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Journal of Educational Science and Technology
Published by Universitas Negeri Makassar
ISSN : 24601497     EISSN : 24773840     DOI : -
Core Subject : Education, Engineering,
Education Engineering
Jurnal EST mempublikasikan artikel hasil penelitian bidang studi kependidikan, yang berhubungan dengan belajar dan pembelajaran, teori dan praktik pendidikan, kebijakan pendidikan, pengembangan kurikulum dan materi pembelajaran, pendidikan budaya dan karakter bangsa, pendidikan guru, teknologi dan media pembelajaran, dan kegiatan lainnya yang relevan. Untuk itu diundang berbagai penulis artikel dari dalam dan luar negeri
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Volume 11 Number 3 December 2025" : 6 Documents clear
Enhancing Computational Thinking in STEM Education through Interactive Programming Media: Evidence of an Equalizing Effect from a Quasi-Experimental Study Widodo, Suprih; Alifah, Aisyah Husna; Septiadi, Jaka; Sari, Dian Permata; Barri, Muhamad Akda Fathul; Maulida, Rahma
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i2.76998

Abstract

Computational Thinking (CT) has increasingly been recognized as a foundational competence in STEM education; however, effective pedagogical strategies that support equitable development of CT skills across students with diverse initial abilities remain underexplored. This study examines the impact of interactive programming media on students’ CT development within a STEM learning context. Employing a quasi-experimental design, two groups of upper secondary students participated in either Code.org–supported instruction or conventional learning. Students’ CT skills were assessed before and after the intervention using a CT-oriented problem-solving instrument.The findings indicate that students who engaged with interactive programming activities demonstrated substantially greater improvement in overall CT performance compared to those in conventional learning environments. Moreover, the results suggest that learning gains were largely independent of students’ initial ability levels, indicating an equalizing effect of interactive programming-based instruction. Improvements were observed across core CT components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. These findings contribute to the theoretical discourse on CT pedagogy by highlighting the role of interactive programming environments as mechanisms that mediate learning equity in STEM education. Pedagogically, the study underscores the potential of block-based programming platforms to support inclusive and conceptually grounded CT learning, particularly in contexts characterized by heterogeneous student readiness.
UDL-Based Infographic Instruction for Perceptual and Academic Skills in Primary-Aged Children with ASD Shalalli, Ahmed Fadlallh; Elsayed, Mahmoud Ali; Arandas, Noha Mahmoud
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.82493

Abstract

Abstract. This study investigated the efficacy of a training program based on Universal Design for Learning (UDL) principles, employing educational infographics to address perceptual deficits and improve basic academic skills in primary-grade children with Autism Spectrum Disorder (ASD). Utilizing a quasi-experimental intensive one-group pretest–posttest–follow-up design, the research focused on a purposive sample of six children (four males, two females) aged 6–8 years. Data were collected through standardized perceptual scales and a researcher-developed assessment of literacy and numeracy. Statistical analysis revealed significant improvements in visual perception (Z = -2.201, p < .05, r_{prb} = 0.89$) and basic academic performance (Z = -2.201, p < .05, r_{prb} = 1.00). Follow-up assessments indicated that gains were maintained one month post-intervention. The findings suggest that UDL-aligned infographics facilitated perceptual integration and enhanced instructional accessibility for participants. While the limited sample size restricts broader generalizability, these results provide preliminary evidence supporting visual mediation as a strategy to bridge the perceptual-academic gap in neurodiverse learners.
Developing an Educational Software Platform for Stock Learning Using LSTM Forecasting Models Nurmalasari, Dini; Alfani, Yessi; Yuliantoro, Heri R; Fitrisia, Yuli
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.81360

Abstract

This study aims to develop an educational software platform that supports Indonesian students in learning stock market behavior by addressing low financial literacy, limited analytical skills, and emotion-driven investment decisions. The proposed platform integrates historical data from liquid IDX80 stocks with a Long Short-Term Memory (LSTM) forecasting model enhanced by technical indicators and calendar-based market features, and presents predicted price movements and trend classifications through an interactive, user-friendly learning interface. Experimental results show that the model achieved strong predictive performance on most IDX80 stocks, demonstrating its ability to capture temporal price patterns, while the inclusion of technical and calendar-based features improved prediction clarity and trend interpretability for student users. Variations in forecasting accuracy across stocks indicate that liquidity and volatility influence model performance, highlighting the importance of contextual interpretation in learning. In conclusion, the findings indicate that integrating LSTM-based forecasting with instructional design principles can support experiential and data-driven investment learning, and the developed platform demonstrates strong potential as both a forecasting tool and an educational technology medium for supporting financial literacy development. 
Development of Non-Test Assessment Instrument Based on Genially Website Media For Global Warming Material Yuliastrin, Adisti; Vebrianto, Rian; Yani, Deska Indri; Hardila, Dilva
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.76894

Abstract

. Existing non-test assessment instruments in science learning are often generic, less interactive, and insufficiently contextualized to address complex and socioscientific topics such as global warming. This limitation makes it difficult for teachers to assess students’ learning responses, engagement, and understanding in a meaningful way. Therefore, this study aims to develop and validate a Genially-based non-test assessment instrument specifically designed for global warming material, and to examine its feasibility as formative feedback to support instructional planning. This study employed a Research and Development (R&D) approach using the ADDIE model, which was selected due to its systematic and iterative structure that supports instructional product development and evaluation. The instrument was developed and tested on 30 respondents consisting of students and general users as initial users of the media, selected through random sampling for preliminary field testing. Data were collected using a questionnaire and analyzed to determine content validity, construct validity, reliability, and feasibility. The results indicate that all 19 instrument items are valid across five aspects: ease of use, presentation appeal, benefits, integration of Islamic values, and socio-scientific issues. The instrument demonstrated very high reliability, with a Cronbach’s alpha coefficient of 0.957. The feasibility analysis showed an average user response score of 76.45%, which falls into the “feasible” category, indicating that the instrument is appropriate for assessing learning media use in global warming instruction. This study contributes a validated, interactive non-test assessment instrument that can support teachers in conducting formative science assessment and evaluating students’ learning responses in global warming topics. Despite the limited sample size, the findings provide initial evidence of the instrument’s potential applicability and offer a foundation for further large-scale testing and refinement.
Effectiveness of the Ecotropis STEM Approach to Student Forestry Literacy Fadilah, Dian; Nizaar, Muhammad; Haifaturahman, Haifaturahman; K. Nagy, Emese; Hafeez, Muhammad
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.81459

Abstract

This study aims to analyze the potential of applying the Ecotropis STEM approach in improving forestry literacy among elementary school students. Forestry literacy in this study is positioned as part of environmental science literacy that emphasizes conceptual understanding, ecological awareness, and concern for the preservation of forest resources through contextual learning based on tropical ecosystems. The study used a quasi-experimental design with unequal experimental and control groups. The research sample consisted of 41 elementary school students, with 18 students in the experimental class and 23 students in the control class. The research instrument was a 20-item multiple-choice test that had undergone content validation and reliability testing. Data analysis was performed using descriptive statistics, normality tests, and Independent Sample t-tests to compare the learning outcomes of the two groups. The results of the analysis showed that the average posttest scores of students in the experimental class were higher than those in the control class. However, the results of the inferential statistical test showed that the difference was not statistically significant (p > 0.05). These findings indicate that the application of the Ecotropis STEM approach has not been empirically proven to have a significant effect on improving students' forestry literacy, although descriptively there is a tendency for learning outcomes to improve in the experimental group. The insignificant difference in learning outcomes between groups is thought to be influenced by several factors, including the relatively limited sample size, the short duration of the learning intervention, and the adaptation process of teachers and students to the learning approach applied. Therefore, the findings of this study need to be interpreted cautiously as an initial indication of the potential of the Ecotropis STEM approach, rather than as conclusive evidence of its effectiveness. Overall, this study provides an initial contribution to the development of Ecotropis STEM-based learning in primary education and emphasizes the need for further research with a stronger methodological design, longer intervention duration, and larger sample size to obtain more convincing conclusions.
Mapping Indigenous Knowledge in Science Education: A Systematic Literature Network and Bibliometric Analysis Kurdiati, Lintang Auliya; Susiloningsih, Esti; Fathurohman, Apit
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.82309

Abstract

This study aims to map and synthesize research on the integration of indigenous knowledge in science education published between 2015 and 2025. A systematic literature network analysis (SLNA) was employed by combining PRISMA-guided screening with bibliometric and science mapping techniques. Data were retrieved from the Scopus database, yielding 667 initial records that were refined through duplicate removal, title and abstract screening, and full-text eligibility assessment based on predefined criteria. This process resulted in a final corpus of 56 core articles. Biblioshiny and VOSviewer were used to analyze publication trends, citation relationships, thematic structures, and bibliographic coupling patterns. The findings indicate a consistent growth in research output, largely concentrated in Anglophone countries, with emerging cross-regional collaboration. Three dominant research streams were identified: curriculum contextualization, environmental sustainability, and culturally sustaining pedagogies. Bibliographic coupling further reveals a distinction between established theoretical frameworks and emerging pedagogical and epistemological approaches. The study concludes that indigenous knowledge integration in science education represents a rapidly evolving research field and provides a systematic conceptual mapping to support more inclusive, context-sensitive, and epistemically plural science learning.

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