cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Iseu Laelasari
Contact Email
iseulaelasari@uinsuku.ac.id
Phone
+6282335077366
Journal Mail Official
thabiea@uinsuku.ac.id
Editorial Address
Jl. Conge Ngembalrejo, PO.BOX 51, Ngembal Rejo, Kec. Bae, Kabupaten Kudus, Jawa Tengah 59322
Location
Kab. kudus,
Jawa tengah
INDONESIA
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Published by Universitas Islam Negeri Sunan Kudus
ISSN : 25808974     EISSN : 2655898X     DOI : http://dx.doi.org/10.21043/thabiea.v9i1
Core Subject :
The Thabiea: Journal of Natural Science Teaching focused on the results of the study and review of the literature in the scope of natural science education and natural sciences in the world. This journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. Scopes includes: Result of study and Literature Review on Natural Sciences Education Biology Education Chemistry Education Physics Education and related studies
Arjuna Subject : -
Articles 133 Documents
 10   11   12   13   14 
Multiple Representation Ability of High School Students in Physics: A Study of Modern Response Theory Muh. Asriadi AM; Edi Istiyono
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 5, No 1 (2022): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v5i1.12550

Abstract

Physics education emphasizes students' ability to represent a problem and then choose alternative solutions from various perspectives. However, teachers still very rarely use this ability as the focus of assessment. The purpose of this study is to describe the results of an assessment of the ability to represent multiple physics in each of its components. This is survey research that takes a quantitative approach. This study's sample included 287 high school students from Yogyakartam using cluster sampling. The instrument used is a physics multiple representation ability test that has been tested for validity, reliability, and item quality using IRT 1 PL analysis. According to the measurement results, physics high school students' dual representation ability in all aspects, namely mathematical representation, graphic representation, image representation, and verbal representation, is in the low category. However, according to the four existing components, the mathematical component is the highest and the verbal component is the lowest. So this finding can be a reference for teachers in improving the quality of physics teaching.
Assessment tools development for enhancing higher order thinking skills in Islamic contextualized stoichiometry Didan Sopian; Muhammad Zamhari
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 8, No 1 (2025): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v8i1.30552

Abstract

This research seeks to create a higher-order thinking skills (HOTS) assessment for stoichiometry that integrates Islamic principles, ensuring it meets the criteria of validity, reliability, difficulty level, and distinctiveness. The integration is essential to combine scientific understanding with spiritual values and to enhance ethics in science. The research employed a research and development study with the Tessmer model, ,consisting of preliminary‎, self-evaluation‎, prototyping‎, and field test stages. Product quality was validated by a material expert, a media expert, and an Islamic Integration expert with a score of 98.96%, 99.03%, and 73.13%, respectively. Then, the product was also assessed by six reviewers (chemistry teachers) with a score of 93.26% as a very good category. The product was tested on 75 students in 10th grade with 16 valid items and four invalid items with very high reliability, namely 0.843. The invalid items was then discarded. At the difficulty level, the product contains six easy, ten medium, and four difficult questions, with more than 75% of the questions able to distinguish students with high and low abilities. Therefore, the developed instrument is suitable for measuring HOTS and Islamic integration on the material of stoichiometry. However, the implementation of questions combining the teaching of chemistry and Islam can be utilized to produce better research outcomes.
Analysis of Pre-service Science Teachers' Digital Literacy Through Workshop of Optimization Microsoft Office Software Usage Diniya Diniya; Niki Dian Permana P; Susilawati Susilawati; Theresia Lidya Nova; Aldeva Ilhami
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 3, No 1 (2020): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v3i1.7039

Abstract

The present study was carried out to analyze the digital literacy for pre-service natural science teachers through a workshop on optimizing the use of Microsoft office software. This study explored an experimental method with the one-group pretest-posttest design. The current research adopted 25 students as the pre-service natural science teachers in the Natural Sciences Study Program of the Tarbiyah and Teaching Faculty of the Sultan Syarif Kasim Riau State Islamic University. The data were collected through providing instruments of multiple-choice tests on the pretest and posttest, questionnaire, and interview to measure the improvement of digital literacy. To analyze the data, a technique to calculate the mean score of the normalized gain (N-gain) was performed. The findings disclosed that the mean score of N-gain digital literacy for pre-service natural science teachers was 0.70 with the high category. Based on results obtained in this line of research, it is therefore concluded that there was an improvement in the digital literacy for pre-service natural science teachers with high category through the workshop on optimizing the use of Microsoft Office software.
Analysis of high school students’ mental model on bacteria concept: representation of students' conceptions Yanti Hamdiyati; Taufik Rahman; Ratna Dwi Rahmawati
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 1 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v6i1.16117

Abstract

Mental model is an internal representation formed by individuals in explaining a concept. Previous research on mental models of bacteria concept has been carried out on university students, but has not been carried out on high school students. The purpose of this study was to analyze the mental model of high school students about bacteria using drawing-writing tests and concept map. This study uses a descriptive method with 30 students of class X in one high school in Bandung as respondents. Students' answers are then compared with the expert's mental model as the targeted mental model. Students' mental models through the drawing-writing test are categorized into five levels (levels 1-5), namely no pictures/writing, pictures/writings are wrong or irrelevant, pictures/writings are partially correct, pictures/writings have some errors, pictures/writings correct and complete. Students' mental models through concept maps are categorized into four levels (levels 1-4), namely emergent, transitional, close to extended, extended. The results showed that it was easier for students to represent the structure and reproduction of bacteria through pictures than writing. The students' mental models through drawing (D) and writing (W) were highest at levels D5 and W5 for the concept of bacteria structure and reproduction. The most dominant mental model level is D4/W2 for the concept of bacteria structure and reproduction. The lowest studentss’ mental model is D2/W2 for the concept of bacterial structure and D1/W1 for the concept of bacterial reproduction. Students' mental models through concept maps show that the highest level is level 3 (close to extended). The most dominant and lowest level of mental model is level 1 (emergent). The conclusion of this study shows that the mental model of students on bacteria was still not close to the mental model of experts.
Deskripsi Kesulitan Belajar Materi Fisika pada Siswa Sekolah Menengah Pertama (SMP) Di Kota Semarang Arghob Khofya Haqiqi; Latifatus Sa’adah
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 1, No 1 (2018): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v1i1.4044

Abstract

Penelitian ini bertujuan untuk menemukan dan mendeskripsikan jenis jenis kesulitan belajar fisika pada siswa Sekolah Menengah Pertama (SMP) di Kota Semarang. Sampel penelitian dalam penelitian ini yaitu siswa SMP kelas VIII di Kota Semarang yang ditentukan secara cluster sampling menurut peringkat sekolah dilihat dari hasil nilai ujian nasional. Analisis data dilakukan secara deskriptif, data yang diperoleh dalam penelitian ini berupa data hasil belajar siswa pada materi cahaya kelas VIII.Hasil dari analisis hasil belajar siswa tersebut didapatkan kesulitan belajar fisika siswa SMP di Kota Semarang secara umum meliputi indikator kesulitan belajar berhitung 41,48 %, kesulitan pemahaman konsep 42,3 % serta kesulitan mengartikan lambang dan mengkoversi satuan 37,89 %.Adanya deskripsi kesulitan belajar ini dapat dijadikan acuan oleh penulis lain untuk dapat mengurangi kesulitan belajar yang dialami oleh siswa dengan penerapan model dan metode pembelajaran yang lebih efektif dan sesuai.
Immersing Local Wisdom: Ethnopedagogy-Based Virtual Reality within Research-Based Learning for Regenerative STEM Education Ariyatun Ariyatun; Mukhlis Mukhlis; Ika Septiana; Wijayanto Wijayanto
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 9, No 1 (2026): THABIEA: JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v9i1.34416

Abstract

STEM education has long been criticized for prioritizing technical proficiency over socio-ecological responsibility. Regenerative education addresses this gap by aiming to restore and renew socio-ecological relationships, making it essential for equipping students to navigate complex global challenges. This study investigates the potential of Ethnopedagogy-based Virtual Reality (Ethno-VR) within a Research-Based Learning (RBL) framework as a pathway toward regenerative education. Using a quantitative comparative design, perspectives of 72 undergraduate students from Universitas Negeri Jakarta, Indonesia 32 from science programs and 40 from non-science programs were examined across four constructs reflecting core dimensions of regenerative education: learning engagement, cultural understanding, ecological awareness, and technology integration. Data were collected via structured questionnaire and analyzed using two-way ANOVA. Science students showed higher learning engagement (M = 21.100; SD = 2.654) than non-science students (M = 18.615; SD = 3.709), approaching significance (F = 4.119; p = 0.052). Cultural understanding was marginally higher among science students (M = 18.800) and female students (M = 18.444), though not significantly (F = 3.613; p = 0.067). Ecological awareness was significantly higher in science students (M = 17.860; F = 3.013; p = 0.047), the only dimension yielding a statistically significant result. Non-science and female students reported greater appreciation for technology integration (F = 3.023; p = 0.052). Gender was not analyzed separately in other dimensions due to the absence of significant interaction effects. These findings confirm that Ethno-VR strengthens cognitive, affective, and ecological dimensions of learning — as evidenced by significant ecological awareness outcomes and consistent near-significant trends — though its impact varies by academic background and gender. This study underscores the value of locally grounded immersive technology in RBL for advancing holistic regenerative education.
Four-Tier Multiple Choice Test Characterized by Local Wisdom Values for Analyzing Critical Thinking Skills Zuafatun Ni'mah; Qisthi Fariyani; Agus Sudarmanto
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 4, No 1 (2021): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v4i1.8062

Abstract

This study aims to develop a four-tier multiple choice test instrument characterized by the values of local wisdom to describe the characteristics of the instrument, determine the validity and reliability of the instrument, determine the characteristics of items, and analyze the critical thinking skills of class X students on Momentum and Impulse material. This research is Research and Development (R&D) and uses the Borg and Gall development model. The research methods used included interviews, tests, questionnaires, and documentation. The four levels of the four-tier multiple choice test instrument consist of: multiple choice questions, answer confidence level, reason choice, and reason confidence level. Validity testing by the three validators obtained the result that the instrument developed was valid. Reliability testing shows that the developed question instrument is reliable with the acquisition of a value of 0.946. The test questions consist of 14 questions in the medium category and 7 questions in the difficult category. The difference in power index is 0.22 to 0.53 which consists of 11 good enough questions, 6 good questions, and 4 very good questions. Overall results of critical thinking skills of students 11.93% in the very critical category, 5.93% in the critical category, 12.2% in the less critical category type 1A (LC1A), 10.87% in the less critical category type 1B ( LC1B), 8.56% in the less critical category type 2A (LC2A), 9% in the less critical category type 2B (LC2B), and 41.36% in the non-critical category.
Analysis of Science Literacy Teaching Book Class XI at SMA Negeri Surakarta on Acid-Base Material Nanda Putri Pertiwi; Nanik Dwi Nurhayati; Sulistyo Saputro
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 5, No 1 (2022): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v5i1.11719

Abstract

This descriptive research aims to explain the scope of scientific literacy in chemistry textbooks used in Surakarta. This research data are in the form of quantity from 4 categories of scientific literacy with 26 subcategories as indicators of grouping text units in textbook analysis. The data sources in this study were five textbooks for class XI with different publishers. The technique of taking the object of research uses a purposive sampling technique. Based on the results of data analysis based on the category of scientific literacy, the average results of the proportion of scientific literacy are obtained as follows: (1) Science as a body of knowledge was 69.98% (2 ) Science as a way of an investigation by 14.43% (3) Science as a way of thinking by 10.63% (4) Interaction of science with technology and society by 4.98%. The results of the fulfilment of the scientific literacy category in book A have a ratio of the category of science as knowledge: science as a way of investigation: interaction of science, technology, and society: category of science as a way of thinking that is 9:1:1:1. The ratio in book B is 6:2:0:1, the ratio in book C is 4:2:0:1, the ratio in book D is 9:0:0:1, and the ratio in book E is 6:2:1: 1. Therefore, from the results of this study, the recommended textbook for use is the book E because it includes aspects of scientific literacy that are complete and more balanced than the other four books.
Integration of arduino UNO in physics experiments: developing experiments and analyzing teacher competency Dody Rahayu Prasetyo; Nisa Safira; Silvia Rahma Amalia
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 8, No 1 (2025): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v8i1.31074

Abstract

The purposes of this research are to develop Arduino Uno-based physics experiments, and to analyze the skills of prospective science teachers in using them. This research is a descriptive study consisting of four stages: (1) design, (2) production, (3) evaluation, and (4) implementation. The research data were obtained using questionnaires for tool validation, practicum guidelines, and observation sheets to assess science teachers' skills in conducting Arduino-based science experiments. The questionnaire and observation data were analyzed descriptively. The research results show that: (1) the average validation results for the tools, practicum guidelines, and observation sheets were 0.62, 0.84, and 0.83, categorized as "moderate," "very valid," and "extremely valid," respectively, indicating that the developed Arduino-based physics experiment instruments are feasible for use and (2) the students' average practical skills score was 2.76, categorized as "medium," with the lowest achievement in the "troubleshooting" aspect. Although there are challenges in learning with Arduino Uno, there is still a significant opportunity for it to become a valuable alternative as technology continues to rapidly develop.
Implementation of STEM-Robotics as High School Intra-curricular Abdul Latip; Aristo Hardinata
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 3, No 1 (2020): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v3i1.6770

Abstract

The study aim to describe STEM-Robotic implementation as an intra-curricular in regular curriculum. STEM-Robotics is usually implemented as an extracurricular program in many schools. In the 2019/2020 school year, Edu Global Senior High School Bandung implemented STEM-Robotics as an intra-curricular for the ten-grade science program. STEM-Robotic implementation as an intra-curricular based on the challenges of 21st-century learning that lead to innovative creative learning and skills development. The method in this study is descriptive qualitative research method through the observations, questionnaires, and interview with teacher teams. The results of this study show that, 1) The implementation of STEM-Robotic as an intra-curricular has a curriculum that focuses about robots NXT and Arduino to provide the basics of engineering and technological skills in robotics and coding, while the concepts of science and mathematics have not been directly linked in STEM-Robotic, 2) The implementation of STEM-Robotic dominated by hands-on and mind-on activities in the learning process and its assessment. 3) Generally, students responded positively to the implementation of STEM-Robotics as an intra-curricular that makes learning more interesting, useful, fun, challenging, and develop engineering and technology skills. This result indicates that STEM-Robotic is an alternative subject or learning strategy in regular curriculum to accommodate science learning with educational robotics.

Page 12 of 14 | Total Record : 133

 10   11   12   13   14 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9, No 1 (2026): THABIEA: JOURNAL OF NATURAL SCIENCE TEACHING Vol 8, No 2 (2025): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 8, No 1 (2025): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 7, No 2 (2024): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 7, No 1 (2024): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 2 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 1 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 5, No 2 (2022): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 5, No 1 (2022): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 4, No 2 (2021): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 4, No 1 (2021): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 3, No 2 (2020): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 3, No 1 (2020): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 2, No 2 (2019): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 2, No 1 (2019): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 1, No 2 (2018): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 1, No 1 (2018): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING More Issue