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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.
Arjuna Subject : -
Articles 345 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.

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