cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Contact Email
jpsi@usk.ac.id
Phone
+628121815214
Journal Mail Official
jpsi@usk.ac.id
Editorial Address
Jalan Tgk. Chik Pante Kulu Nomor 5 Gedung C Lantai 1 Kantor Pengelola Jurnal Pascasarjana Universitas Syiah Kuala. Darussalam – Banda Aceh 23111, Indonesia Email: jpsi@usk.ac.id.
Location
Kab. aceh besar,
Aceh
INDONESIA
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
Core Subject :
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.
Arjuna Subject : -
Articles 73 Documents
 1   2   3   4   5 
Development of Eco-STEM Based E-Worksheet to Improve Junior High School Students Scientific Creativity Iwan Wicaksono; Amalia Melinda; Mazlina Musa
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.v14i1.109

Abstract

This research aims to develop and determine the validity, practicality, and effectiveness of Eco-STEM based E- worksheet to improve scientific creativity among junior high school students in the subject of substances and their changes. The background of this research is based on the lack of interactive, contextual teaching materials and the lack of learning that emphasizes scientific creativity and environmental issues. In addition, there is also a lack of utilization of digital media in learning. This research uses the ADDIE development model. The research subjects were 26 students in class VII A MTsN 2 Jember in the odd semester of the 2025/2026 academic year. Its validity was classified as very high based on expert evaluations of content accuracy, language clarity, presentation quality, and graphical design in alignment with the curriculum. The practicality results indicated an average score of 94% (very practical category), demonstrating that the E-worksheet can be implemented smoothly and consistently with the planned learning activities. Its effectiveness in improving students’ scientific creativity was reflected in the average N-gain value of 0.60 (moderate category), indicating meaningful improvement in students’ scientific creativity abilities. In addition, students’ responses yielded an average score of 92.1% (excellent category), highlighting positive perceptions of the E-Worksheet in terms of visual appeal, ease of use, and overall usefulness. In conclusion, Eco-STEM based e-worksheet is suitable for use as an innovative teaching material to improve students' scientific creativity
Principles of the GETHIKA Approach (Green School, Tri Hita Karana, and Adiwiyata) as a Glocalization Model for Environmental Education in Schools Nurul Mahruzah Yulia; Ganes Gunansyah; Neni Mariana; Hutkemri Zulnaidi; Rafika Putri; Muhammad Rusli; Suttrisno
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.v14i1.114

Abstract

The core issue in environmental education at the elementary level is the strong emphasis on cognitive and technical aspects, leaving ecological awareness, spiritual values, and sustainable culture underdeveloped. This condition shows the urgency of an approach that links global sustainability values with local wisdom and institutional reinforcement. The global Green School movement promotes ecological culture through a whole-school approach, while the national Adiwiyata Program provides a policy framework for integrating environmental responsibility into Indonesian schools. At the local level, Tri Hita Karana from Penglipuran Village, Bali demonstrates how indigenous communities successfully maintain harmony between humans and nature. This research analyzes and formulates principles of glocalization-based environmental education by integrating global concepts (Green School), local values (Tri Hita Karana), and national policies (Adiwiyata). Using a literature study method, relevant sources from Scopus, SpringerLink, Sinta, ScienceDirect, and Google Scholar were reviewed. Thematic analysis and conceptual synthesis were conducted to understand the interconnectedness of Green School theory, Tri Hita Karana, Adiwiyata, and Roland Robertson’s glocalization framework. The study results in the GETHIKA model, which consists of seven principles: loving to learn from nature, educating and habituating green behavior, developing spiritual–ecological harmony, fostering cooperation among school communities, strengthening institutional governance, cultivating student leadership, and ensuring continuous real action.Overall, the GETHIKA model demonstrates how global ideas can be adapted through local wisdom and strengthened by national policies to shape a religious, participatory, and sustainable environmental education ecosystem in primary schools.
Developing a Case-Based General Biology Textbook Using the ADDIE Model to Enhance Conceptual Understanding of Undergraduate Science Education Students Rizka Elan Fadilah; Ika Dewi Sumiati; Siti Shofa Assyifa’ul Qulbi Barid; Liu Hsiu Chen
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.v14i1.117

Abstract

Biology textbooks that are most frequently employed in Jember University are often not very contextual for students because the topics covered are not related to familiar concepts. This study aims to ascertain the validity, effectiveness, and practicality of a case-based general biology textbook developed using the ADDIE model. The study was conducted during the first semester of the 2025/2026 academic year. The study employs a developmental research approach, utilizing the ADDIE model, which comprises five distinct stages: analyze, design, develop, implement, and evaluate. The validity test employed a validity questionnaire, the effectiveness test utilized pretests and post-tests, and the practicality test employed a practicality questionnaire. The study's findings suggest that the case-based general biology textbook developed is highly valid, with an overall score of 92.3%. A comprehensive evaluation of the textbook's efficacy was conducted, utilizing a pre- and post-test approach. The analysis indicated that the textbook demonstrated a moderate degree of effectiveness in enhancing students' conceptual understanding, as evidenced by an N-gain value of 0.45, which classified it within the moderate category. The results of the practicality test further confirmed the textbook's practicality, with a score of 91.5%. This study concludes that the case-based general textbook developed using the ADDIE model is proven to be valid, effective, and practical for improving students' conceptual understanding
Enhancing Creative Thinking Skills in High School Students through the Integrated Approach of Joyful Learning and Problem-Based Learning Algiranto; Anderias Henukh; Tutik Yuliatun; Parlindungan Sinaga; Jesi Jecsen Pongkendek; Izak Habel Wayangkau; Mohd Zaidi Bin Amiruddin
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.v14i1.121

Abstract

The integrated approach of Joyful Learning and Problem-Based Learning (PBL) is a learning strategy that synergizes an enjoyable, pressure-free learning atmosphere with structured, real-world problem-solving challenges1. This study aims to examine the effectiveness of this approach in enhancing the creative thinking skills of high school students in Physics in Papua. This study employed a quasi-experimental method involving 80 students equally divided into an experimental class and a control class. An open-ended essay test instrument was utilized to measure indicators of fluency, flexibility, originality, and elaboration. The analysis results indicated that while initial abilities were equivalent (p > 0.05), there was a highly significant difference in post-test results (p < 0.001) following the intervention6. The experimental class recorded a mean score of 81.88, outperforming the control class which obtained 66.25, with an effect size (Cohen's d) of 1.498. These findings demonstrate that the blend of emotional comfort and cognitive stimulation is effective in significantly enhancing student creative thinking skills.
Preparing Future Indonesia Science Teachers through Microlearning: Effects on Pedagogical Competence and Instructional Readiness Reni Marlina; Hamdani; Chokchai Yuenyong
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.v14i1.123

Abstract

Preparing prospective science teachers with strong pedagogical competencies and instructional readiness remains an important challenge in teacher education. This study aims to evaluate the effectiveness of microlearning-based learning in improving the pedagogical competencies and instructional readiness of prospective science teachers. The study used a pretest–posttest quasi-experimental design with a control group. Participants consisted of 204 prospective science teacher. The experimental group received microlearning-based learning. The control group followed conventional learning methods. Data were collected using validated test instruments to measure pedagogical competence and instructional readiness, both of which had high reliability (Cronbach's alpha > 0.80). Data analysis was performed using independent and paired t-tests, analysis of variance, and effect size. The results showed that the experimental group had higher posttest scores for pedagogical competence (M = 4.31; SD = 0.41) than the control group (M = 3.62; SD = 0.47) with a large effect size (d = 0.86). Similarly, the instructional readiness scores of the microlearning group (M = 4.28; SD = 0.39) were significantly higher than those of the control group (M = 3.58; SD = 0.44) with a large effect size (d = 0.83; p < 0.001). These findings provide empirical evidence that microlearning-based learning is effective in improving the pedagogical competence and instructional readiness of prospective science teachers. This study confirms the potential of microlearning as a pedagogical approach that supports the strengthening of professional preparation in science teacher education and provides direction for the design of future teacher education.
A Differentiated and Integrated Learning Strategy: Science, Technology, Engineering, and Mathematics-Education for Sustainable Development Project Based on Students’ Learning Style Liandha Arieska Putri; Toru Matsumoto; Ida Kaniawati; Anna Permanasari; Diana Rochintaniawati; Indriyani Rachman
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.v14i1.124

Abstract

The increasing world energy demand and the depletion of natural energy supplies encourage the need to integrate a sustainable lifestyle. Following the Indonesian independent curriculum, teaching and learning have to incorporate both differentiated and integrated learning. This study investigates the accommodation of students' needs based on their learning style in STEM-ESD PjBL as an integrated and differentiated learning strategy. This research used a qualitative descriptive research method and included 19 junior high school students as participants. The result highlighted that the learning model accommodated diverse students’ needs and contributed positively to learning motivation. Effective implementation requires teachers to provide appropriate learning supports, such as visual representation for visual learners, discussion-based activities for aural learners, printed or text-based learning material for read/write learners, and hands-on activities for kinesthetic learners. Furthermore, group composition was found to be most effective when it included a balanced distribution of learning styles, with at least one representative of each VARK modality to facilitate collaboration, coordination, and group leadership
Implementation Strategy of Education for Sustainable Development (ESD) in Science Education: A Systematic Literature Review Zahra Faizah; Diana Rochintaniawati; Nanang Winarno; Rini Solihat
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.v14i1.176

Abstract

Education is essential to the mission of achieving sustainable future by preparing young generations. The growing adoption of Education for Sustainable Development (ESD) has encouraged increased research on its implementation across educational levels, particularly in science education. This study aims to examine instructional strategies used to implement ESD in science education through a systematic literature review (SLR) guided by the PRISMA framework. A total of 45 articles published between 2016 and 2025 in Scopus-indexed journals were reviewed. The analysis considered key research characteristics, including publication type, year, country, research methodology, educational level, and science content. Notably, the primary emphasis is on assessing the strategies for implementing ESD that have either been enacted or proposed in science education. The findings reveal that ESD is most frequently integrated through general science content, while physics is the least represented discipline. Project-based learning emerges as the most commonly applied instructional strategy overall, whereas school programs and collaborative initiatives are more prevalent in chemistry education. Additionally, a total of 11 other strategies were identified from the literature. This review outlines a comprehensive approach for implementing ESD in science education, serving as a valuable resource for educators aiming to integrate ESD effectively.
Enhancing Students’ Environmental Care Character through the Application of “A Plate of Food” as a Learning Medium in Chemistry Education Familia Novita Simanjuntak; Leony Sanga Lamsari Purba; Elferida Sormin; ST Fatimah Azzahra; Nova Irawati Simatupang; Putri Anjani; Lester E. Orpilla
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.v14i1.181

Abstract

Chemistry education is not only oriented towards mastering scientific concepts, but also plays an important role in shaping students' character, particularly their environmental stewardship. This study aims to describe the improvement of students' environmental stewardship through the application of the "A Plate of Food" learning media in chemistry learning. This learning media links the concept of food chemistry with everyday environmental issues, such as food management, waste reduction, and sustainable consumption. This study used a qualitative descriptive method. The research subjects were 54 11th-grade students from Don Bosco High School, selected using a total sampling technique. Data collection was carried out through observation, interviews, and an environmental stewardship questionnaire. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The study's results indicate that using the "A Plate of Food" media in chemistry instruction can increase students' awareness of the importance of protecting the environment. This is reflected in changes in students' attitudes toward managing food waste, increased awareness of waste issues, and students' understanding of the relationship between chemical concepts and environmental issues. Therefore, the "A Plate of Food" learning medium can be an effective tool for strengthening environmental awareness in chemistry education. This research is expected to contribute to the development of innovative chemistry learning oriented toward character education and environmental sustainability
The Role of Digital Media and Inquiry-Based Models in Chemistry Education: A Systematic Literature Review Elisabeth Pistio Indah Saraswati; Muntholib; Nazriati
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.v14i1.222

Abstract

Chemistry education in the digital age requires innovations that can improve conceptual understanding, higher-order thinking skills (HOTS), and student engagement in the learning process. This study aims to conduct a systematic literature review to synthesize empirical findings related to the use of digital media, inquiry-based learning, and the integration of both in chemistry education. The study was conducted in accordance with PRISMA guidelines by selecting articles published between 2021 and 2025 from the scopus, ERIC, and google scholar databases. A total of 34 articles met the inclusion criteria and were analyzed using descriptive thematic analysis techniques. The results showed three patterns of integration: sequential, embedded, and enhanced integration. Digital media served as visualization tools, experiential learning, and pedagogical enhancement, while inquiry had three main roles: model-based inquiry, context-driven inquiry, and practice-focused inquiry. The integration of the two had a positive impact on cognitive outcomes, HOTS, and affective outcomes. The limitations of this study include the publication range of 2021–2025, the use of three databases, and descriptive analysis without quantitative meta-analysis. Overall, the integration of digital media and inquiry approaches has great potential in realizing meaningful and relevant chemistry learning in line with the demands of the 21st century, with effectiveness depending on the suitability of technology, pedagogical strategies, and learning objectives
Bibliometric Trends of Science, Technology, Engineering, Mathematic Integration and Science Process Skills Development through Sustainable Seed Paper for SDGs Nensy Eka Selviana; Endang Susantini; Lidya Vriska Fatimah Azzahra; Muhammad Zahrudin Afnan; Rinaldiyanti Rukmana; Erti Hamimi
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.v14i1.251

Abstract

This research examines the incorporation of scientific process skills within science, technology, engineering, and mathematic (STEM) education, focusing particularly on sustainability and the insufficient alignment among teaching methodologies, skill enhancement, and eco-friendly educational resources. A mixed-methods approach was utilized, integrating bibliometric analysis with a systematic literature review to uncover publication trends, key themes, and research deficiencies in STEM education, scientific process skills, and sustainability. Data were collected from the Scopus database using the search terms "science process skills" and "STEM" for publications spanning from 2005 to 2025. Out of an initial pool of 1.250 documents, 101 articles fulfilled the inclusion criteria, with 13 highly pertinent studies analyzed in detail. The bibliometric results indicate that STEM research primarily focuses on instructional methods and pedagogical approaches, while relatively little emphasis is placed on the creation of practical, sustainability-focused educational media. Qualitative analysis further suggests that eco-friendly learning materials are still underused in STEM education, despite their capacity to improve project-based and authentic learning experiences. Consequently, this study advocates for the adoption of seed paper as a novel and sustainable teaching medium to enhance scientific process skills. The results underscore considerable prospects for promoting sustainable STEM education that aligns with 21st-century competencies and the fulfillment of SDG 4 and SDG 12

Page 2 of 8 | Total Record : 73

 1   2   3   4   5 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 3: JULY 2026 Vol. 14 No. 2: APRIL 2026 Vol. 14 No. 1: JANUARY 2026