims to: (1) examine the differences in students’ problem-solving abilities between those taught using the PBL model integrated with SDGs Point 6 and those taught using the Discovery Learning model; and (2) determine the effect of the PBL model integrated with SDGs Point 6 on students’ problem-solving abilities. This research employed a quantitative approach with a quasi-experimental design, specifically a Non-equivalent Control Group Design. The study was conducted at SMP Negeri 2 Berbah, involving a population of 128 seventh-grade students. Samples were selected using purposive sampling, with class VII A (32 students) as the experimental group and class VII C (32 students) as the control group. Data were collected using a multiple-choice test instrument to measure problem-solving ability and a non-test instrument in the form of a learning implementation sheet. Data analysis included descriptive statistics, N-gain, independent sample t-test, effect size, and implementation analysis. The results revealed a significant difference in students’ problem-solving abilities between the experimental and control groups (p = 0.000, p < 0.05). Furthermore, the PBL model integrated with SDGs Point 6 had a positive effect on students’ problem-solving abilities, with a Cohen’s d value of 0.46, indicating a medium effect size. These findings suggest that integrating SDGs Point 6 into the PBL model is effective in enhancing students’ problem-solving abilities on water pollution material.]]>
<![CDATA[Pengaruh Pembelajaran IPA Berpendekatan Culturally Responsive Teaching Tema Batik Sekar Sari Sandeyan terhadap Pemahaman Konsep dan Sikap Peduli Budaya ]]>
<![CDATA[Alfita Marhaeningtyas]]>;
<![CDATA[Insih Wilujeng]]>
<![CDATA[ Journal of Progressive Science Education Vol. 2 No. 2 (2026): Juli 2026 ]]>
Publisher : <![CDATA[PT. Komunitas Peneliti Alinea ]]>
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<![CDATA[This study aims to (1) determine the differences in students' conceptual understanding and cultural awareness attitudes between science learning using the Culturally Responsive Teaching (CRT) approach on the theme of Batik Sekar Sari and science learning using the scientific approach, (2) determine the effect of science learning using the Culturally Responsive Teaching (CRT) approach on the theme of making Sekar Sari Sandeyan batik and science learning using the scientific approach on students' conceptual understanding and cultural awareness attitudes. This type of research is a quasi-experimental research design with a pretest-posttest control group. The research instruments used were conceptual understanding questions, cultural awareness attitude questionnaires, and learning implementation observation sheets. Data analysis techniques used were normality tests, homogeneity tests, correlation tests, MANOVA tests, and effect size tests The results of the study showed that (1) there were differences in students' understanding of concepts and attitudes of caring for culture between science learning using the CRT approach with the theme of Batik Sekar Sari and science learning using the scientific approach, (2) there was an influence of science learning using the CRT approach with the theme of Batik Sekar Sari on students' understanding of concepts and attitudes of caring for culture. Thus, the CRT approach that integrates culture can effectively improve science learning.]]>
