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Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
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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
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
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Implementation of a Structured Inquiry Learning Model Based on the Local Wisdom of to Improve Students' Critical Thinking Skills on the Material of Work and Energy Najwan Naufah; Beni Setiawan; Mohammad Romadhoni
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.v14i2.817

Abstract

Students' mastery of physics can be improved through local wisdom-based learning. One of these is the use of the traditional game of Egrang. Therefore, this study aims to describe the improvement of students' critical thinking skills (CTS), learning implementation, and student responses after the application of the structured inquiry learning model based on local wisdom of the Egrang game on the material of work and energy. The method used is quantitative descriptive. The research sample was selected using a purposive sampling technique, namely 25 students of class VIII-A MTsN 2 Lamongan. The instruments used were pretest and posttest questions, learning implementation observation sheets, and student response questionnaires integrated with structured inquiry syntax and 3 indicators CTS consisting of interpretation, evaluation, and self-regulation. The results of the study showed an increase with an N-gain score of 0.54 in the moderate category. The results of the Shapiro-Wilk normality test had a significance value > 0.05, indicating that both data sets met the assumption of normality. Meanwhile, the paired t-test analysis revealed a significant increase with a p-value <0.001 based on a 95% confidence interval. These results are supported by the results of learning implementation and student responses. Learning implementation in the first meeting reached an average percentage of 92.97% and in the second meeting reached an average percentage of 98.04%, so both were included in the very good category. Meanwhile, student responses reached an average percentage of 89.7%, which is categorized as very strong. Therefore, it is believed to be a potential long-term educational investment. However, to realize this, optimal strategies are needed, including teacher training, learning facilities, and curriculum adjustments
Learning by Research: Building Critical Thinking and Analytical Skills in Developing a Scientific Learning Ecosystem St Fatimah Azzahra; Mahrawi; Maria Teodora A. Loñosa; Abigail Jo M. Abainza
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.v14i2.859

Abstract

The low level of critical thinking and analytical skills among students is a rather critical issue. This study aims to analyse the effect of the learning by research model on improving students' critical thinking and analytical skills. The study uses a quantitative approach with a pretest-posttest design on groups that received research-based learning treatment. The instruments used were critical thinking tests and analytical skills tests that had been validated. Data analysis included descriptive statistics, normality tests, homogeneity tests, and multivariate analysis of variance tests to determine the simultaneous effect of the learning model on both dependent variables. Descriptive analysis results showed an increase in the average critical thinking and analytical skills scores after the implementation of learning by research. Normality and homogeneity tests showed that the data met the assumptions of parametric analysis. The Manova test results showed that the learning by research model had a significant simultaneous effect on students' critical thinking and analytical skills (p < 0.05). These findings indicate that research-based learning is effective in developing higher-order thinking skills through investigation, data analysis, and evidence-based argumentation activities
The Effectiveness of Augmented Reality as a Learning Tool in Enhancing Elementary School Students’ Motivation in Science and Social Studies Raihan Nur Akmal; Suharman; Maya Agustina; Gamal Barqie; Wan Marfazila Binti Wan Mahmud
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.v14i2.870

Abstract

Low student learning motivation in ilmu pengetahuan alam dan sosial (IPAS) at the elementary school level remains a major issue due to the use of less interactive learning media. This condition leads to low student engagement in the learning process. Therefore, this study aims to examine the effectiveness of augmented reality (AR) media in enhancing students’ learning motivation in IPAS among fourth-grade students at MIN 8 Aceh Barat. This study employed a quantitative approach with a quasi-experimental design. The research population consisted of all students at MIN 8 Aceh Barat, with class IV B as the experimental group and class IV C as the control group. The instrument used was a learning motivation questionnaire administered before and after the treatment. Data were analyzed using an independent samples t-test to compare learning motivation between the two groups. The results showed that before the treatment, there was no significant difference between the two groups (p = 0.481 > 0.05). After the implementation of AR, students’ learning motivation in the experimental group was significantly higher than that in the control group (p = 0.0005 < 0.05). These findings were supported by observations and interviews, which indicated increased student participation, interest, and enthusiasm. Therefore, the use of augmented reality media is proven to be effective in improving students’ learning motivation in IPAS
Development of Interactive Videos on Hydrocarbon Material to Train Students' Visual Intelligence Fauziah Sya’bani Oktabrina; Kusumawati Dwiningsih; 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.v14i2.966

Abstract

Learning chemistry about hydrocarbon compounds presents significant challenges for teachers, as many of the concepts taught are abstract, involve many ideas that need to be memorized, and are imaginative. The problem faced by students is the limitation in visualizing the form of hydrocarbon compounds, so it is necessary to develop media to train their visual intelligence. This was revealed from interviews with chemistry teachers at high schools in Surabaya and a pre research survey of eleventh grade students, which showed that visual intelligence related to hydrocarbons is still relatively low, with an average ability of only 44 percent. One media that is suitable for the characteristics of learning in the 21st century is interactive video. Based on the things that have been explained, this research developed interactive video media that integrates visual intelligence training on hydrocarbon compounds, with the aim of describing the feasibility of the developed media. The research and development (R&D) method used was a 4D model, but was limited to 3 development stages. A limited trial was conducted involving 20 eleventh grade students. The average visual intelligence score increased from 48 in the pretest to 88 in the posttest. The Wilcoxon Signed Rank test showed a significance value of 0.000 with an effect size (r = 0.89), indicating a significant improvement. Therefore, the developed interactive video media, which combines molecular visualization and provides direct feedback, can effectively support the visual process in understanding abstract chemical concepts.
A Learning Model Integrating Ethnoscience, Discovery Learning, and Digital Media for Elementary Science Education Fita Nelyza; Ruslaini Ruslaini; Cut Maulina; Agus Kistian; Eva Novita; Abdul Gani
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.v14i2.1009

Abstract

Science literacy among elementary school students remains relatively low, particularly due to the lack of integration between scientific concepts, cultural context, and digital learning environments. This study aims to develop and validate an integrated learning model that combines ethnoscience, discovery learning, and digital media to support science literacy in elementary education. The study employed a design-based research approach involving literature analysis, model development, expert validation, and a limited try-out. The results indicate that the proposed model is categorized as very valid, with an average validation score of 4.4 (88%) in terms of content relevance, construct coherence, and practicality. The limited try-out results show that approximately 90% of students were actively engaged in learning activities, while 85% were able to follow the learning syntax effectively. The integration of ethnoscience provides contextual learning experiences, discovery learning facilitates active knowledge construction, and digital media enhances interactivity and conceptual understanding. Therefore, the proposed model offers a comprehensive and applicable instructional framework to support science literacy in elementary education. This study contributes to the development of integrated learning models by providing a structured and empirically supported framework that can be implemented in elementary science classrooms
Direct and Indirect Effects of Self-Efficacy and Metacognitive Skills on Biology Learning Outcomes: The Mediating Role of Self-Regulated Learning Asryani Intan Palullu&#039;; Arsad Bahri; Muhiddin Pallennari; Andi Citra Pratiwi
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.v14i2.1045

Abstract

This ex post facto study was conducted in response to the need to understand factors influencing students’ cognitive learning outcomes in biology. It aimed to examine the effects of self-efficacy, metacognitive skills, and self-regulated learning on students’ cognitive learning outcomes. The population comprised all grade XI students at a public high school in Makassar, Indonesia, with a sample of 269 students selected through cluster sampling. Data were collected using questionnaires on self-efficacy, metacognitive skills, and self-regulated learning, as well as a biology learning outcomes test. The data were analyzed using path analysis with the assistance of SPSS. The results indicate that self-efficacy and metacognitive skills have both direct and indirect effects on cognitive learning outcomes through self-regulated learning. Self-regulated learning also functions as a mediating variable in these relationships. In conclusion, self-efficacy and metacognitive skills have a significant influence on biology learning outcomes, both directly and through the mediation of self-regulated learning, emphasizing the critical role of internal learning regulation in enhancing academic achievement
Development of Science Literacy-Based E-Book Through Differentiated Learning Approach in Science Education Nurhayati Nurhayati; Tirtawaty Abdjul; Lanto Mohamad Kamil Amali; Sri Wahyuni
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.v14i2.1049

Abstract

The increasing demand for inclusive and student-centered science learning highlights the need for instructional materials that can accommodate diverse student characteristics, learning preferences, and levels of understanding. However, many existing learning resources have not yet optimally supported differentiated learning or effectively fostered students’ science literacy. In response to this gap, this study develops a science literacy-based e-book designed through a differentiated learning approach to expand students' access, participation, and engagement in science learning. The research employs the analysis, design, development, implementation, and evaluation (ADDIE) development model, encompassing five stages: analysis, design, development, implementation, and evaluation. Validation was conducted by three experts assessing content, differentiation, design, and language aspects. The results showed an average score of 4.93 (98.50%), categorized as very valid. Specifically, the differentiation aspect scored 4.83 (96.67%), design and media 5.00 (100%), and language and presentation 4.93 (98.67%), indicating high technical and pedagogical feasibility. Initial student responses (n = 17) yielded an average score of 4.89, while classroom implementation testing (n = 27) showed a 91.5% implementation rate with an average post-learning response of 4.84 and a deviation ≤0.08, reflecting high consistency and satisfaction. These findings indicate that the developed e-book is both valid and practical for supporting differentiated and student-centered science learning. Furthermore, the integration of interactive multimedia elements and differentiation strategies enhances engagement, inclusivity, and science literacy development. This study also provides a foundation for the future development of adaptive digital learning resources
Constructing and Validating a Triplet Representation–Based Mental Model Instrument for Chemical Bonding Taupik Hidayat; Sri Rahayu; Yahmin; Naif Mastoor Alsulami
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.v14i2.1199

Abstract

Understanding chemistry effectively involves constructing coherent mental models that connect the macroscopic, submicroscopic, and symbolic levels and using these representations in a coordinated manner to explain scientific phenomena. This study constructed and validated a triplet-representation-based instrument for assessing students’ mental models of chemical bonding. Using an instrument development design, the study involved construct formulation, item development, expert content validation, and a limited trial. The instrument comprised eight open-ended essay items, each with three sub-questions targeting the macroscopic, submicroscopic, and symbolic levels. Data were analyzed using the item content validity index (I-CVI), intraclass correlation coefficient (ICC), Pearson correlation, Cronbach’s alpha, and item difficulty and discrimination analyses. The instrument achieved expert validation with a I-CVI values ranged from 0.80 to 1.00 and very high inter-rater reliability among three independent raters (ICC = 0.997). All eight items demonstrated acceptable empirical validity, with item-total correlation coefficients ranging from 0.466 to 0.805, and the instrument showed high reliability (α = 0.844). The items also exhibited appropriate difficulty and discrimination characteristics, confirming their suitability for diagnostic assessment. Students’ responses were predominantly categorized as synthetic mental models, suggesting partially developed but not yet fully integrated understanding across representational levels. Overall, the instrument demonstrated robust validity, reliability, and diagnostic potential for identifying variations in students’ mental models and representational weaknesses in chemical bonding. This study contributes a conceptually grounded and empirically supported instrument for assessing mental models in chemistry education
Developing an Android-Based E-Module Integrating Banten Local Wisdom to Enhance Sixth-Grade Students’ Conceptual Understanding Ayu Uswah Munjiah; Yus Rama Denny; Lusiani Dewi Assaat; Mardyanto Barumbun
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.v14i2.1210

Abstract

Elementary school students’ conceptual understanding in natural and social sciences learning, particularly on the topic of Indonesian cultural heritage, remains relatively low. This condition is influenced by the abstract nature of the material, while classroom instruction is still largely dominated by teacher-centered lecture methods. As a result, students are less actively engaged and experience difficulties in understanding the material in depth. In addition, the use of digital-based learning media is still limited and has not sufficiently connected the material to real-life contexts and local wisdom. Consequently, learning becomes less engaging and less meaningful for students. This study aims to develop an Android-based e-module that integrates Baduy local wisdom with the problem-Based learning (PBL) model, as well as to examine its feasibility, practicality, and effectiveness in improving students’ conceptual understanding. This research employs a research and development method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were 20 sixth-grade students. Data were collected through observation, interviews, questionnaires, and pretest–posttest assessments, and then analyzed using Aiken’s V coefficient and the N-gain test.The results indicate that the developed e-module has a feasibility level of 0.73, is considered practical by both teachers and students, and is effective in improving conceptual understanding, as shown by an N-gain score of 0.76 in the high category. Therefore, this e-module can serve as a more contextual, interactive, and meaningful learning solution
Development of Reading Literacy and Numeracy Assessment Instrument Incorporating Ethnoscience in Thermochemistry using Learning Management System for Critical Thinking Skills Nasrul Adadi; Wiwi Siswaningsih; Triannisa Rahmawati; Dhea Lutvia; Won Koo Lee
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.v14i2.1287

Abstract

Assessment plays an important role in measuring the achievement of 21st-century skills, particularly reading literacy, numeracy, and critical thinking. However, assessment practices that remain focused on rote memorization have not fully captured these skills in an integrated manner. In addition, the integration of local cultural contexts into science assessments is still limited. Therefore, this study aims to develop a reading literacy and numeracy assessment instrument incorporating West Java ethnoscience contexts on the topic of thermochemistry that is appropriate for assessing students’ critical thinking skills in terms of content validity. This study employed a test design and development method involving five chemistry education experts as validators. The resulting product consists of 50 reading literacy and numeracy items that incorporate nine ethnoscience contexts in West Java: torch parade tradition, bandrek preparation, Kampung Kuta palm sugar, adu kuluwung tradition, peuyeum Bandung, biogas in Cibodas village, Kampung Naga traditional house, maranggi satay, and bathing around kawah rengganis.  The results of the content validity indicate that all texts and test items were considered highly valid (CVR = 1; I-CVI = 1; S-CVI/ave = 1). These findings suggest that the alignment among chemistry concepts, reading texts, and test items has been adequately achieved. The validated instrument was then designed within a learning management system, namely moodle, as a digital-based trial medium and to support further improvement of the instrument quality during subsequent testing stages

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