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SPEKTRA: Jurnal Kajian Pendidikan Sains
Published by Universitas Sains Al-Qur'an
ISSN : 24429910     EISSN : 2548642X     DOI : https://doi.org/10.32699/spektra.v11i2
Core Subject :
The SPEKTRA: Jurnal Kajian Pendidikan Sains is dedicated to all science practitioners about studies and research of science. Various topics that can be accepted in this journal are: Science Education, Science learning media, Evaluation of science learning, Science learning model, Applied science, Science-AlQuran
Arjuna Subject : -
Articles 90 Documents
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UTILIZATION OF INDUCTION HEATING IN ELECTRIC STOVE APPLICATION Fatiatun Fatiatun; Revika Tresiadi; Alva Hidayatullah; Suriani Abu Bakar; Firdaus Firdaus; Kusnanto Mukti Wibowo
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v11i2.10131

Abstract

Electric stoves with the concept of electromagnetic induction use coils to generate magnetic fluxes that can conduct heat. This study aimed to determine how induction-based electric stoves work and the effect of working coil variants on the electromotive force of induction and the temperature of water when cooked. The research method used was an experiment with data analysis using simple and multiple linear regression. The results showed that induction-based electric stoves utilize eddy currents that arise when a ferromagnetic conductor material is placed in the working coil, thus producing heat for cooking. The effect of the working coil on the electromotive force of induction and the temperature of water when cooking uses three working coil variants, namely enamel wire with a diameter of 0.5 mm with a length of 80 m, a diameter of 0.5 with a length of 112 m and a diameter of 1.5 mm with a length of 8 m. After testing, the results showed that the coil variant with a diameter of 0.5 mm and a length of 80 m had a strong influence on the induced emf, and the coil variant with a diameter of 0.5 and a length of 112 m had a substantial impact on the temperature of the water when cooked. This study implies that optimizing the coil configuration, such as using a 0.5 mm diameter enamel wire with a length of 80 m for the induced electromotive force and a 0.5 mm diameter wire with a length of 112 m to increase the water temperature, can improve the efficiency and performance of induction-based electric stoves.
THE DEVELOPMENT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IMPLEMENTATION IN CHEMISTRY EDUCATION: A LITERATURE REVIEW Munawwarah M; Hastuti Agussalim
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v11i2.10315

Abstract

This study presents a systematic literature review of the implementation of Education for Sustainable Development (ESD) in chemistry education between 2012 and 2025. A total of 15 articles were analyzed, encompassing both international and national studies, with the aim of mapping theoretical models, instructional innovations, and student outcomes within the framework of ESD. The findings reveal that research in this area can be categorized into two major contributions: conceptual contributions, which focus on developing models, frameworks, and didactic theories, and practical contributions, which emphasize instructional media, laboratory modules, contextual teaching tools, and project-based learning strategies. Practical contributions dominate the literature, demonstrating significant impacts on students’ chemistry literacy, creativity, and sustainability awareness. However, competencies such as critical thinking, problem-solving, and action competence remain underexplored and insufficiently assessed. The review further highlights that while teachers and pre-service teachers generally show positive attitudes toward ESD, their understanding often remains limited to environmental dimensions, underscoring the need for more comprehensive professional preparation. These findings suggest that future research should adopt a more balanced agenda that integrates conceptual development with practical innovations, while systematically fostering a broader spectrum of sustainability competencies. In conclusion, chemistry education holds substantial potential to contribute not only to the mastery of scientific knowledge but also to the cultivation of responsible citizens equipped to address the complex challenges of sustainable development.
EFFORTS TO IMPROVE WRITTEN COMMUNICATION SKILLS AND STUDENTS' SCIENTIFIC ATTITUDES BY USING THE DISCOVERY LEARNING LEARNING MODEL AT AL-HASAN MADANI ISLAMIC BOARDING SCHOOL RIAU Sara Rahmawati; Fakhruddin Z; Dedi Irawan
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/nf83a298

Abstract

Observation results at the Al-Hasan Madani Islamic Boarding School in Riau showed low communication skills, as seen from the lack of active participation in group discussions, difficulty conveying logical arguments, and low courage to ask questions. The results of the needs analysis of 25 students revealed that students still have suboptimal written communication skills, with a percentage of 48%. In addition, scientific attitudes such as curiosity and reflection skills have not developed optimally, with a percentage of 44% being in the low category. This condition is also supported by the learning model that is still teacher-centered. The purpose of this study is to observe the involvement/activities of educators and students during learning activities and to find effective ways in learning by using the discovery learning model to improve written communication skills and scientific attitudes of students at the Al-Hasan Madani Islamic Boarding School in Riau. The type of research used is Classroom Action Research (CAR) with 4 stages, namely planning, implementation, observation, and reflection. The subjects of this study were students of class X B. This study conducted at an Al-Hasan Madani Islamic Boarding School in Riau. There were 25 students of class X B. The dependent variable in this study was students' written communication skills and scientific attitudes. While the independent variable in this study was the discovery learning model. Data collection methods included observation sheets of educator and student activities, written communication skills tests, student scientific attitude questionnaires, and documentation. Based on the results of this study, it can be concluded that the application of the discovery learning model at the Al-Hasan Madani Islamic Boarding School in Riau is considered effective, and with increased educator and student activities, it can improve students' written communication skills and scientific attitudes. This increase occurred gradually, starting from the initial data at the pre-cycle stage, cycle I, to cycle II. The percentage of educator activity obtained in the implementation of Cycle I learning was in the good category and the implementation of Cycle II learning was in the very good category. While the percentage of students in the implementation of Cycle I learning was in the good category and the implementation of Cycle II learning was in the very good category.
VALIDITY OF INTEGRATED SCIENCE MODULES BASED ON LOCAL WISDOM TO TRAIN SCIENCE LITERACY AND CULTURAL LITERACY Dea Irna Fatmawati; Ahmad Muhlisin; Siswanto Siswanto
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/0zvzyy87

Abstract

Students' science literacy and cultural literacy skills are still relatively low because the learning process generally relies on teaching materials that do not integrate scientific concepts with local wisdom. To address this issue, this study aims to develop an integrated science module based on Nglipoh pottery crafts and traditional spinning top games as an effort to train students' science and cultural literacy skills. This study uses the Research and Development (R&D) method with a 3-D model (define, design, develop) combined with the RIAS (Reading, Identification, Analysis, Self-reflection) learning model. Data were collected through unstructured interviews, literature reviews, and expert validation questionnaires. The validation instruments were given to four validators who assessed the content, presentation, language, and graphics of the module. The validation results showed that the module scored 90% in terms of graphics and 91.02% in terms of content, presentation, and language, thus falling into the highly valid category. Thus, the Nglipoh pottery-based integrated science module and traditional spinning top game are declared suitable for use as teaching materials to help train of science literacy and cultural literacy among junior high school students.
Kebutuhan Guru dan Siswa dalam Implementasi Pembelajaran STEM–ESD Berbasis AR: Analisis Eksploratori untuk Pengembangan Perangkat Pembelajaran IPAS Esti Susiloningsih; Apit Fathurohman; Nabilah Mansur
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/jcmvv894

Abstract

The integration of STEM and Education for Sustainable Development (ESD) in Integrated Science and Social Sciences learning remains limited due to conventional teaching methods, low interactivity, and inadequate learning resources, which hinder students’ conceptual understanding and engagement. This study explores the needs of teachers and students in implementing Augmented Reality (AR)–based STEM–ESD learning as a basis for developing effective Integrated Science and Social Sciences learning tools. The study employed an explanatory sequential mixed-methods design, combining quantitative and qualitative data collection. Questionnaires were administered to 24 teachers and 92 students to identify general needs and perceptions, followed by semi-structured interviews with 16 students to obtain deeper insights into their learning experiences and expectations. The results indicate that teachers demonstrate partial readiness in integrating STEM–ESD and prefer AR learning tools that enhance conceptual clarity, provide structured instructional guidance, and align with curriculum competencies. Students reported limited engagement with existing learning materials, difficulties in understanding abstract concepts, and strong interest in AR-supported learning, emphasizing the need for accessible, interactive, and curriculum-relevant media. These findings suggest that AR-based learning tools should prioritize visual clarity, intuitive interfaces, and real-world contextualization to address current instructional gaps. The implications of this study highlight the importance of need-based AR learning design for supporting effective STEM–ESD integration, informing the development of innovative learning tools, and guiding teacher preparation and professional development in implementing technology-enhanced sustainable education.
EFFORTS TO ENHANCE CRITICAL THINKING SKILLS AND ATTITUDES TOWARD SCIENCE THROUGH THE PROBLEM-BASED LEARNING MODEL Talia Ananda; Azhar; Fakhruddin Z
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/63vef061

Abstract

The development of students’ critical thinking skills and attitudes toward science is essential for strengthening the quality of education in Indonesia. However, observations at a senior high school revealed that students demonstrated limited critical thinking abilities and low attitudes toward science, particularly in physics learning. This study aimed to describe the implementation of the Problem-Based Learning model and to examine its effectiveness in improving students’ critical thinking skills and attitudes toward science. The research employed a classroom action research design consisting of two cycles, each involving planning, action, observation, and reflection. Data were collected through tests of critical thinking skills and questionnaires measuring attitudes toward science. The findings showed substantial improvements in all five indicators of critical thinking, with stronger gains observed in the second cycle following instructional refinements. Students’ attitudes toward science also improved across all indicators, including interest, learning activities, perceived importance of science, and interest in pursuing science-related careers. The results indicate that the Problem-Based Learning model successfully increased students’ engagement, reasoning ability, and positive perceptions of science. The study implies that implementing learning strategies centered on real-world problem solving can effectively enhance both cognitive and affective aspects of science learning.
DEVELOPMENT OF AI-BASED E-MODULES ON CELL MATERIALS TO IMPROVE STUDENT LEARNING OUTCOMES AND CREATIVITY Ahmad Musholli Qurba Maulana; Wiyanto wiyanto; Arif Widiyatmoko
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/7a345f16

Abstract

Learning of cell material in science education often faces several challenges, particularly low student learning outcomes and limited student creativity due to the lack of interactive and innovative learning media. In addition, the integration of artificial intelligence (AI) in learning resources is still rarely implemented in classroom practice. Therefore, the development of innovative digital teaching materials is needed to support more effective and engaging learning. This study aims to develop an AI-based e-module on cell learning in science education to improve learning outcomes while fostering student creativity. This study employed a Research and Development (R&D) method using the 4-D model (Define, Design, Develop, and Disseminate). The effectiveness of the developed e-module was tested using a true experimental design with a pretest–posttest control group. Subjects included media experts, learning material experts, and students at MTs Mada Nusantara. The results showed that the AI-based e-module on cell learning achieved a high level of validity and was declared highly feasible by both media experts and learning material experts. Learning outcomes were improved in the experimental class, with the average score increasing from 68.96 to 76.58. Students’ creativity also improved, with most students categorized as creative to very creative after using the module. The average practicality score from teachers and students was 3.66, indicating that the e-module is easy to use, effective, and relevant as a teaching material to support the learning process. This study contributes to the development of innovative AI-based digital learning media in science education and implies that AI-based e-modules can be effectively used as interactive teaching materials to enhance students’ conceptual understanding, creativity, and technology-integrated science learning.
IMPROVING STUDENTS' CONCEPTUAL UNDERSTANDING AND CRITICAL THINKING SKILLS THROUGH WORDWALL EDUCATIONAL GAMES IN ELEMENTARY SCHOOL Vera Idayani; Syifa Saputra; Afkar Afkar
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/frqas664

Abstract

The swift evolution of digital technology in the domain of primary education has reshaped instructional methods of innovative, interactive, and effective learning media. In this regard, Wordwall-based educational games are viewed as a promising tool to significantly improve students’ conceptual understanding as well as their critical thinking skills. This research was conducted to investigate the effectiveness of Wordwall educational games in enhancing elementary school students’ comprehension of concepts and their critical thinking abilities. The study employed a quantitative approach with a quasi-experimental method, specifically utilizing a non-equivalent control group design. The participants consisted of elementary school students who were divided into two groups: an experimental group and a control group. The experimental group was taught using Wordwall-based educational games, while the control group received instruction through traditional teaching methods. Data were collected using test instruments in the form of pre-tests and post-tests, which were designed to measure students’ conceptual understanding and critical thinking skills. The instruments were developed based on predetermined learning indicators and were validated by experts before being administered. Following rigorous statistical screening via normality and homogeneity tests, an independent samples t-test confirmed that the experimental group attained markedly superior post-test results in critical thinking and conceptual understanding compared to the control group. These findings demonstrate that the implementation of Wordwall educational games has a positive and by demonstrating a statistically significant influence on students' cognitive growth, Wordwall proves to be a robust digital medium that effectively facilitates higher-order thinking within primary school settings.
ETHNOSCIENCE-BASED COMIC STRIPS AS LEARNING MEDIA TO IMPROVE SOCIAL SKILLS OF ELEMENTARY SCHOOL STUDENTS: INTEGRATED SCIENCE AND SOCIAL STUDIES Yuliana Yuliana; Rambang Muharramsyah; Nadia Aldyza
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/6g2qdy31

Abstract

The rapid development of digital media and the decline of students’ social interaction skills highlighted the need for innovative learning media, such as ethnoscience-based comic strips as learning media, to effectively enhance elementary school students’ social skills. This study was conducted to investigate the effectiveness of ethnoscience-based comic strips as instructional media in enhancing the social skills of elementary school students. A quasi-experimental method with a non-equivalent control group design was applied. The experimental group was taught using ethnoscience-based comic strips, while the control group received instruction through conventional teaching methods. The participants consisted of 60 students selected through cluster sampling techniques. Data were gathered using a questionnaire, with validity tested using Aiken’s V index and reliability measured through Cronbach’s alpha coefficient. The data analysis employed a descriptive quantitative approach. The findings revealed a significant difference in students’ social skills between the experimental and control groups (Sig = 0.00 < α). There was a notable improvement in social skills, as indicated by an increase in the average percentage from 75% (good category) to 81% (very good category) based on teachers’ questionnaire assessments. Furthermore, the effectiveness test using the Gain Score indicated an improvement of 0.61, categorized as good, based on pretest and posttest results. Observations of student activities also showed a positive outcome, with a percentage of 80%, meeting the criteria for good performance. Theoretically, this study suggests that ethnoscience-based comic strips, designed with engaging visuals and integrated social skill components, serve as an effective learning medium.
PHOTAR: Media Based on Articulate Storyline to Improve Student Interest in Learning Sri Lestari Handayani; Putri Dwi Destiasari
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/bckwrr76

Abstract

Students’ learning interest in elementary schools is an essential aspect of education; however, low levels of interest often cause students to become passive during the learning process. This study aims to identify the factors contributing to low learning interest and to enhance it through the development of Photar media based on Articulate Storyline. The method used is Research and Development (R&D) with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. In the analysis stage, a needs analysis was conducted through questionnaires and interviews involving 25 fourth-grade students at SDN Mampang Prapatan 01 Pagi to measure learning interest. The results showed that 94% of students needed the use of learning media, which was influenced by the dominance of lecture-based teaching methods. The research instruments included a pre-learning interest questionnaire, expert validation sheets, and student response questionnaires. The indicators of learning interest measured were attention, interest, engagement, and enjoyment. The development stage produced media validated by media experts (87%), material experts (88%), and language experts (86%). In the implementation stage, 93% of students expressed satisfaction with the learning media used. This study contributes to the advancement of interactive Photar learning media aimed at enhancing students’ interest in learning. The implementation of Photar media at SDN Mampang Prapatan 01 Pagi serves as an innovative approach in the instructional process, as it effectively fosters students’ learning interest by providing media that corresponds to their needs and preferences.

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