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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
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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An Analysis of Students’ Critical Thinking and Problem Solving Skills in Kinematics: Correlation and Gender Differences Asep Saefullah; Ida Kaniawati; Ida Hamidah; Nanang Winarno; Atut Reni Septiana
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.v14i2.1288

Abstract

Critical thinking and problem-solving skills are part of the 21st-century competencies students need for future success. This study aims to determine the student profile in both skills, especially in the Kinematics material. This study also measures the correlation between critical thinking and problem-solving skills, as well as the influence of gender differences on both skills. The instrument used in this study was a test consisting of six questions: three to measure critical thinking skills (CTS) and three to measure problem-solving skills (PSS). The study was conducted at a State University in Serang City, Banten Province. The research sample consisted of students from the Physics Education study program, selected using the Convenience Sampling technique, which selects samples based on ease of access or availability. The research sample consisted of students in the physics education study program, selected using the convenience sampling technique, which selects participants based on ease of access or availability. The research sample comprised 72 students, of whom 15 (21%) were males, and 57 (79%) were females. The study's results showed that students' CTS in kinematics averaged 41.67%, indicating very low performance. Meanwhile, PSS were still categorized as low, with an average percentage of 45.84%. Statistical results (p > 0.05) indicated a very weak relationship between CTS and PSS. Meanwhile, the independent-samples t-test showed no significant difference between male and female students on CTS and PSS
Google sites Web Development Bioplastic Material and: Transformation of Sciencepreneur Critical and Creative Thinking Skills in Vocational Schools Emy Nuriyani; Daud Karel Walanda; Sitti Rahmawati; Mery Napitupulu; Darsikin; Syarpin
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.v14i2.1313

Abstract

The main problem in this study is the limited availability of interactive teaching materials and the low cognitive engagement of students in conventional learning environments. This study aims to develop web-based teaching materials using google sites for bioplastics and sciencepreneurship to improve critical and creative thinking skills in vocational high school students. The primary issues underlying this research are the limited availability of interactive teaching materials and students' low cognitive engagement in conventional learning. the research method used was research and development with the addie (analysis, design, development, implementation, and evaluation) development model. The subjects were 30 tenth-grade students in the computer and network engineering program at SMK Negeri 1 Parigi. The research instruments included a validation sheet, a practicality questionnaire, and an essay test to measure critical and creative thinking skills. The results showed that this google sites web-based teaching material was categorized as very feasible, with an average expert validation score of 91.28%. The practicality of the teaching material was assessed as very practical, with an average teacher and student response score of 95.14%. Based on the effectiveness test using the effect size formula (Cohen's d), the experimental class showed a significant increase with a value of 0.841 compared to the control class which was only 0.176 Specifically, the increase in critical thinking skills obtained an effect size value of 0.982 and creative thinking skills of 0.865, both of which are in the high category. Thus, the google sites web-based teaching materials on bioplastics and sciencepreneurs have proven effective in improving students' critical and creative thinking skills.
Assessing the Impact of Sago-Themed Environmental Education on Students' Systems Thinking and Critical Thinking Competencies Abdul Rachman Tiro; Retno Wuri Sulistyowati; Jaharudin Jaharudin; Hafsemi Rapsanjani; Wa Ode Siti Hamsinah Day; Sitti Rahma Yunus
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.v14i2.1384

Abstract

Degradation of sago forest ecosystems in Papua poses a significant threat to regional environmental sustainability and food security. This study aims to evaluate the impact of sago themed environmental education on students’ thinking and critical thinking, which are studied as core dimensions of key competencies for sustainability (KCS). A quasi-experimental method with a one-group pretest-post test design was employed, involving students at Universitas Pendidikan Muhammadiyah Sorong. Data was collected through competency tests validated using the Rasch Model and were analyzed to determine the N-gain scores. It was found that the implementation of sago themed environmental education significantly improved students' sustainability competencies. The results showed a mean N-gain of 0.67, with critical thinking skills achieving the highest improvement at 0.75. Students demonstrated an enhanced ability to analyze complex interconnections within the Sago ecosystem and evaluate revitalization solutions based on scientific data. This study concludes that integrating local wisdom with project-based learning effectively bridges theoretical knowledge and real-world environmental challenges. The program provides a strategic framework for developing the high-level thinking skills necessary to support the achievement of sustainable development goals
Indonesian Science Teachers' Perspectives on the Integration of Critical Thinking in Science Learning: Instrument Adaptation and Validation Salma Hafizhati Millatina Azka; Siti Fathonah; Wati Istanti; Prasetyo Listiaji
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1436

Abstract

The gap between teachers' efforts and students' weak critical-thinking performance underscores the need to map teachers' perspectives and internal barriers by providing evaluation instruments that can assess them validly and empirically. This study aimed to validate an adapted instrument to measure science teachers' perspectives on critical thinking integration (CTI) and examine the role of gender and teaching experience on these perspectives. A cross-sectional survey was conducted with 47 science teachers in Central Java, Indonesia. Data were analyzed using confirmatory factor analysis (CFA) for construct validity, Cronbach's alpha for reliability, the Mann-Whitney U test for gender differences, and linear regression for the effect of teaching experience. The CFA and reliability analyses confirmed a valid and reliable six-item unidimensional model (RMSEA = 0.074; CFI = 0.966; TLI 0.944; a = .784). Descriptive analysis indicated that teachers had a strong professional commitment and conceptual understanding of CTI, but perceived students' critical thinking skills as suboptimal. Statistical tests revealed no significant differences in perspectives based on gender. Similarly, teaching experience did not significantly predict teachers' perspectives, although a positive trend was found in optimism about students' critical thinking potential among experienced teachers. These findings suggest professional convergence among Indonesian science teachers, where perspectives are shaped more by universal pedagogical frameworks than by demographic factors. Professional development programs should be designed universally, with a focus on practical instructional strategies to bridge the gap between teacher beliefs and students' critical thinking
Research Trends on Digital Learning in Science Education: Bibliometric Analysis Ester Elinawati Waruwu; Muktiningsih Nurjayadi; Sukro Muhab; Irwanto Irwanto; Firas Tayseer Ayasrah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1441

Abstract

Digital learning has become one of the rapidly growing research areas in science education. However, the knowledge structure, patterns of scientific collaboration, and thematic development of research in this field have not yet been comprehensively mapped. This study aims to identify publication trends, collaboration networks, influential contributors, and the thematic structure of research on digital learning in science education. Data were collected from the Scopus database using predefined search criteria, resulting in 523 journal articles published between 1999 and 2025. Bibliometric performance analysis and science mapping were conducted using Bibliometrix (R-package) and VOSviewer. The results indicate that publications on digital learning in science education have grown significantly, particularly after 2020, accompanied by an increase in international research collaboration. The analysis also identified the countries, institutions, authors, and journals that have played significant roles in the development of this field. Furthermore, keyword analysis revealed that e-learning, students, and science education constitute the core research themes, while temporal analysis demonstrated a shift in research focus from web-based learning and distance education toward more interactive learning technologies, such as educational technology, augmented reality, and virtual reality. These findings indicate that digital learning in science education has evolved into an increasingly mature, collaborative, and technology-oriented research field, emphasizing the use of digital technologies to enhance the quality of instruction and students' learning experiences
Game-Based Learning through Board Games in Immunology: An Analysis of Conceptual Mastery and Cognitive Anxiety Regina Anindya Putri; Adi Rahmat; Dewi Susanti; Sariwulan Diana; Muhamad Wafda Jamil
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1484

Abstract

Game-based learning has been widely developed as an instructional approach to enhance student engagement. One of its implementations takes the form of board games, which offer interactive and hands-on learning experiences. However, studies specifically examining their application to complex biology topics, such as the immune system, remain limited. Furthermore, few studies have simultaneously examined the effects on conceptual understanding and cognitive anxiety. Therefore, this study aims to analyze the impact of using board games on students’ mastery of immune system concepts and cognitive anxiety. This study employed a quasi-experimental design involving an experimental group (n = 30) and a control group (n = 32). Research instruments included a conceptual mastery test and the cognitive test anxiety scale (CTAS) questionnaire to measure students’ cognitive anxiety. The data were analyzed using inferential statistical tests and correlation tests to examine the relationships among the variables. The results of the study show that there were no significant differences in conceptual understanding or cognitive anxiety between the two groups, nor was a significant relationship found between the two. These findings suggest that the use of board games with complex subject matter does not always have a significant impact on cognitive or affective outcomes, although they hold the potential to promote a more positive learning experience
Development and Validation of an Integrated Technological Pedagogical Content Knowledge and Education for Sustainable Development Assessment Rubric for Pre-Service Science Teachers Safriana Safriana; Ade Irfan; Lidya Rosnita; Ayu Rahmi; Amir Karimi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1534

Abstract

This study addressed the absence of assessment instruments that simultaneously capture the integration of technology, pedagogy, and content with sustainability-oriented competencies in science teacher education. It aimed to develop and validate an assessment rubric that integrates technological pedagogical content knowledge (TPACK) with education for sustainable development (ESD) for pre-service science teachers. The rubric was developed through an iterative research and development process involving literature-based construct mapping, expert review, and quantitative content validation. Three expert validators evaluated 20 rubric items, and Aiken’s V was used to quantify content validity. The results showed item-level Aiken’s V values ranging from 0.78 to 1.00, with 18 items in the very high category and 2 items in the high category, and an overall V of 0.96, indicating excellent expert agreement. These findings demonstrate that the rubric provides a valid and conceptually robust tool for assessing pre-service science teachers’ ability to design technology-enhanced, sustainability-oriented science lessons. The rubric can support formative and summative assessment in teacher education programs and offers a foundation for future empirical and comparative studies on TPACK–ESD competence
Analyzing the Need for Ethnoscience-Integrated Digital Resources in Coastal Chemistry Education Fitriah Khoirunnisa; Dina Fitriyah; Rita Fitriani; Bony Irawan; Muhamad Al Rasyid
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1537

Abstract

Despite the growing emphasis on technology-enhanced and context-based learning in chemistry education, the availability of structured digital learning resources that integrate local wisdom remains limited, particularly in coastal contexts. This gap may hinder pre-service chemistry teachers from connecting scientific concepts with culturally relevant knowledge and local environmental issues. Therefore, this study aimed to analyze the need for designing an ethnoscience-integrated digital learning resource for coastal chemistry education. This study employed a needs analysis approach within a design and development research framework, involving 24 pre-service chemistry teachers at Raja Ali Haji Maritime University. Open-ended and closed-ended questionnaires were used to gather the data, which were then descriptively analyzed. The results showed a substantial lack of learning resources: 91.7% of participants had never come across pertinent materials at the library, and all participants (100%) reported not having a primary digital learning resource. The majority of students (95.8%) used disjointed sources, including unstructured online content and journal articles. Just 8.33% of students showed a thorough comprehension of ethnoscience, despite the fact that 75% of them were aware with it. These results show that an organized, technologically assisted, and contextually appropriate learning resource is desperately needed. This study adds to culturally sensitive and technologically advanced chemistry teaching, especially in coastal situations, and offers an empirical foundation for the creation of ethnoscience-integrated digital learning resources
Integration of Ethno-STEM-Based Sundanese Folklore E-Book in Science Learning for Elementary School Students' Character Development on Natural Event Materials Dewiantika Azizah; Lucky Dewanti; Dede Latipah; Meitha Lesmiaty Khasyar; M. Arief Mardinansah; Dina Dina; Siti Nurpeti
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1719

Abstract

The holiistiic iimplementatiion of sciience learniing based on hiigh order thiinkiing skiills (HOTS) iis a priimary need of the present era especiially on elementary school. However, are we aware that iin practiice, the cogniitiive aspect iis often priioriitiized at the expense of demonstratiing strong attiitudes, values, and sociial responsiibiiliity?. Thiis study proposes an enviironment-based learniing approach by analyziing the potentiial of a Sundanese folklore e-book based on the ethno-STEM (sciience, technology, engiineeriing, and mathematiics) approach to support contextual and holiistiic sciience learniing. A quantiitatiive approach was employed wiith pre-experiimental desiign of pretest-posttest control group desiign. The subject iin thiis study iis elementary school SDIiT Abaiis Bogor Ciity wiith 40 partiiciipant. Data analyze usiing paiired sampe t-test (iinterpretatiion control and experiiment class), n-gaiin (efect siize), and viisual liinear modelliing (male–female benefiiciiariies). The results iindiicate that the ethno-STEM e-book iintegratiion enhances the meaniingfulness of learniing by connectiing sciientiifiic concepts wiith local cultural contexts. Iintegratiion of ethno-STEM based Sundanese folklore e-books has the potentiial to be a promiisiing approach to sciience learniing iin synergiiziing sciience liiteracy, numeracy, and contextual character formatiion
Digital Technology Integration in Kerinci Arabica Coffee Ethnoscience: Students' Responses Indah Kencanawati Djazi; Ramadani Ramadani; Titin Mairisiska; Lince Meriko; Fakhri Ramadhan
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1730

Abstract

This study investigated the ethnoscience dimensions embedded in Kerinci Arabica coffee processing and explored students' responses to integrating digital technology into contextual science education. Rather than adopting a mixed-methods design, this study applied qualitative and quantitative approaches independently to address different research objectives. The qualitative approach was used to identify ethnoscience dimensions, whereas the quantitative approach was employed to explore students' responses toward digital technology integration in contextual science education. Qualitative data were obtained through observations, semi structured interviews, and documentation involving five Arabica coffee farmers and processors in Kerinci. Quantitative data were collected from questionnaires distributed to 35 fourth-semester students of the Science Education Program at IAIN Kerinci. Data were analyzed using interactive qualitative analysis, descriptive statistics, and triangulation. The results showed that the processing of Kerinci Arabica coffee reflects local genius integrating cultural values, experiential knowledge, and scientific concepts in biology, chemistry, physics, and food technology. Processing stages, including harvesting, pulping, sorting, drying, roasting, resting, grinding, and packaging, demonstrated strong potential as contextual science learning resources. Questionnaire findings indicated that students responded positively to the integration of digital technology through multimedia learning, interactive platforms, digital curriculum systems, and project-based assessment. Students perceived that these learning approaches supported their conceptual understanding and promoted active engagement in contextual science learning. Quantitative findings demonstrated that all indicators achieved scores above 85% and were classified as very good, with the media aspect receiving the highest evaluation. These findings indicate that digital technology integration supports the development of innovative, contextual, and ethnoscience-based science education

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