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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
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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.
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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
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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.
Arjuna Subject : -
Articles 73 Documents
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Philosophical Framing in the Classroom: How Science Teachers Deconstruct the Nuclear Energy Debate Dindin Nasrudin; Chaerul Rochman; Wahyuni Handayani; Irawan; Sani Insan Muhammadi
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.v14i1.333

Abstract

This qualitative phenomenological study investigates how physics teachers philosophically frame the nuclear energy debate in their pedagogical practice. Conducted with five Indonesian physics teachers pursuing graduate studies in science education, the research employed in-depth interviews and document analysis to explore how teachers utilize philosophical frameworks to navigate this complex socio-scientific issue. The findings reveal that teachers systematically employ core concepts from the philosophy of science—including Popperian demarcation, Kuhnian paradigms, and theory-ladenness of observation—to deconstruct the nuclear energy controversy. Their philosophical understanding enables them to transcend technical risk-benefit analyses and instead frame nuclear energy as a dynamic, value-laden, and socially-embedded domain of knowledge. Furthermore, the study demonstrates how teachers translate these philosophical frameworks into innovative pedagogical strategies, particularly through Problem-Based Learning (PBL), Inquiry Learning, and structured evidence-based debates that engage students in authentic scientific inquiry and critical reflection. This research underscores the vital role of philosophy of science in empowering educators to transform controversial topics into meaningful learning experiences that develop students' critical thinking skills and scientific literacy. The study contributes to science teacher education by highlighting how philosophical literacy enhances teachers' capacity to foster democratic discourse around complex technological issues in the classroom.
Analysis of Pre-Service Science Teachers’ Ability to Integrate Technological Pedagogical Content Knowledge in Teaching Modules Anggi Paramitha Sulfanjanti; Novi Ratna Dewi; Kuntoro Adi Juwanda
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.v14i1.373

Abstract

The integration of technology in science learning requires teachers to possess strong technological pedagogical content knowledge (TPACK). This study aimed to analyze pre-service science teachers’ ability to integrate TPACK into teaching modules and to examine differences in TPACK integration between students from two teacher education institutions. A quantitative descriptive-comparative design was employed. The research sample consisted of 38 pre-service science teachers enrolled in the Professional Teacher Education Program (PPG), including 19 students from Semarang State University (UNNES) and 19 students from Universitas Tidar (UNTIDAR). Data were collected through documentation of teaching modules and assessed using a TPACK-based rubric covering seven components: TK, CK, PK, TCK, TPK, PCK, and TPACK. Data analysis involved descriptive statistics (mean and standard deviation) and inferential analysis using the Mann–Whitney test. The results showed that pre-service science teachers demonstrated good overall TPACK integration, with higher achievement in pedagogical and content-related components compared to technology-integrated components. Inferential analysis indicated no statistically significant difference in overall TPACK integration between PPG Science students from UNNES and UNTIDAR, despite slight descriptive variations across components. These findings suggest that strong pedagogical and content knowledge does not automatically ensure optimal technology integration. Therefore, systematic support and practice-oriented training are needed within teacher education programs to strengthen integrated TPACK development through authentic instructional products such as teaching modules
The Effectiveness of Multimedia Science Learning to Improve Environmental Care Character in Junior High School Students: Lanto Mohamad Kamil Amali; Nova Elysia Ntobuo; Ratha Doung; Moh. Hidayat Koniyo; Rithin Uloli; Meylan Demulawa; Lato Chairinnisa Amali
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.393

Abstract

The importance of environmental awareness is demonstrated by the government through environmental care initiatives and by making environmental care a key element of nationalistic values. Therefore, fostering an environmental care character is essential to be cultivated from an early age and developed effectively. Character education in educational settings can be implemented through the use of multimedia learning that integrates character education. Several studies indicate that the use of ICT (information and communication technology) multimedia can enhance students' character. However, access to ICT multimedia for strengthening environmental care character remains difficult to obtain. Based on this, the purpose of this research is to develop an ICT-based Science Learning Multimedia (that is valid, practical, and effective) to enhance the environmental care character of junior high school students as an effort to improve the quality of the environment. The research method used is a development method, adopting the four-D model, which consists of the following stages: 1) Definition: identifying and formulating learning requirements, determining objectives, and addressing issues in existing media or teaching tools; 2) Design: designing the multimedia; 3) Development: conducting limited and extensive trials; and 4) Dissemination: distributing the product. This research resulted in a multimedia learning application that is considered valid based on expert assessments, and practical and effective in improving the environmental care character of junior high school students. The enhanced environmental care character includes increased student involvement in maintaining cleanliness, energy conservation, waste sorting and processing, as well as participation in environmental preservation activities
Development of Science Microlearning-Based Assessment to Improve Learning Outcomes and Engagement among Slow Learner in Inclusive Education Hamdani; Reni Marlina; Chokchai Yuenyong
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.603

Abstract

Inclusive education requires assessment practices that accommodate diverse learner characteristics, particularly for slow learners. Grounded in cognitive load theory, mastery learning theory, and universal design for learning, this study aims to develop and validate a science microlearning-based assessment instrument designed specifically for slow learners in inclusive science education. This study employed a research and development approach integrated with design-based research principles, consisting of four phases: needs analysis, design and development, expert validation and revision, and field testing. The instrument was developed as a digital science microlearning-based assessment comprising short, focused items targeting single learning objectives with immediate formative feedback. Content validity was evaluated by four experts using the content validity index while reliability was examined through internal consistency and test–retest analysis involving 30 slow learners in inclusive classrooms. The results demonstrated strong psychometric properties. The instrument achieved a scale-level content validity index of 0.92, indicating high expert agreement on relevance and appropriateness. Reliability analysis yielded a Cronbach’s alpha coefficient of 0.87, reflecting high internal consistency, with test–retest stability of r = 0.82. Teachers also reported high practicality and diagnostic usefulness of the instrument for identifying specific learning gaps and supporting instructional decisions. These findings indicate that science microlearning-based assessment provides a valid, reliable, and inclusive approach to evaluating incremental mastery among slow learners. The study offers practical implications for inclusive assessment practices by providing a low-cognitive-load, mastery-oriented evaluation model that supports equitable learning opportunities and informed instructional adaptation
Mitigating Digital Brain Fatigue Through Structured Reflection: A Self-Regulated Learning Intervention in Science Teacher Education Sri Masnita Pardosi; Retno Dwi Suyanti; Nadia Mubarokah; Alvi Sahrin Nasution; Suci Indah Putri
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.629

Abstract

The increasing digitization of science education has intensified concerns about digital brain fatigue among pre service science teachers, a state of cognitive depletion characterized by reduced attentional control and learning efficiency. While reflective journaling supports metacognitive development, its potential as a structured intervention for cognitive regulation remains underexplored. This quasi experimental study investigated the effectiveness of a structured reflective daily journal intervention grounded in self regulated learning principles in reducing digital brain fatigue. Participants were 52 Indonesian pre service science teachers engaged in digitally intensive science learning. They completed a four week intervention comprising seven Likert scale items targeting forethought, performance control, and self reflection phases of self regulated learning. Digital brain fatigue was measured using a validated 15-item scale assessing attentional depletion, cognitive exhaustion, and reduced learning efficiency. Results revealed a significant decrease in digital brain fatigue from pretest (M = 3.87, SD = 0.54) to posttest (M = 3.21, SD = 0.49), with a mean difference of 0.66 (t = 7.84, p < 0.001). Thematic analysis of reflective journals revealed that physical indicators (eye strain: 94.4%; headaches: 86.1%) and behavioral indicators (unnecessary social media checking: 97.2%) were reported more frequently than purely cognitive indicators. Structured reflective daily journals effectively mitigate digital brain fatigue by enhancing metacognitive awareness, facilitating cognitive load management, and strengthening behavioral regulation. These findings extend theoretical frameworks linking self regulated learning to cognitive well being and offer a practical strategy for promoting cognitive sustainability in higher education
Numeracy Literacy and Quantitative Literacy in Biology Education: A Systematic Literature Review Miftahul Jannah; Eni Nuraeni; Mimin Nurjhani Kusumastuti; Fumitoshi Murae; Indriyani Rachman
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.688

Abstract

The quality of education in the 21st century demands competencies beyond conceptual knowledge, including numeracy and quantitative literacy. However, students in Indonesia continue to demonstrate low achievement in these skills, as reflected in the 2022 Programme for International Student Assessment (PISA) results. This study aims to systematically review the development, trends, and contributions of numeracy and quantitative literacy research in biology education. The study was conducted using the systematic literature review (SLR) method with a preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach covering articles published between 2014 and 2025. A total of 14 Scopus-indexed articles were selected based on inclusion and exclusion criteria. The results of the study show an increasing trend in publications since 2023, in line with the strengthening of global literacy policies such as sustainable development goals (SDGs) 4.6 and the 2022 PISA assessment. The majority of studies used a quantitative approach (57%) and were conducted in the United States (43%) and Indonesia (36%), with the greatest focus on ecology and evolution (29%) and undergraduate education (57%). Learning activities that support the improvement of numeracy and quantitative literacy include four main classifications, namely the integration of contextual questions, practicums and experiments, digital media, and project-based learning and quantitative modeling. This study also identified a research gap, namely the absence of studies that directly apply Kit learning media and the science, technology, engineering, and mathematics (STEM) approach in the context of numeracy and quantitative literacy in environmental change material. These findings provide a basis for developing innovative learning strategies to strengthen 21st-century competencies
The Effect of the Relating, Experiencing, Applying, Cooperating, and Transferring Learning Model on Students' Scientific Argumentation Skills Wiwik Kartika Sari; Fadilah; R. Arizal Firmansyah; Kustomo
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.700

Abstract

Students’ scientific argumentation skills in learning reaction rate are still relatively low, indicating the need for an instructional model that actively engages students in constructing and justifying scientific claims. This study aims to analyze the effect of the relating, experiencing, applying, cooperating and transferring (REACT) learning model on students' scientific argumentation skills in reaction rate material and the effectiveness of the REACT learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The samples in this study were students in classes XI, which were determined using cluster random sampling. Data collection techniques included tests, interviews, observations, and documentation. Data analysis used t-tests, N-Gain tests, and effect size tests. Based on the results of the hypothesis test using an independent t-test, a significance value (2-tailed) of 0.000 <0.05 was obtained. The results of this study indicate that the REACT learning model has an effect on students' scientific argumentation skills in reaction rate material of 59.7% with an effect size value of 1.41. Thus, the REACT learning model has a significant effect on students' scientific argumentation skills in reaction rate material
Development of a Quick Response Code Integrated Echinodermata Diorama to Improve Students’ Learning Outcomes on Animalia Topics Azmi Fathin Eka Nugraha; Zulkarnaim; Ainul Uyuni Taufiq; Asniati Jabbar
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.710

Abstract

Biology learning on the animalia topic often faces challenges due to the abstract nature of the material and the limited use of interactive and technology-integrated learning media, which may affect students’ learning outcomes. This study aimed to develop and evaluate a quick response code (QR code) integrated echinodermata diorama to improve students’ learning outcomes in animalia learning. This research employed a research and development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were 29 tenth-grade students of SMA Negeri 02 Bombana in the 2022/2023 academic year. Data were collected using validation sheets, student and teacher response questionnaires, and multiple-choice tests of learning outcomes. The results showed that the developed media was categorized as highly valid with a validation score of 3.66. The practicality level was very high, with scores of 86.66 from students and 89.96 from teachers. Furthermore, the effectiveness test indicated an improvement in students’ learning outcomes, with all students achieving the predetermined mastery criteria. Therefore, the QR code-integrated echinodermata diorama is feasible and recommended as an innovative learning medium for teaching animalia
Analysis the Use of E-Book in Science Education: A Systematic Literature Review Fadilah Alfiani; Diana Rochintaniawati; Nanang Winarno; Sjaeful Anwar; Jefelson M. Paltep
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.739

Abstract

The advancement of digital technology has brought significant transformation to science education, which is often regarded as complex and abstract. One rapidly growing learning medium is the e-book. However, despite the increasing number of studies on the use of e-books in education, there has been no systematic review specifically analyzing the characteristics of the literature and the recommendations made by researchers regarding their use in the context of science education. This study aims to analyze 40 articles from scopus-indexed international journals published between 2017 and 2025 concerning the use of e-books in science education. The method employed is a systematic literature review (SLR) following the PRISMA guidelines. The results indicate that the majority of the articles are derived from quantitative journals, focus on the university level, and are dominated by science and biology content. Additionally, previous research suggestions are categorized into five main areas: sample characteristics, intervention duration, learning methods, context/topic of study, and methodological design. The findings provide a comprehensive mapping of research trends related to e-books in science education and can serve as a foundation for the development of media, curriculum, and future research that is more innovative, relevant, and sustainable in the digital era
Improving Students’ Critical Thinking Skills Using Student Activity Sheet with Assessment for Learning Approach on Colligative Properties of Solutions M. Hafidz Nasrulloh; Muchlis; Maharani Agustina Arivi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.768

Abstract

Critical thinking skills (CTS) are a crucial 21st-century skill required in chemistry education. However, many students still have low CTS. One contributing factor is the sub-optimal delivery of feedback by teachers. A pedagogical approach that emphasizes the role of feedback is assessment for learning (AfL). Effective implementation of approach requires instructional tools, such as student activity sheet (SAS), to facilitate both teachers and students during the learning process. This research aims to develop an student activity sheet with AfL approach to enhance students' CTS, specifically within the topic of the colligative properties of solutions. This research employed the Research and Development method with using the 4D model, which was modified into a 3D version (define, design, and develop). The subjects of this research were 36 12th-grade students at SMAN 1 Menganti. The results demonstrate that student activity sheet with AfL approach is valid, as evidenced by a median validation score of ≥ 4 for both content and construct aspects. Furthermore, the student activity sheet is categorized as practical, achieving an observation score of 94.81% and a student response questionnaire score of 89.24%. The developed student activity sheet proven effective in improving students' CTS in colligative properties, as indicated by an N-gain score of 0.73 (high category). Consequently, the student activity sheet with AfL approach has successfully facilitated teachers in implementing the AfL approach to improvement in students' CTS

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