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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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Development of a GEDSI Based Science Educational Game Using RPG Maker to Improve Science Process Skills in Madrasah Ibtidaiyah Andrian Gandi Wijanarko; Siti Anisatun Nafi’ah; Yoga Dwi Prada; Mohamad Ardin Suwandi
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.v14i3.1731

Abstract

The limited availability of GEDSI-based (gender equality, disability, and social inclusion) science educational games in Madrasah Ibtidaiyah has reduced opportunities to provide inclusive and engaging learning experiences for elementary students. Existing science learning media are still dominated by conventional approaches and have not optimally integrated GEDSI principles into interactive digital games. Therefore, this study aimed to develop, determine the feasibility, and examine the effectiveness of the GESID (GEDSI-based science educational game), an RPG-based science learning game designed to support science process skills (SPS) in Madrasah Ibtidaiyah. This study employed the ADDIE research and development model consisting of analysis, design, development, implementation, and evaluation. Data were collected through teacher and student needs analysis questionnaires, material and media validation, effectiveness testing, structured observations, in-depth interviews, and document analysis. The participants were elementary students in Madrasah Ibtidaiyah under LP Ma'arif NU, Magelang Regency. The findings indicate that the GESID game successfully integrates GEDSI-based science content into an RPG learning environment. Expert validation results demonstrated that the game achieved a high level of feasibility and is appropriate for classroom implementation. The novelty of this study lies in the development of a GEDSI-based science educational game using the RPG Maker platform, which has not been previously reported. Future studies are encouraged to further develop and innovate inclusive science learning games based on GEDSI using RPG Maker or similar platforms
Project-Based Learning Through Herbal Product Development in the Phytochemistry Course for Vocational Pharmacy Students Dwi Putri Rejeki; Safrijal Safrijal; Eva Novita
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.v14i3.1811

Abstract

Phytochemistry learning in vocational pharmacy education often poses challenges because students must understand abstract concepts, including secondary metabolites, phytochemical screening, extraction techniques, and herbal compound identification. Conventional lecture-centered learning also limits students’ opportunities to connect theoretical concepts with contextual pharmaceutical applications. Therefore, this study aimed to analyze the implementation of project-based learning (PjBL) through herbal product development in the phytochemistry course for vocational pharmacy students. This study employed a descriptive quantitative research design involving 29 vocational pharmacy students enrolled in the phytochemistry course during the 2025/2026 academic year. PjBL was implemented through contextual learning activities involving herbal material exploration, phytochemical discussions, collaborative investigations, and herbal product development. The research instruments included conceptual understanding tests adapted from the final semester examination, science process skills (SPS) observation sheets, and learning outcome documentation. Data were analyzed descriptively using mean scores, percentages, and achievement categories. The findings showed that PjBL positively contributed to students’ conceptual understanding and SPS The mean pretest score was 61.3, while the mean posttest score increased to 84.7. Most students also achieved satisfactory academic performance, with 75.9% obtaining grade A. In addition, students demonstrated positive achievement in collaboration, scientific communication, and observation skills. These findings indicate that PjBL can support meaningful, active, and contextual learning in vocational pharmacy education, particularly in phytochemistry courses
Profiling Active Participation In Environmental Conservation Among Middle School Students Using K-Means Clustering Zakiyyah Zakiyyah; Arif Abdul Haqq; Tania Avianda Gusman; Muhammad Farhan Firmansyah; Diani Magasida
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.v14i3.1848

Abstract

This study profiles middle school students’ participation in environmental conservation using K-means clustering as a data-driven approach to identify latent behavioral patterns. A total of 457 students participated, and their responses were analyzed across four dimensions: participation frequency, environmental knowledge, attitudes and behaviors, and social involvement. The optimal number of clusters was determined through elbow and silhouette analyses, with the three-cluster solution offering the best balance between statistical coherence and interpretability. The clusters revealed distinct profiles: a high-engagement group with strong environmental literacy, a moderate group exhibiting a knowledge–action gap, and a low-engagement group with limited awareness and participation. Kruskal–Wallis tests confirmed significant differences across all dimensions (p < 0.001). Principal component analysis (PCA) visualization further supported the interpretive clarity of the cluster structure. These findings demonstrate the heterogeneity of students’ environmental engagement and highlight the importance of differentiated environmental education strategies. The study underscores the value of integrating machine learning analytics with pedagogical design, offering actionable insights for schools to strengthen conservation education through targeted experiential activities, leadership opportunities, and foundational environmental support for the least engaged learners
Systematic Literature Review on Scientific Argumentation Models in Chemistry Education and Their Relevance to the Sustainable Development Goals Gesa Salutri; A. K. Prodjosantoso; Dewi Vitama Pusfitasari
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.v14i3.1895

Abstract

Scientific argumentation is one of the key skills in 21st-century learning that plays a role in developing students’ critical thinking, scientific communication, and conceptual understanding. In chemistry education, scientific argumentation is particularly important because chemical concepts are often abstract and require evidence-based reasoning. This study aims to identify models of scientific argumentation used in chemistry education, analyze the chemical topics examined, evaluate the resulting learning outcomes, and examine their relevance to the sustainable development goals (SDGs). The method used is a systematic literature review (SLR) following the PRISMA guidelines. Articles were obtained from the scopus, ERIC, and google scholar databases for the years 2015–2025. Based on the selection process, 20 articles meeting the inclusion criteria were identified. The findings indicate that argument-driven inquiry (ADI) is the most widely used model, followed by socio-scientific issues (SSI) and inquiry-based learning. The most dominant topics were organic chemistry, chemistry laboratories, general chemistry, and sustainability/ environmental chemistry. Scientific argumentation-based learning was proven to enhance students’ argumentation skills, critical thinking, scientific communication, conceptual understanding, and scientific attitudes. Furthermore, various studies demonstrate a strong connection to SDG 4 (quality education), SDG 6 (clean water and sanitation), SDG 7 (affordable and clean energy), SDG 12 (responsible consumption and production), and SDG 13 (climate action). However, explicit integration between scientific argumentation, the SDGs context, and the development of scientific attitudes remains limited. Therefore, further research is needed to integrate ADI, the SDGs, and scientific attitudes into chemistry education
A Systematic Review of Culture-Based Guided Inquiry in Chemistry Education Raudatul Hasanah Siregar; Isana Saupiah Yosephine Louise; Azlan Bin Kamari
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.v14i3.1897

Abstract

The implementation of culture-based guided inquiry in chemistry education has been widely reported to have a positive impact; however, systematic reviews that map the characteristics of its implementation and the direction of related research remain limited. This study aims to synthesize the implementation of culture-based guided inquiry in chemistry education through a systematic literature review (SLR). The study employed an SLR design in accordance with the PRISMA 2020 guidelines, based on the analysis of 19 articles published between 2016 and 2025 retrieved from scopus, ERIC, dimensions, and google scholar. Data were analyzed using thematic synthesis through primary and secondary coding processes. The results showed that the implementation of culture-based guided inquiry was dominated by the development of cognitive aspects, such as learning outcomes, chemistry literacy, critical thinking skills, and science process skills. Cultural integration was generally carried out through an ethnoscience approach by utilizing local culture and was supported by culture-based instructional materials, such as worksheets and e-modules. However, research on affective aspects remained limited, and no studies were found that specifically evaluated psychomotor skills as learning outcomes. This review highlights that culture-based guided inquiry supports more contextual and meaningful chemistry learning and provides opportunities for future research to integrate the evaluation of cognitive, affective, and psychomotor aspects in a more balanced manner
Smart Interactive Braille Periodic Table: An Assistive Learning Technology for Inclusive Chemistry Education for Visually Impaired Students Siti Aisatul Hijriyah; Kusumawati Dwiningsih; Inka Putri Suryani; Nina Ayu Firnanda; Haykal Aulil Albab; Wanda Istian Hamidah; Maharani Agustina Arivi
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.v14i3.1902

Abstract

The abstract nature of chemistry poses significant learning challenges for visually impaired students, highlighting the need for tactile-based assistive learning technologies such as Braille to support inclusive chemistry education. This study aims to develop a smart interactive braille periodic table with dynamic audio as an assistive learning technology for inclusive chemistry learning. Limited access to visual learning resources poses significant challenges for visually impaired students in understanding the periodic system of elements. This study uses the research and development (R&D) method with the ADDIE model which is limited to the implementation stage (analysis, design, development, implementation. The developed media integrates tactile Braille, dynamic audio feedback, and a smart interactive system to provide real-time multisensory learning experiences for visually impaired students. The results showed that the media achieved high validity, with content validity of 87% and construct validity of 89%. The practicality test indicated very high usability, with student responses reaching 89.28% and learning activity observations achieving 100%. The effectiveness test demonstrated a significant improvement in learning outcomes, with an N-Gain score of 88.15% (very high) and a significant difference between pretest and posttest scores (p < 0.05). In conclusion, the smart interactive braille periodic table is a valid, practical, and effective assistive learning technology that enhances accessibility and conceptual understanding in inclusive chemistry learning
The Use of Smart Apps Creator-Based Learning Media on Junior High School Students’ Learning Outcomes and Motivation Egri Izhar Nurfauzan; Nova Elysia Ntobuo; Dewi Diana Paramata; Mursalin Mursalin; Tirtawaty Abdjul; Ratha Doung; Lanto Mohamad Kamil Amali
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.v14i3.1917

Abstract

Science instruction on the topics of global warming and environmental health still faces challenges because the learning process tends to be dominated by conventional methods that are less effective at boosting learning motivation and helping students understand abstract concepts. Therefore, this study aims to analyze the effectiveness of implementing android-based learning media developed using Smart Apps Creator (SAC) on the learning motivation and academic achievement of junior high school students. This study employed a quasi-experimental method with a pretest-posttest design involving an experimental class and a replication class. The study was conducted at SMP Negeri 3 Satap Tabongo with 15 students in the experimental class and at SMP Negeri 3 Kwandang with 23 students in the replication class. Data were collected using pretest and posttest achievement tests, as well as a learning motivation questionnaire using a Likert scale. The results showed that students’ learning motivation was in the “very good” category, with an average percentage of 88.2% in the experimental class and 87.8% in the replication class. Students’ learning outcomes also improved, as indicated by the average pretest and posttest scores. In the experimental class, the average pretest score of 45.73 increased to 84.00 with an N-gain of 0.713 (high category), while in the replication class, the average pretest score of 43.65 increased to 83.13 with an N-gain of 0.706 (high category). The results of the study indicate that android-based learning media developed using SAC is effective in enhancing students’ learning motivation and learning outcomes on the topics of global warming and environmental health. Thus, this medium can serve as an innovative and interactive learning alternative to support science education at the junior high school level
Full Learning: Bibliometric Insights into Deep Learning Pedagogies Approach Integration in Physics Education Yuslikha Al Mudhotin; Nabila Nur Almaida Nasution; Amelia Putri Ristyawardani; Nadi Suprapto
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.v14i3.1931

Abstract

Physics education in some schools still uses conventional methods, which focus on memorizing physics concepts without involving other aspects. Such methods lead students to view physics as uninteresting, difficult, and abstract. Therefore, in order for students to understand better and be more enthusiastic about each physics lesson, there is a need for innovative teaching. One way is to integrate a deep learning pedagogy approach into the curriculum. This approach has three main elements: meaningful, mindful, and joyful learning, often referred to as full learning (FL3). This new approach aims to encourage students to have a more in-depth learning experience. However, this approach is still rarely studied in depth for physics learning. Therefore, this study was conducted with the aim of clearly visualizing the principles of FL3 in the field of education. Researchers used bibliometric analysis methods to visualize the data with VOSviewer and RStudio to identify co-occurrences, and MS Excel for descriptive statistical analysis. After collecting data from scopus, the results showed a significant increase in publications over the last ten years, particularly in 2019, when the initial research topic focused on educational technology but shifted over time towards contextual learning. From the three main dimensions of FL3, meaningful learning can be developed and applied through experiments and ethnoscience, mindful learning through reflective assessment, and joyful learning through gamification and experience-based activities. These findings confirm that FL3 has great potential to shape a physics learning model oriented towards deep understanding, reflective awareness, and continuous learning motivation in 21st-century education
Validity and feasibility of Deep Learning Based Digital Comic Media to Improve Junior High School Students' Understanding of Science Concepts Rika Anisa; Evendi Evendi; A. Halim; Nurazidawati Mohamad Arsad
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.v14i3.1957

Abstract

Conceptual understanding of science in the topic of motion remains a challenge for junior high school students due to its intangible and the need for appropriate visualization. The study aims to develop a deep learning-based digital comic media on the topic of motion and to analyze its effectiveness in improving the conceptual understanding of science among seventh-grade junior high school students. The study employed the research and development (R&D) method using the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects were seventh-grade students of SMP Negeri 1 Peureulak, selected using a simple random sampling technique. The research instruments consisted of a media validation sheet and a conceptual understanding test. The results of the material expert validation showed an Aiken's V index of 0.818, categorized as high, while the media expert validation yielded 0.803, also categorized as high, indicating that the media is feasible to use. The implementation results showed that students' conceptual understanding increased from an average of 35.28 in the pretest to 78.56 in the posttest, with a significance value of 0.00 (p < 0.05) and an N-Gain of 0.7, categorized as high. The results of the paired sample t-test proved that there was a significant difference before and after the use of the media. It was concluded that the deep learning-based digital comic media is proven to be valid, feasible, and effective in improving students' conceptual understanding of science on the topic of motion. The implications of this study recommend the use of similar media for other abstract science topics, as well as further development using stronger experimental designs
Feasibility of the Booklet on Female Reproductive System Material Based on the Inventory of Traditional Postpartum Medical Plants Klaudia Mareta Sandra; Ruqiah Ganda Putri Panjaitan; Eko Sri Wahyuni; Shokhan Sharif Ali
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.v14i3.1979

Abstract

The learning process that takes place in the classroom utilizes educational media as an intermediary for delivering learning material, ensuring it is comprehended by the students. Educational media must be carefully selected and determined to achieve high-quality learning. The media used can be based on the integration of learning materials with research findings. The objective of this study is to assess the feasibility of a booklet on the female reproductive system as a learning media. This booklet contains an inventory of traditional medicinal plants for postpartum care in Nanga Danau Village, Kalis Subdistrict, Kapuas Hulu District, West Kalimantan Province, Indonesia. The development follows Sugiyono’s development model, which consists of five stages: potential and problems, data collection, product design, design validation, and design revision. The validity of the booklet was obtained through content validation conducted by five validators. Content validity analysis was performed using Aiken’s V. The validation results show that the booklet learning media is highly valid with a score of 0.97. Specifically, the validation scores for the aspects of presentation were 1.00, content 0.93, and language 0.97. Therefore, this booklet learning media is deemed suitable for use as a learning tool.

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