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EDUSAINS
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 19797281     EISSN : 24431281     DOI : 10.15408/es
Core Subject : Education,
Education
EDUSAINS is a journal publishing the Natural Science Education, Biology Education, Physics Education, and Chemistry Education Journal. Edusains is published by Center for Science Education (CSE) which is located in Departement of Natural Science Education, Faculty of Education and Teachers' Training, Islamic State University (UIN) Syarif Hidayatullah Jakarta.
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Articles 353 Documents
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Analysis of the low effectiveness of the Crocodile chemistry lab-assisted PBL model on students' problem-solving abilities and scientific attitudes Danang Priyadi; Suwardi Suwardi
EDUSAINS Vol. 17 No. 2 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i2.48892

Abstract

This study aims to analyze the effect of the Problem Based Learning (PBL) model assisted by the Crocodile Chemistry Lab (CCL) on students' problem-solving abilities and scientific attitudes in thermochemistry of materials. The research design used is quasi-experimental with a pretest–posttest control group pattern. The research instruments include a problem-solving ability test and a scientific attitude questionnaire that has been expert and empirically validated. The data were analyzed using MANOVA and followed by univariate tests. The research results indicate that the PBL-CCL model has a significant impact on students' problem-solving abilities and scientific attitudes. However, the relatively low partial eta squared values (3.7% and 5.7%) indicate that the model's contribution to the improvement of both variables is still in the small category. Further analysis indicates that the effectiveness of implementation is influenced by students' readiness to learn, variations in motivation, the less-than-optimal implementation of PBL syntax, limitations in equipment facilities, and students' preference for real experiments over digital simulations. This finding confirms that integrating PBL with virtual laboratories has positive potential, but its success is highly influenced by the overall readiness of the learning ecosystem.
The use of electronic modules based on socio-scientific issues to improve argumentation skills and Students' perceptions of biotechnology Fitri Husni Mardiyah; Widi Purwianingsih; Rini Solihat
EDUSAINS Vol. 17 No. 2 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i2.48908

Abstract

Argumentation abilities can be developed using electronic modules based on socio-scientific issue themes in biotechnology materials. The purpose of this project is to gather data regarding the efficacy of using electronic modules centered on socio-scientific issues to enhance students' perceptions of biotechnology and their ability to argue. A quasi-experimental approach was taken in this investigation. The non-equivalent control group design is the research methodology employed. The sample consisted of 120 students from Class XII who were selected with the purposive sampling technique. The experimental group was taught using a socio-scientific issue-based electronic module integrated with a problem-based learning model, whole the control group received instruction using a conventional electronic module without socio-scientific issue integration. The findings demonstrated that there was a significant average difference in argumentation skills between the experimental and control classes. The results of the Mann-Whitney test on the value of argumentation skills indicate that there is a difference in the effectiveness of utilizing regular modules to increase students' argumentation abilities against electronic modules based on socio-scientific issue issues is 0.002 (2-tailed = 0.002) < (0.05). The findings indicated that the average difference between the experimental class and the control class was significant in students' perceptions of biotechnology. The findings demonstrated that students' perceptions of biotechnology differed significantly on average across the experimental and control classes. According to the results of the Mann-Whitney test on the value of students' perceptions of biotechnology, the effectiveness of using electronic modules based on socio-scientific issue issues differs from that of regular modules in terms of improving students' perceptions of biotechnology is 0.003 (2-tailed = 0.003) < (0.05). The N-Gain score requirements for enhancing students' reasoning skills through the use of electronic modules centered on socio-scientific issue topics.
Diagnostic instruments for numeracy skills in chemistry learning: a development study Oriondo Antonio Suwahono Suwahono; Fina Sa’adah; Yulianingsih Yulianingsih
EDUSAINS Vol. 17 No. 2 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i2.49862

Abstract

This study aims to develop a valid and reliable diagnostic instrument to measure students' numeracy skills in the context of chemistry learning. The instrument development followed a systematic procedure based on the Oriondo & Antonio model, which includes the stages of planning, construction, validation, and revision. The instrument was designed based on numeracy indicators integrated with chemistry content, particularly on topics requiring quantitative understanding, such as reaction rates. Content validity was reviewed by chemistry and education experts, while empirical reliability testing was conducted using Rasch modelling. The analysis results showed that the instrument had an Aiken validity of 0.80 (valid category), item reliability of 0.88 (very good category), person reliability of 0.80 (good category), and Cronbach's alpha value of 0.75 (good category). These findings indicate that the developed instrument meets the criteria for validity and reliability and is capable of specifically identifying students' misconceptions and numeracy gaps. Therefore, this instrument has the potential to be used as an initial diagnostic tool in designing remedial or enrichment learning strategies in chemistry classes
Creative problem-solving based on local wisdom of Bengkulu community Repung system to enhance higher order thinking skills in science education Yetty Trisnayanti; Miterianifa Miterianifa; Ahmad Khoiri; Ivoni Susanti
EDUSAINS Vol. 17 No. 2 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i2.49886

Abstract

Higher order thinking skills (HOTS) among Indonesian students remain a challenge, as learners tend to engage in mechanical learning rather than develop critical, analytical, and creative thinking. The study aims to integrate a creative problem-solving model with the local wisdom of the Bengkulu Repung system to enhance students’ higher order thinking skills. A mixed-methods approach was employed, including a quasi-experimental design, questionnaires, and interviews. The sample consisted of 178 urban and 169 rural students, divided into experimental and control groups. Environmental topics were taught over six instructional sessions (12 hours). The assessment instruments comprised ten open-ended questions measuring analytical, evaluative, and creative dimensions. Data was analyzed using ANOVA and Structural Equation Modeling (SEM) with AMOS software. The ANOVA results revealed significant differences in thinking skills based on gender and school location (p < 0.05). The SEM model demonstrated that analytical skills influence evaluative skills, which in turn contribute to creative skills, with all variable relationships being statistically significant. The model provides both conceptual and practical foundations for developing learning interventions based on higher order thinking skills
Improving nutrition literacy skills of prospective chemistry teachers: implementing guided inquiry in food additives learning Imelda Helsy; Muti Sabila Fadila; Riri Aisyah; Ida Farida
EDUSAINS Vol. 17 No. 2 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i2.50014

Abstract

The importance of integrating nutrional literacy into the competenceies of prospective chemistry teachers, which is directed at having knowledge about food, such as understanding various types of food that contain additives and forming healthy lifestyle habits. This study aims to investigate the implementation of guided inquiry in teaching about food additives and to examine its impact on prospective chemistry teachers’ nutrition literacy, thereby contributing to the design of effective educational interventions that connect academic knowledge with everyday health practices. A mixed-methods sequential explanatory approach was employed with the instruments of questionnaires, interviews, and N-Gain analysis of pretest-posttest to assess improvements in the nutrition literacy of prospective chemistry teachers. The sample of this research involved 30 sixth-semester students from the Chemistry Education Program at a university in Bandung. The results showed that prospective chemistry teachers demonstrated adequate knowledge of food composition and additives, the ability to manage a balanced diet, and positive attitudes toward healthy food consumption. The N-Gain analysis revealed a significant improvement, with an overall average of 0.72 (high category). Specifically, the high-achievement group achieved 0.78 (high), the low-achievement group 0.61 (high), and the moderate-achievement group 0.78 (moderate). Interview findings reinforced these results, revealing that prospective chemistry teachers  were able to identify food types and nutritional values, distinguish between natural and synthetic additives, recognize the importance of safe consumption limits, and highlight challenges related to reporting hazardous additives and accessing foods with fewer additives. In conclusion, guided inquiry learning enhances academic ability with fostering active learning, deeper understanding, and higher-order thinking, so the results show increase prospective chemistry teachers’ nutrition literacy and equipping them with practical decision-making skills, making it a valuable educational intervention for fostering healthier lifestyles.
Development of Digital Flipbook Ecosystem (DFE)-based Problem-Based Learning (PBL) to enhance critical thinking skills Annisa Jamilatussholihah Qurrota Ainin; Rizhal Hendi Ristanto; Ratna Komala
EDUSAINS Vol. 18 No. 1 (2026): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v18i1.49593

Abstract

Digital Flipbook Ecosystem (DFE) based on Problem Based Learning (PBL) was developed as an innovative learning media to facilitate the understanding of ecosystem material interactively and contextually. This study aims to develop DFE and analyze its feasibility and influence on students' critical thinking skills. The research method uses the Hannafin and Peck development model consisting of needs analysis, design, and development and implementation, followed by evaluation and revision at each stage. The results of expert validation show that DFE is very valid and suitable for use as a biology learning medium. The implementation of DFE has been shown to improve students' critical thinking skills in the indicators of organizing strategies and tactics, making further explanations, concluding, building basic skills, and providing simple explanations. These findings prove that PBL-based DFE is effective in improving students' critical thinking skills in biology learning.
Determinants of environmental behaviour among senior high school students in Bogor City: A multidimensional analysis of environmental literacy components Wulan Sukma Yuliantisna; Nengsih Juanengsih; Eva Fadilah
EDUSAINS Vol. 18 No. 1 (2026): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v18i1.50191

Abstract

Environmental degradation requires not only technological solutions, but also environmentally responsible behavior shaped through education. This study examines the influence of environmental literacy components—knowledge, skills, and character—on environmental behavior among senior high school students in Bogor City. The researchers used a quantitative correlational design with 167 eleventh-grade students selected through purposive sampling. Data was collected using 9 multiple-choice items for environmental knowledge, 8 items for environmental skills, and Likert-scale questionnaires consisting of 8 items for environmental character and 12 items for environmental behavior. Data was analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The results show that students’ environmental literacy is moderate across all domains. Correlation analysis indicates weak relationships between cognitive components and environmental behavior, while behavior shows the strongest correlation with overall environmental literacy (r = 0,745). However, regression analysis reveals that knowledge, skills, and character do not significantly predict environmental behavior, either individually or simultaneously (R² = 0,029, p > 0,05). These findings indicate a gap between cognitive understanding and actual environmental action. The study concludes that cognitive and affective components do not solely determine environmental behavior, and that more complex mechanisms involving contextual, motivational, and experiential factors influence it. Therefore, environmental education should integrate cognitive learning with affective development and experiential learning to bridge the gap between understanding and behavior and to promote sustainable environmental action among students.
Plant awareness and recognition of plants as living beings among biology preservice teachers in Bandung, Indonesia Puan Helwa Rezha Soraya; Rini Solihat; Riandi Riandi; Taro Harada
EDUSAINS Vol. 18 No. 1 (2026): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v18i1.50227

Abstract

Humans are highly dependent on the existence of plants; from daily needs to the need to support ecosystems. However, there are some people who are less aware of the existence and importance of plants for life and lead to the phenomenon of plant awareness disparity (PAD). It is important for teachers to have plant awareness and have the awareness that plants are as important as other living things. This study was conducted to reveal the level of PAD of biology pre-service teachers by using PAD-I (Plant Awareness Disparity-Index) developed by Parsley (2022). In addition, this study also explores the recognition of plants as living things in prospective biology teachers by asking them to name living organisms around them. This study used a descriptive cross-sectional method and gathered 35 respondents of biology pre-service teachers from one of the universities in Bandung, Indonesia. The results of the PAD-I score analysis show that preservice biology teachers still have PAD with an average score of 79. In addition, this study also revealed that preservice teachers mostly mentioned living things from the animal kingdom as living things (56%) compared to living things from the kingdom plantae (34%), bacteria (5%), fungi (3%), and protists (2%). From this search, it can be concluded that the biology pre-service teachers still have a tendency to overlook the plant and show a preference for animals. However, there are several approaches that can be taken, such as emphasizing the importance of plants in reducing the impact of climate change and placing plants and animals in the same situation. Through such an approach, it is hoped that students will develop an awareness of plants as a first step toward plant conservation, particularly with native Indonesian plants.
Enhancing students' data literacy through the hybrid creative problem-solving laboratory (HCP-Lab) in physics experiments courses Rizki Zakwandi; Alfiansah Sandion Prakoso; Ika Mustika Sari; Asep Akmal Fadia Nurhalim; Najmi Hiyan Fathinah; Rahma Alliya Aqquilla; Duden Saepuzaman; Desy Purwasih
EDUSAINS Vol. 18 No. 1 (2026): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v18i1.50237

Abstract

Physics learning is inherently grounded in inquiry-based processes, particularly through experimental activities that engage students in observing physical phenomena. These observations are subsequently analyzed and interpreted to develop conceptual understanding, making data literacy an essential competency in physics education. However, many schools face challenges in conducting laboratory activities due to the high costs associated with procuring and maintaining experimental equipment. Moreover, conventional laboratory practices often fail to explicitly integrate data literacy as a core component of the learning process. To address these challenges, this study proposes an alternative approach that utilizes readily available devices, such as smartphones, as experimental tools. As a pilot project, a Hybrid Creative Problem-Solving Laboratory (HCP-Lab) model was developed and implemented to enhance students’ data literacy skills in an introductory physics laboratory course. The study adopted Plomp’s Educational Design Research framework and involved 28 first-year physics students, divided into two classes (15 students in Class A and 13 students in Class B). Data was collected over an eight-week period using data literacy assessments, student development observation sheets, and portfolio evaluations. Quantitative data were analyzed using descriptive and inferential non-parametric statistical techniques, while qualitative data were examined using NVivo software. The findings indicate that the HCP-Lab model effectively supported the development of students’ data literacy skills, with observable improvements throughout the intervention. Students demonstrated notable progress in data processing, interpretation, and evidence-based conclusion drawing. Statistical analysis revealed a significant difference between pre- and post-intervention data literacy performance (p < .05). In addition, students reported that the HCP-Lab model provided a novel, engaging, and comprehensive laboratory learning experience. These findings suggest that the HCP-Lab model offers a viable alternative for physics laboratory instruction, particularly in educational settings with limited access to conventional laboratory equipment, while simultaneously fostering essential data literacy competencies.
The integrated STEM teacher identity scale for pre-service teachers: Evidence from Rasch and confirmatory factor analysis Ahmad Suryadi; Endang Purwaningsih; Amrizaldi; Ahmad Swandi; Abdul Haris
EDUSAINS Vol. 18 No. 1 (2026): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v18i1.52249

Abstract

Integrated STEM teacher identity is important for preparing pre-service teachers to implement integrated STEM instruction. This study aimed to develop and provide initial validation evidence for the Integrated STEM Teacher Identity Scale for Pre-service Teachers using an exploratory sequential mixed-methods design that combined qualitative interviews, literature review, expert judgment, Rasch analysis, and Confirmatory Factor Analysis. Three experienced teachers who had implemented integrated STEM instruction were interviewed to identify relevant identity dimensions, and based on these findings and the literature, an initial pool of 44 items was developed and reviewed by experts. The first pilot test involved 59 pre-service teachers and was analyzed using Rasch modeling to examine dimensionality, item fit, and reliability, while the second pilot test, conducted after revision, involved 119 pre-service teachers and was analyzed using Rasch modeling and Confirmatory Factor Analysis. The final scale consisted of 28 items across six dimensions: personal experience, self-definition, recognition, competence-performance beliefs, interest, and commitment. The CFA results supported the six-factor model, with acceptable fit indices (RMSEA = 0,067; TLI = 0,905; CFI = 0,917; IFI = 0,919), composite reliability ranging from 0,79 to 0,94, and Cronbach’s alpha ranging from 0,68 to 0,90. Convergent validity was supported for most dimensions, although personal experience and self-definition showed AVE values below the recommended threshold, and the commitment dimension showed relatively low person reliability. Overall, the scale provides promising initial evidence, although further refinement is needed.

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