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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Published by Universitas Syiah Kuala
ISSN : 23384379     EISSN : 2615840X     DOI : https://doi.org/10.24815/jpsi.v14i2.1384
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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) or JPSI is an international journal dedicated to studying and exploring various matters related to science education, especially technological developments in the field of science based on ethnoscience and local wisdom. JPSI aims to present original articles on current issues and high-quality research trends focused on technology-integrated science education, especially related to the focus areas of Education of Science, Chemistry, Biology, Physics, Ethnoscience, Local Wisdom in the Field of Science, and Environmental. Integration of the latest technology includes media, methods, models, curriculum, teaching materials and authentic assessment instruments in science education, as well as their application in science education research. JPSI is scientific journal and published since 2017. Since 2021, JPSI has been published every January, April, July and October. Since 2023, JPSI will prioritize publishing papers submitted in English. Since 2019, JPSI has been nationally accredited (Sinta 2) by the Ministry of Research and Technology or National Research and Innovation Agency.
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Articles 73 Documents
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Analysis of Junior High School Students’ Learning Styles as the Basis for Developing a Differentiated Science E-Module Yandri Alfret Dooh; Raharjo; Elok Sudibyo; Muhammad Satriawan; Maharani Agustina Arivi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.90

Abstract

This study aims to analyze the learning style profiles of ninth grade students at SMP Negeri 1 Kupang and to examine their implications for the development of differentiated, technology based science e-modules. A quantitative descriptive approach was employed involving 344 students from eleven classes. Data were collected using a VAK (visual, auditory, kinesthetic) learning style questionnaire and analyzed using percentage distributions and the Simpson diversity index to describe classroom heterogeneity. The results revealed that students learning styles were relatively balanced, with an average proportion of 32.9% visual, 30.7% auditory, and 36.4% kinesthetic learners. The diversity index across classes ranged from 0.49 to 0.67, with an average of 0.65, indicating a moderate to high level of heterogeneity in learning style preferences within classrooms. While several classes showed balanced distributions, one class was dominated by kinesthetic learners, highlighting variations in instructional needs among classes. These findings suggest that science learning at the junior high school level should not rely on uniform instructional strategies, but instead adopt differentiated and multimodal approaches that can accommodate diverse learning preferences. The identified learning style profiles provide an empirical basis for designing interactive and differentiated science e-modules that integrate visual, auditory, and kinesthetic learning pathways. Such e-modules are expected to support student engagement, autonomy, and conceptual understanding, and to foster more inclusive and student centered science learning in line with current curriculum demands.
Science Investigation Through Student Worksheet in Environmental Pollution Material to Support SDGs “Clean Water and Sanitation” Marisa Christina Tapilouw; Farida Zuraina Mohd Yusof
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.91

Abstract

Science learning plays an important role in raising students’ environmental awareness, which begins in young people. The focus of this study is the implementation of a student worksheet in a science learning activity. The purposes of this study are (1) to design questions in student worksheets about environmental pollution, and (2) to analyze students’ science investigations as a response to the science learning activity. This research is in support of SDGs clean water and sanitation. This study is a descriptive study with a qualitative approach.  In order to answer problems, the descriptive research describes the existing situation with a scientific procedure. The subject of this study was 36 student class 7 and 32 student class 10. These student worksheets (Class 7 and Class 10) were implemented in science learning by observing river pollution. In class 7 and class 10, the result showed that food waste polluted the river. Most group in class 7 gave solution that we have to raise environmental awareness. In the other band, most group in class 10 observed that industrial and domestic activities cause river pollution. The class 7 student responded to the question in detail because of direct observation. Meanwhile, the class 10 student responded to the question limited by observation through indirect observation. For conclusion, (1) the student worksheets were valid and implemented in science investigation; (2) from student’s observation, Waste resulting from human activities in rivers causes rivers to be polluted and disrupts the balance of the ecosystem
Enhancing Students’ Scientific Literacy through Deep Learning: A Systematic Review of Science Learning Models Hendra Ramadhan; Sulistyo Saputro; Lina Mahardiani; Mlathi Anggayuh Jati; Tia Istiana Potabuga
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.92

Abstract

Scientific literacy is a key competency emphasized in the PISA 2025 framework and serves as a benchmark for science education quality in Indonesia. However, Indonesian students’ performance remains below the OECD average, indicating the need for more effective and conceptually grounded learning approaches. This study aims to systematically review science learning models that enhance students’ scientific literacy from a deep learning perspective. The review followed the PRISMA 2020 protocol and analyzed forty-two articles published between 2015 and 2025 from scopus, web of science, springerlink, eric, and google scholar. Thematic analysis identified five dominant learning models—problem-based learning, project-based learning, STEM education, inquiry learning, and discovery learning—as effective in fostering conceptual understanding, reflective thinking, and scientific reasoning. These models encourage students to explore, connect, and apply scientific concepts in authentic contexts. The findings highlight that innovative pedagogical approaches grounded in deep learning principles can transform science education by promoting higher-order thinking, sustainable learning, and the development of scientifically literate citizens
Integration of Artificial Intelligence Based Digital Media in Science Learning Activities to Improve Critical Thinking Skills of Vocational High School Students Fitri Damayanti; Acep Musliman; Rino Anthony Stiawan; Andri Suryana; Samuel Amponsah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.93

Abstract

This study investigated the integration of Artificial Intelligence based digital media into Argumentation Driven Inquiry learning activities to enhance vocational high school students’ critical thinking and problem-solving skills in Jakarta. The research employed a mixed-methods design involving two vocational schools (SMK PGRI 16 and 20). Data was collected through pre- and post-assessments, classroom observations, and structured interviews with students, teachers, and parents. Digital media included adaptive AI-powered learning modules and interactive simulations designed to foster curiosity and collaborative argumentation. Quantitative results showed significant improvements in students' Critical Thinking Skills, with an average increase of 23% between the pre- and post-tests, whileqQualitative findings revealed that AI-based digital media improved motivation, fostered deeper engagement with IPAS concepts, and supported self-directed learning. Despite the positive outlook, challenges included limited infrastructure and uneven digital literacy among students. Overall, the integration of AI-driven digital media in ADI-based learning offers a promising pathway to strengthen Higher order Thinking Skills in vocational education
Developing a Digital Science E-magazine Based on Socioscientific Issues: Validity, Practicality, and Students’ Responses Yokhebed; Harun Asyrofi; Anita Tri Andriani; Nova Siswanti adtya; Amelia Dwi Kartika; Li Yeqin
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.94

Abstract

This research aims to develop a digital e-magazine based on socioscientific issues (SSI) in junior high schools. The research employed a Research and Development (R&D) approach using the 4D (define, design, develop, and disseminate) model. The product was designed using Heyzine as a platform, integrating text, images, videos, and interactive quizzes. The e-magazine content focused on the human organ systems aligned with the national curriculum and contextualized through relevant SSI topics such as smoking, drug abuse, junk food, and unhealthy lifestyles. The validation process involved seven science teachers as experts, and data were analyzed using Aiken’s validity index. The practicality and students’ perceptions were tested through small- and large-scale trials involving 9 and 106 students, respectively. The validation results obtained an average Aiken’s validity index of 0.88, indicating validity. The practicality test showed positive responses in terms of usability, clarity, and attractiveness. In the large-scale trial, students’ responses to the e-magazine reached an average of 93%, categorized as very good across cognitive, affective, and conative aspects. These findings suggest that the SSI-based e-magazine is a valid, practical, and well-received learning resource, effectively supporting students’ understanding, motivation, and engagement in science learning.
The Effect of Integrating Digital Research and Outdoor Learning in STEM Project-Based Learning on Elementary Students’ Creative Thinking Skills Fitria Wulandari; Saltanat Meiramova; Fika Megawati; Alinda Tiara Ayudya
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.95

Abstract

Creative thinking is an important 21st-century competency because it enables students to generate original, valuable, and applicable ideas. However, various studies show that this skill among elementary school students is still low, influenced by pedagogical barriers and limited opportunities for divergent thinking. This study aims to analyze the effect of integrating digital research and outdoor learning in STEM Project-Based Learning (STEM-PjBL) on students' creative thinking skills, as well as to measure the magnitude of the effect produced. The study used a pretest–posttest quasi-experimental design with 38 fourth-grade students divided into control and experimental groups. The experimental group received STEM-PjBL learning enriched with digital research and outdoor learning activities, while the control group received STEM learning. The creative thinking skills instruments met the validity and reliability requirements, and the data passed the normality and homogeneity tests. Paired Samples t-test analysis showed that control group experienced a significant increase (p=0.007), with an average difference of 1.105 points. Meanwhile, the experimental group showed a much greater and highly significant increase (p=0.000), with an average difference of 4.263 points. Furthermore, the difference in posttest scores was very significant, with a medium effect on the control group (d=0.34) and a large effect on the experimental group (d=2.38). The intergroup comparison also showed a large effect too (d=1.57). These findings indicate that integrating digital research and outdoor learning in STEM-PjBL had a stronger effect than the control group to strengthen creative thinking skills in aspects of fluency, flexibility, originality, and elaboration in elementary school students.
Conservation Based E-Module Innovation to Improve Environmental Literacy in Biodiversity Learning Eva Mardiana; Irvan Permana; Anna Permanasari; Dadang Jaenudin; Toru Matsumoto; Indriyani Rahman
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.96

Abstract

Environmental literacy abilities must be developed early on due to the complexity of environmental issues. Based on the literature, young Indonesians typically have a lack of environmental literacy. Environmental literacy must therefore be ingrained from a young age, especially through education. The aims of this study is examining how well a biodiversity e-module centered on conservation may raise junior high school students' environmental literacy. One group pre-test and post-test were employed in the study. Students in the seventh grade at SMPN 1 Wanasalam in the Lebak Regency, Province of Banten were part of the research sample. The environmental literacy tool was updated to align with the biodiversity and conservation content and was adapted from NELA's MSELI. The information gathered was transformed utilizing the NELA methodologies and interpretations to ascertain the degree of environmental literacy among the pupils. N-Gain tests, paired sample t-tests, Wilcoxon tests, and normality tests were among the statistical tests used to assess the effectiveness of the created e-module. The findings demonstrated that pupils' environmental literacy has improved from low to intermediate. In contrast, the average score increased but was constant in the skill, attitude, and conduct areas. According to the N-gain value, which was 0.46 for the knowledge domain, 0.40 for the skills domain, 0.35 for behavior, and 0.23 for the attitude domain, the use of e-modules was quite successful in raising students' environmental literacy
Development of Module for Strengthening Pancasila Student Profiles Project on the Theme of Sustainable Lifestyle Through Solid Soap Production from Used Cooking Oil Rini Nurmiyati; Hairida; Masriani; Fitria Arifiyanti
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.97

Abstract

Repeated use of cooking oil can degrade food quality and potentially lead to adverse health effects and environmental impacts. Therefore, early education on the management of used cooking oil is necessary through the pancasila student profile strengthening project (P5). This study aims to develop a P5 project module that focuses on producing soap from used cooking oil, suitable for use in the learning process. The research employed a research and development (R&D) approach utilizing the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. However, this study was limited to the development stage. The developed module was validated by two content experts, two media experts, and two language experts. In addition, response questionnaires were distributed to three teachers and 33 students. The validation results showed a score of 100% from both content and media experts, while the language experts’ validation reached 90.6%. The teachers’ responses to the developed module achieved a score of 100%, whereas students’ responses reached 86.5%. Based on these results, it can be concluded that the P5 module is “highly feasible” for use in the learning process and received very positive responses from both teachers and students
Exploring Publication Trends, Geographic Contributions, and Research Collaborations in Deep Science Learning: Systematic Literature Review Hamdani; Reni Marlina; Dedeh Kurniasih; Chokchai Yuenyong; Zulfahmi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.103

Abstract

Deep learning has become a trend in current learning objectives and has become a hot topic in the context of computing, and is widely applied in various application fields including science known as deep science learning (DSL). This study aims to reveal an overview and systematic review of research hotspots and emerging trends in DSL studies. This study raises the reputation of bibliometric applications that are proven to be able to analyze articles published between 2015 and 2025. We extracted articles with the words “deep AND science AND learning” and generated 251 articles by limiting them to English-language articles published in reputable international journals. The results reported that China is the country that has published the most articles and occupies the top position in collaborative article writing with other countries. Other findings reported that based on the WordCloud overview, the keywords that are often used in expressing DSL are deep learning and machine learning. The urgency of this research among others can be fundamental research in the development of science learning media and methods and approaches that are in accordance with the development of revolution 4.0. This study is able to present a breakthrough in future research designs for science education practitioners, science education lecturers, science teachers, science education observers, prospective teachers, and also students to analyze the findings and develop according to aspects that have not been disclosed in this study.
Electronic Student Activity Sheet Integrated with Augmented Reality for Training Visual-Spatial Intelligence in Molecular Shapes Putri Dela Permatasari; Kusumawati Dwiningsih; Noviansyah Kusmahardhika
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.107

Abstract

Molecular structure material discusses the spatial arrangement of atoms in a molecule and is abstract in nature, often making it difficult for students to understand. This difficulty is also caused by students' inability to visualize molecules. Spatial visual intelligence plays an important role in learning abstract chemistry concepts because it helps students understand shapes and structures through pictures, diagrams, or 3D models. One effective way to train this intelligence is by using technology-based learning media. Augmented Reality technology is one innovation that allows students to interact with abstract material. The research method used was Research and Development (RnD) with a 4D model (Define, Design, Development, Disseminate), but modified to the Development stage. In the Design stage, an augmented reality prototype was developed using Assemblr Edu software to create molecules in 3D form. The research subjects were 21 grade XI students at IPIEMS High School in Surabaya. The research results showed that the augmented reality-integrated E-LAPD was declared valid with a median score of ≥ 4 on content and construct validity. Student response questionnaires obtained a score of 95.53%, and observations of student activities reached 97.33%, both categorized as very practical. The effectiveness of LAPD was demonstrated by a significant difference between the pretest and posttest scores for students' visual-spatial intelligence and an effectiveness score with an N-Gain of 0.66 (moderate category). Thus, the developed product is suitable for training students' visual-spatial intelligence in chemical molecular structures

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