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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 353 Documents
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Uncovering the managerial dimensions of chemistry laboratory management: An exploratory factor analysis in senior high schools of the border region of West Kalimantan Rody Putra Sartika; Lukman Hadi; Natalino Parada
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.v18i1.50109

Abstract

Effective chemistry laboratory management is fundamental to supporting meaningful laboratory-based learning; however, empirical evidence validating the structural relationships among managerial dimensions remains limited, particularly in geographically disadvantaged regions. This study employed Exploratory Factor Analysis (EFA) to identify and validate the underlying managerial dimensions of chemistry laboratory management in senior high schools located in the border region of West Kalimantan, Indonesia. Data was collected from 99 chemistry teachers using a Guttman-scale questionnaire measuring five managerial dimensions: planning, organizing, actuating, monitoring, and evaluation. The Kaiser–Meyer–Olkin (KMO) value of 0,807 and a significant Bartlett's Test of Sphericity (χ² = 261,424, p < 0,001) confirmed the suitability of the data for factor analysis. Principal Component Analysis extracted one component with an eigenvalue of 3,210, explaining 64,208% of the total variance. Planning (0,936) and organizing (0.877) demonstrated the highest loading factors, whereas actuating showed the lowest loading (0,552). These findings indicate that planning and organizing represent the core managerial dimensions underpinning effective chemistry laboratory management, while the implementation of laboratory activities varies across schools. The findings highlight the need to strengthen systematic planning, organizational coordination, and integrated laboratory management systems to improve sustainable laboratory governance. This study provides empirical evidence that supports the development of laboratory management policies and practices, particularly for secondary schools in geographically disadvantaged border regions.
Enhancing biology learning outcomes through a blended-discovery learning model integrated with the Bioenial website Opik Prasetyo; Bowo Sugiharto; Harlita Harlita
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.v18i1.50232

Abstract

The post-COVID-19 shift to blended learning presents a significant challenge for biology education, necessitating innovative pedagogical approaches to adapt to the digital era. This study addresses this need by investigating the effectiveness of a Blended-Discovery Learning (BDL) model, specifically when integrated with the Bioenial website, on students' biology learning outcomes. A quasi-experimental research design with a pretest-posttest non-equivalent control group was employed with 11th-grade students from a private school in Boyolali, Central Java. Three groups were compared: a control class, an experimental class using BDL with Google Classroom, and another experimental class using BDL with the Bioenial website. Data were collected using a multiple-choice test and analysed through ANCOVA. The findings revealed significant improvements in learning outcomes across all groups, as indicated by higher post-test scores compared with pre-test scores. The ANCOVA analysis demonstrated a significant effect of the instructional model on students' biology learning outcomes, with a large effect size (partial η² = 0.343). The BDL model integrated with the Bioenial website yielded the highest learning outcomes, followed by BDL with Google Classroom and the traditional control group. These findings highlight the potential of BDL as an effective instructional strategy in biology education and suggest that integrating BDL with a specialized digital platform can substantially enhance students' learning outcomes. Therefore, the implementation of BDL supported by dedicated web-based learning environments is highly recommended to optimize biology learning in the digital era.
Analysis of students’ scientific argumentation using the SOLO taxonomy on hydrocarbon material through a socio-scientific issues (SSI) approach Tritiyatma Hadinugrahaningsih; Yuli Rahmawati; Rika Siti Syaadah; Adam Julio Waskito; Fatikhah Widya Rahmadani; Dzakiyyah Alfina Hanum; Devita Marlina Vanessa
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.v18i1.50316

Abstract

This study aims to identify the argumentation profiles of students on the topic of carbon compounds using a socio-scientific issues (SSI) approach. The research was conducted at one of public senior high schools in Tangerang involving 32 twelfth-grade students. A mixed methods were employed. The research instruments included observation sheets, reflective journals, argumentation tests, student worksheets, and interviews. The results indicate that chemistry learning on carbon compounds through the socio-scientific issues (SSI) approach created a more engaging learning environment, as the discussions and problem topics were closely related to everyday life. The students’ argumentation profiles generally demonstrated multi-structural abilities in the components of evidence and reasoning, with respective percentages of 81% and 50%. Meanwhile, the components of rebuttal and claim were still at pre-structural and unistructural levels, with a unistructural percentage of 50% and 72%, respectively. These findings suggest that although the Socio-scientific Issues (SSI) approach has been effective in developing students' abilities to provide evidence and reasoning, their skills in constructing strong claims and presenting appropriate rebuttals still require further improvement.

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