Journal of Science Education Research and Theories
Focus and Scope The "Co-Catalyst: Journal of Science Education Research and Theories" is dedicated to publishing scientific papers on research and scholarly ideas related to science education and teaching in physics, chemistry, biology, and general science. The journal provides a platform for researchers, educators, and practitioners to share their original research findings, innovative pedagogical approaches, theoretical perspectives, and critical analyses related to science education. The journal welcomes submissions of high-quality articles on a wide range of topics, including but not limited to: Science education research: Empirical studies, quantitative and qualitative research, and mixed-methods studies investigating various aspects of science education, such as curriculum development, instructional strategies, assessment and evaluation, science teacher education, science learning, and student engagement. Media and technologies in science teaching, learning, and assessment: This category encompasses innovative teaching practices, instructional designs, and pedagogical strategies that use technology to enhance science teaching and learning in formal and informal educational settings. These approaches include but are not limited to technology-enhanced learning, inquiry-based approaches, problem-based learning, and other pedagogical strategies that promote effective science teaching and learning. Science curriculum and policy: Research and critical analyses of the science curriculum, policy, and reform efforts at different levels, including national, regional, and international perspectives, and their implications for science education practice and research. Science teacher professional development: Studies and reflections on science teacher professional development, pre-service and in-service teacher education, mentoring, and continuous professional learning to enhance science teaching practices and improve student learning outcomes. Science pedagogical education theories and frameworks: This category of papers explores the various educational theories and models used to guide the teaching and learning of science subjects. These theories and frameworks aim to provide a foundation for science education that promotes critical thinking, problem-solving, and scientific inquiry skills. The category encompasses a range of approaches, including theoretical perspectives, conceptual frameworks, philosophical reflections related to science education research, policy, and practice, interdisciplinary perspectives, sociocultural contexts, and critical analyses. Artificial intelligence in science education: Papers that explore the applications of artificial intelligence, machine learning, data analytics, and other related technologies in science education, including but not limited to intelligent tutoring systems, adaptive learning, learning analytics, and virtual laboratories.
Articles
30 Documents
<![CDATA[Improving Literacy Skills and Learning Outcomes of Grade 7 Students on Acid-Base Material Through a Scientific Approach ]]>
<![CDATA[Rahayu Nurlatifah]]>;
<![CDATA[Ai Mahmudatussa'adah]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 2 (2024): Dec 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i2.11417
<![CDATA[The initial observation was conducted by the author from October 24–26, 2024, at MTs Al-Ma'arij Bojonggenteng, especially in class VII B, shows that the literacy ability of students in science learning is still classified as low, and, in a general way, the results of the study are under the minimum completion criteria. Findings indicate the need for increased skills literacy in science learning through a more interactive and in-depth approach, enabling students to stimulate both interest and understanding of the material taught. This study aims to assess improvements in literacy skills and learning outcomes of students through learning science in class VI IB MTs Al-Ma'arij Bojonggenteng. This research is a Classroom Action Research (CAR) project, comprising two cycles. Each cycle comprises planning, action, observation, and reflection. The technique employed for data collection was a descriptive qualitative method, which aims to objectively describe existing conditions without any treatment or manipulation of the variables studied. The study's results show that learning science can enhance literacy and learning outcomes for students in Class VII B MTs at Al-Maarij Bojonggenteng. The number of students who were actively engaged in learning increased during the study, specifically by 50% in cycle 1 and 73.3% in cycle 2. In cycle one, the average student score is 68.3 and the minimum completion criteria completion rate has increased by 56.67%. In cycle 2, the average student score was 78, and the minimum completion criteria was 86.67%.]]>
<![CDATA[Efforts to Improve Student Learning Outcomes Using Video Media on Elements, Compounds and Mixtures for Class VIII SMP Madani Depok ]]>
<![CDATA[Irpan Sumartono]]>;
<![CDATA[Ai Mahmudatussa'adah]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 2 (2024): Dec 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i2.11475
<![CDATA[Science learning at Sekolah Menengah Pertama (SMP) Madani Depok reveals that class VIII students struggle to comprehend abstract subject matter. Learning systems that focus on teachers tend to place more emphasis on the material that must be taught; this will influence learning outcomes and students' interest in learning. Since students cannot see the process and can only imagine it, they are less interested in learning. This research aims to enhance the learning outcomes of class VIII students at SMP Madani Depok in the areas of Elements, Compounds, and Mixtures, utilizing video learning media and descriptive analysis methods derived from classroom action research. In this research, two cycles were used. Each cycle consists of four stages, namely: planning, implementation, observation, and reflection. The target of this research is class VIII of SMP Madani Depok. From the results of the analysis, it was found that student learning outcomes had increased from pre-cycle, cycle I, and cycle II. Data obtained from Pre-cycle activities had an average score of 41.76. In cycle I, students had an average score of 70 and had a learning completion percentage of 63.7%. The final test carried out in cycle II had scores above the Minimum Mastery Criteria for 15 students, with a percentage of 88.2%. This research concludes that applying video media can improve students' science learning outcomes, particularly in elements, compounds, and mixtures. Furthermore, this video media application can serve as an alternative for science learning. The effectiveness of applying this video media can make it easier for participants, students, to understand the lesson material.]]>
<![CDATA[Pengaruh Model Pembelajaran terhadap Keterampilan Berpikir Kreatif Siswa pada Pembelajaran IPA di Jam Pelajaran Terakhir ]]>
<![CDATA[Nabilla Zhohirya]]>;
<![CDATA[Dimas Gigih Damarsari]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 2 (2024): Dec 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i2.11956
<![CDATA[This study investigates the impact of learning models on students’ creative thinking during the final hour of science instruction, a time often marked by student fatigue and disengagement. Using a Classroom Action Research (CAR) method through two cycles, the study applied a Project-Based Learning (PBL) model integrated with cooperative learning strategies. The participants consisted of 14 vocational high school students in West Java, selected due to their low creative thinking scores. Quantitative data collected through observations and performance-based assessments revealed a significant improvement in creative thinking skills, with scores increasing from an average of 56% before intervention to 88% after the second cycle. These findings suggest that PBL can effectively enhance student engagement and higher-order thinking, particularly in time-constrained instructional settings. The study offers practical implications for educators seeking to optimize learning in less favorable time slots.]]>
<![CDATA[Improving Students' Understanding of Substance Changes through the Use of Household Materials in Science Practicum at Private Junior High School ]]>
<![CDATA[Winda Putri Alyani Hulu]]>;
<![CDATA[Dimas Gigih Damarsari]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 2 No. 2 (2024): Dec 2024 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v2i2.12067
<![CDATA[This study aims to improve students' understanding of substance changes using household materials that are easily obtained. The concept of substance changes, which encompasses both physical and chemical changes, can be challenging for students to grasp when presented solely through lecture methods or visual media. Limited laboratory facilities in schools pose a significant challenge for many teachers, particularly at Abdi Pusaka Indonesia Private Junior High School, which has a limited number of students and resources. This study used the one-group pretest-posttest method with a subject of 10 students in class VIII. Materials used in the practicum included ice cubes, candles, paper, baking soda, and vinegar. The results showed an increase in student understanding, with an average pretest score of 60 to 85 in the posttest. The average gain score calculated is 0.63, which is included in the moderate category. In addition, student activity during the practicum increased significantly, and almost all students stated that this method was interesting and helpful in understanding the material. This study shows that the use of household materials in science practicum is effective in improving students' understanding of the concept of substance changes.]]>
<![CDATA[Efektivitas Media Interaktif Wordwall untuk Meningkatkan Hasil Belajar Peserta Didik Kelas X-2 pada Mata Pelajaran Kimia di SMA Yadika 10 Kosambi ]]>
<![CDATA[Heri Setiyawan]]>;
<![CDATA[Dimas Gigih Damarsasi]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 3 No. 1 (2025): June 2025 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v3i1.13198
<![CDATA[Preliminary interviews with fellow teachers indicated that none of the students had achieved the Minimum Mastery Criteria (KKM), signaling low learning outcomes in the targeted class. This study therefore aimed to improve learning outcomes by integrating Wordwall as interactive learning media. The participants were 23 students of Class X-2 at SMA Yadika 10 Kosambi, and the intervention was implemented through two cycles of Classroom Action Research (PTK). Each cycle followed the stages of planning, action, observation, and reflection. Data were gathered through pretests and posttests aligned with the curriculum, complemented by documentation of classroom activities. The analysis focused on comparing the number of students whose posttest scores exceeded the KKM and on calculating learning gains using the N-Gain percentage and N-Gain score. Results showed clear progress across cycles: both N-Gain measures increased from Cycle 1 to Cycle 2, and the count of students meeting or surpassing the KKM rose from the pre-cycle baseline to Cycle 1 and again to Cycle 2. These findings indicate that the use of Wordwall was quite effective and provided a positive impact on students’ learning outcomes in this context. Instruction remained consistent across both cycles.]]>
<![CDATA[Bahasa inggris ]]>
<![CDATA[Herawati]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 3 No. 1 (2025): June 2025 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v3i1.13213
<![CDATA[The learning achievement level of class XD students at SMAN 1 Kurau in chemistry is still relatively low, as indicated by the low number of students who successfully achieved the completion criteria, which was only 25.93%. Active student participation during the learning process is also still minimal. The purpose of this study was to determine the effectiveness of the application of the method. Student Teams Achievement Division (STAD) in improving student learning outcomes to achieve the classical mastery target of 85%. This study uses a classroom action research approach conducted in class XD SMAN 1 Kurau, and is divided into two cycles. Each cycle includes the stages of planning, action implementation, observation, and reflection. Data collection techniques include tests, observations, and documentation, while data analysis is carried out quantitatively. From the results of the study, it can be concluded that the implementation of the STAD method has been proven to be able to improve students' chemistry learning outcomes in the class to reach the classical mastery standard of 85%.]]>
<![CDATA[The Implementation of the Teams Games Tournament (TGT) Cooperative Learning Model to Improve Learning Outcomes on the Chemical Reaction Rate Topic in Grade XI ]]>
<![CDATA[Dila Padilah]]>;
<![CDATA[Ai Mahmudatussa’adah]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 3 No. 1 (2025): June 2025 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v3i1.13224
<![CDATA[Chemistry is often perceived as a difficult subject by most students. This is largely due to the complexity of the material, which requires deep understanding and strong analytical skills. Based on the initial observation, several issues were identified, ranging from students appearing disengaged to low learning outcomes. To address these problems, the researcher proposed an alternative solution by implementing the Teams Games Tournament (TGT) type of Cooperative Learning model in the learning process. This study aims to examine the effectiveness of applying the Teams Games Tournament Cooperative Learning Model to the Reaction Rate topic. The subjects of this research were 27 eleventh-grade students at the private Islamic Senior High School (MA) Al Riyadhul Janah. The Classroom Action Research (CAR) was conducted in two cycles, each consisting of four stages. The success indicators of this study were an improvement in the teacher’s performance scores and an increase in the students’ average learning outcomes, reaching above the Minimum Mastery Criteria (KKM), which was set at 75. The findings revealed that the implementation of the Teams Games Tournament Cooperative Learning model was effective in improving students’ learning outcomes. In the second cycle, the average score increased to 79, showing a 31.6% improvement compared to the initial observation. However, the first cycle experienced a decrease of 13.3% from the initial results. This decline was caused by several factors, which were then addressed through reflection and improvement in the subsequent cycle. After implementing revisions in the second cycle, the Classical Mastery Level reached 70%, indicating that the research was deemed successful as it had met the predetermined success criteria.]]>
<![CDATA[Improving Chemistry Learning Outcomes for Grade X Hydrocarbon Material Using the Method Student Teams Achievement Division (STAD) ]]>
<![CDATA[Ainun]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 3 No. 1 (2025): June 2025 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v3i1.13236
<![CDATA[The learning achievement level of class XD students at SMAN 1 Kurau in chemistry is still relatively low, as indicated by the low number of students who successfully achieved the completion criteria, which was only 25.93%. Active student participation during the learning process is also still minimal. The purpose of this study was to determine the effectiveness of the application of the method. Student Teams Achievement Division (STAD) in improving student learning outcomes to achieve the classical mastery target of 85%. This study uses a classroom action research approach conducted in class XD SMAN 1 Kurau, and is divided into two cycles. Each cycle includes the stages of planning, action implementation, observation, and reflection. Data collection techniques include tests, observations, and documentation, while data analysis is carried out quantitatively. From the results of the study, it can be concluded that the implementation of the STAD method has been proven to be able to improve students' chemistry learning outcomes in the class to reach the classical mastery standard of 85%.]]>
<![CDATA[Penerapan Discovery learning pada Materi Sistem Ekskresi Manusia untuk Meningkatan Keaktifan dan Hasil Belajar Siswa Kelas VIII ]]>
<![CDATA[Ummi Kalsum]]>;
<![CDATA[Ai Mahmudatussa’adah]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 3 No. 1 (2025): June 2025 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v3i1.13245
<![CDATA[This research is motivated by the low level of student engagement and learning outcomes of eighth grade students at MTs Kalimbuah on the Human Excretory System. This problem is thought to be caused by the learning process still using conventional methods, where teachers play a more dominant role in the teaching and learning process and students tend to be passive. Furthermore, the human excretory system material is relatively complex, requiring in-depth understanding. This research used the Classroom Action Research (CAR) method, which was implemented through two cycles. Each cycle began with the planning stage, followed by action, observation, and ended with reflection. The learning model applied was Discovery Learning, which is designed in such a way as to encourage students to be active in discovering concepts through a process of exploration and investigation. The results of this study indicate that the application of Discovery Learning successfully increased student engagement during the learning process. This success was marked by increased student participation in discussions, answering questions, and summarizing the material. The percentage of classical class completion also increased, from 57% in the first cycle to 86% after the second cycle. Based on these results, it can be concluded that the use of the learning model Discovery Learning effective in improving the quality of learning on the human excretory system. Therefore, Discovery Learning can be used as an alternative learning model in learning science material.]]>
<![CDATA[Application of Creative Problem Solving in Improving Problem Solving Ability on the Material of Substance Forms ]]>
<![CDATA[Fahrul Rijal]]>;
<![CDATA[Inas Sausan]]>
<![CDATA[ Co-Catalyst: Journal of Science Education Research and Theories Vol. 3 No. 1 (2025): June 2025 Issue ]]>
Publisher : <![CDATA[LPPM - Universitas Terbuka ]]>
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DOI: 10.33830/cocatalyst.v3i1.13393
<![CDATA[The weak ability of students in analysing and solving learning problems that have an impact on chemistry learning outcomes that do not meet the expected standards of completeness. This study aims to improve students' ability to analyse and solve problems in learning the form of substances in CLC BLD LAMBIR students by applying creative problem solving. This research is a research conducted with 2 cycles, each cycle is conducted creative problem solving based learning on the research subject as many as 15 students of CLC BLD LAMBIR. The techniques used in data collection are test techniques and descriptive analysis. The results of the study at the observation stage students had an average score of only 71.07, in cycle 1 it became 77.93 and in cycle 2 it was 87.07. The completeness value of learning outcomes that shows the level of analysis and completion skills of students is at the observation stage (before making improvements) is 26.67%, cycle 1 is 60% and cycle 2 shows the level of student completeness is 100%. Creative Problem Solving-based learning can help students analyse and solve learning problems in the form of substances with a completeness value that is in accordance with the Minimum Completeness Requirements (MCR).]]>
