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Scientiae Educatia: Jurnal Pendidikan Sains
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 254 Documents
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Implementing Differentiated Learning in Biology: A Practical Approach to the Independent Curriculum Safitri, Siti Nur; Jalil, Muhamad; Purwiyanti, Yeni
Scientiae Educatia: Jurnal Pendidikan Sains Vol 14, No 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.18547

Abstract

This study aims to determine the planning, implementation, inhibiting, and supporting factors, and impacts on biology subjects through differentiated learning based on learning outcomes. This study uses a qualitative case study approach to analyze the implementation of differentiated learning in the independent curriculum. Data were obtained through interviews, observations, and literature reviews, focusing on planning and implementation, as well as inhibiting and supporting factors, and their impact on learning outcomes. The results of the study show that there are 4 things in differentiated learning planning, including: 1) Teacher debriefing, 2) Lesson plan design, 3) Completion of learning tasks and activities, and 4) Final assessment and evaluation in learning. Implementing differentiated learning can increase students' motivation and learning outcomes, especially in biology subjects. Despite obstacles such as time, human resources, and access to technology, solutions such as teacher training, facility optimization, and policies can help overcome the challenges of differentiated learning. The impact of differentiated learning on biology subjects, based on learning outcomes, can be seen in increased student enthusiasm and enjoyment, as well as improved learning outcomes. In addition, students can explore material according to their interests and learning styles, and there is also a Pancasila student profile (P5).
Development of Local Content E-Module of Sebimbing Sekundang Dance with Inquiry Learning Model on Movement System Material to Improve Science Literacy and Student Learning Motivation Triani, Amalia Desma; Ariyanti, Nur Aeni
Scientiae Educatia: Jurnal Pendidikan Sains Vol 14, No 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.20027

Abstract

This study aims to determine the validity, practicality, and effectiveness of the local content E-Module for the Sebimbing Sekundang dance, using an inquiry learning model on movement system material, to improve scientific literacy and students' learning motivation. This type of research is a development project using the ADDIE model and an equivalent control group design. The E-Module product was evaluated by media expert lecturers, material experts, practitioners, and tested on a limited number of 36 grade XII students. The population of this study comprised grade XI students of SMAN 01 OKU: XI.2 as the control class (36 students) and XI.4 as the experimental class (36 students), selected by random sampling. The instruments used were interviews, observations, student needs questionnaires, media expert and material expert validation questionnaires, practitioner validation questionnaires, student practicality response questionnaires, observation of learning implementation, science literacy test questions, and learning motivation. Data analysis techniques used normality tests, homogeneity tests, multivariate tests, and N-Gain tests. The results of the study showed that the E-Module was highly valid for use as a teaching material, with media experts rating it 92% (very feasible) and material experts rating it 96.51% (very feasible). In addition, the E-Module was rated very practical by biology teachers (95.71%) and by students (83.5%). The use of E-Modules was very effective in improving scientific literacy and student learning motivation with a Sig. value of 0.00 <0.05 and an N-Gain score of 0.73 included in the high category for scientific literacy, and 0.76 included in the high category for learning motivation. In conclusion, the local content E-Module of Sebimbing Sekundang dance is valid, practical, and effective in increasing scientific literacy and students' learning motivation.
Enhancing Scientific Reporting Skills and Learning Outcomes through SAVI-Based Practical Work Sarjana, Moh; Maknun, Djohar; Maryuningsih, Yuyun
Scientiae Educatia: Jurnal Pendidikan Sains Vol 14, No 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.20682

Abstract

Learning outcomes and scientific reporting skills are key components that need improvement in laboratory-based learning. This study aims to test the application of the SAVI approach in a laboratory-based learning context to students' scientific reporting skills. The method used is a quasi-experimental design for SAVI-based practicum activities. The assessment of scientific reporting skills uses an instrument to evaluate practicum reports. Learning outcomes are measured using multiple-choice questions. Data analysis uses N-Gian and t-test. The results show that the scientific reporting skills of experimental class students with an average of 81.81 are higher than the control class 73.61, but the difference is not significant (p > 0.05); the increase in student learning outcomes is significantly different (p < 0.05), with an N-gain of 0.57 (moderate) for the experimental class and 0.26 (low) for the control class. The SAVI approach has been proven effective in improving learning outcomes and scientific reporting activities, although students' physiological and psychological barriers still need to be further addressed in its application.
Analysis of Understanding the Concept of Environmental Pollution for Middle School and High School Students using a Cross-Sectional Approach Annisa, Rifaul; Rustaman, Nuryani; Rusyati, Lilit; Rahman, Taufik
Scientiae Educatia: Jurnal Pendidikan Sains Vol 14, No 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.19470

Abstract

Environmental pollution is a concept-based science learning material related to life and the environment. Students' conceptual understanding of environmental pollution is very low because they often memorize without understanding the deeper meanings of the concepts they study. This study aims to analyze the conceptual understanding of tenth-grade high school students and seventh-grade junior high school students regarding environmental pollution. The method used in this study was a cross-sectional survey comprising the preparation stage of creating an online questionnaire with 4 questions, the implementation stage of sending the questionnaire, and the data analysis stage of student responses. Based on the data analysis, some tenth-grade high school students and seventh-grade junior high school students still have limited conceptual understanding because they focus on textbook concepts without understanding their meanings and relationships to environmental issues. However, some high school students already have a broad conceptual understanding. This indicates that the higher the level of education, the more important concepts emerge. The problems faced by junior high school students and some high school students can be overcome by choosing a learning strategy based on direct environmental practice so that students not only understand the concepts but also develop a sense of concern for the environment.
Uncovering the Potential of STEM-Based Biotechnology Materials Biology Learning: A Systematic Literature Review Ngade Wantara; Slamet Suyanto; Necta Ayu Cahyanti; Tatag Bagus Putra Prakarsa
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24252

Abstract

The Science, Technology, Engineering, and Mathematics (STEM) approach has become a key paradigm for improving the quality of 21st-century science education, including biology learning. Biotechnology material, which has broad applications in daily life, can be taught more effectively through STEM integration. This study aims to examine the potential of STEM-based biotechnology learning through a Systematic Literature Review (SLR). The review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure a transparent and systematic process. A total of 50 articles were initially identified from databases such as Google Scholar, Scopus, and Web of Science using the Publish or Perish application. After screening and eligibility assessment, 10 relevant articles were included in the final analysis. The results indicate that STEM-based biotechnology learning enhances students’ conceptual understanding, promotes critical thinking, and fosters innovation. However, its implementation still faces challenges, including limited infrastructure, insufficient teacher training, and lack of supporting teaching materials. In conclusion, STEM-based biotechnology learning has strong potential to be integrated into Indonesia’s biology curriculum but requires policy support, teacher capacity building, and resource development. This review provides a foundation for developing more effective implementation strategies.
Outcome-Based Education in Higher Education Curricula: A Systematic Literature Review of Implementation Strategies and Implications for Biology Education Necta Ayu Cahyanti; Slamet Suyanto; Kartika Ratna Pertiwi; Ngade Wantara; Nucleo Wildan Aprianto
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24266

Abstract

The rapidly evolving paradigm of higher education necessitates curricula that are contextually relevant, empirically measurable, and rigorously outcome-oriented. Outcome-Based Education (OBE) responds to this imperative by systematically prioritizing learning outcomes as the foundational basis for curriculum design, instructional delivery, and student assessment. This study aims to examine the underlying principles, implementation strategies, and prevailing challenges of OBE in higher education, while further exploring its specific implications for biology education. A Systematic Literature Review (SLR) was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. An initial corpus of 50 articles was retrieved from Google Scholar, Scopus, and Web of Science databases, of which 10 peer-reviewed articles published between 2023 and 2025 satisfied the predefined inclusion criteria and were subsequently subjected to thematic analysis. The findings indicate that OBE implementation is characterized by a strong emphasis on student-centered learning, predominantly supported by active pedagogical approaches including problem-based and project-based learning. Principal challenges encompass inadequate institutional resources, organizational resistance to curricular reform, and insufficient faculty professional development, whereas identified opportunities include demonstrable improvements in graduate competency and the adoption of outcomes-aligned assessment frameworks. Within the context of biology education, OBE demonstrably fosters integrative and contextual learning experiences that are well-aligned with the demands of 21st-century scientific competencies. Collectively, these findings affirm the substantial potential of OBE to meaningfully enhance the quality of higher education, while underscoring that its sustained effectiveness is contingent upon institutional readiness, stakeholder commitment, and fidelity of implementation.
Mapping the Development of Biological Sciences and Philosophical Thought: A Bibliometric Analysis of Global Research Trends Aida Syifaul Fajriyah; Slamet Suyanto
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24261

Abstract

This study aims to map the development of research at the intersection of biological sciences and philosophical thought, and to identify prevailing global trends within this interdisciplinary field. A bibliometric analysis approach was employed, utilizing data systematically retrieved from the Scopus database. A total of 95 English-language publications issued between 2021 and September 2025 were analyzed using VOSviewer to examine keyword co-occurrence patterns and visualize conceptual relationships among research topics. The findings reveal twelve distinct thematic clusters representing the intellectual structure of the field, encompassing themes such as evolution, philosophy of biology, ethics, biotechnology, and environmental issues. Overlay and density visualization analyses further indicate that topics pertaining to biotechnology, human enhancement, and ethical implications have emerged as prominent and rapidly developing research trends within the contemporary literature. Collectively, these findings demonstrate that the relationship between biological sciences and philosophical thought continues to evolve dynamically in parallel with ongoing scientific and technological advancements. This study further underscores the growing importance of interdisciplinary collaboration between biological sciences and philosophy in addressing the conceptual, ethical, and societal challenges inherent in modern biological research, while simultaneously offering a strategic roadmap for prospective scholarly inquiry at this productive disciplinary interface.
Mapping Research on Immersive Learning Technologies in Science Education: A Bibliometric Analysis of VR–AR–MR Studies Ahmad Syaiful Anwar; Annastasya Syafitri; Dwi Astuti; Slamet Suyanto
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24343

Abstract

Despite the growing prominence of immersive technologies in educational contexts, a comprehensive bibliometric examination of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) within science education remains notably underrepresented in the literature. This study addresses that gap by conducting a quantitative bibliometric analysis to systematically map the broad landscape of immersive learning research in science education. Data were retrieved from the Scopus database and filtered in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, yielding a final corpus of 188 articles for analysis. Bibliometric processing and visualization were performed using Biblioshiny software. The findings reveal that immersive learning research has transitioned from an initiation phase to a period of exponential growth, particularly between 2020 and 2025. Virtual Reality emerged as the dominant technology within this domain, with Augmented Reality and science education serving as primary enablers of interactive learning environments. Prominent keywords, including students, education, and e-learning, collectively underscore a sustained research focus on enhancing conceptual understanding, learner engagement, and overall learning experiences. Geographically, scholarly output is heavily concentrated in the United States, Germany, and China, a pattern attributable to the concentration of immersive technology developers, differential research funding structures, policy orientations, and national education priorities. Notably, the relatively modest international collaboration rate of 22.34% signals considerable untapped potential for cross-national research partnerships. These findings collectively offer a strategic roadmap for advancing innovation at the intersection of immersive technology and pedagogy, while underscoring the imperative for strengthened cross-institutional and international scholarly collaboration.
Effects of Problem-Based Learning on Biology Learning Outcomes of Phase E Students: A Meta-Analysis Bekti Isnaeni
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24274

Abstract

This study aims to analyze and empirically substantiate the effects of the Problem-Based Learning (PBL) model on the biology learning outcomes of Phase E students. A meta-analysis research design was employed as the primary methodological framework. Data were collected through systematic documentation by retrieving journal articles using the following keywords: "PBL model," "biology learning outcomes," "class X," "PTK," and "MCML > 75" via Google Scholar. A total of 25 journal articles published within the period 2019–2024 satisfied the inclusion criteria and were retained for analysis. Data analysis was conducted using JASP software (version 0.8.4.0) to perform heterogeneity tests, hypothesis tests, and publication bias assessments. The outputs generated by JASP were subsequently interpreted based on relevant scholarly literature pertaining to meta-analytic methodology. Conclusions were drawn on the basis of how each research question was addressed through the corresponding statistical tests. The findings demonstrate that the PBL model exerted a significant positive effect on the improvement of biology learning outcomes among Phase E students, yielding an effect size (ES) value of 0.88, which falls within the high category. Furthermore, the analysis confirms the absence of publication bias, as evidenced by the funnel plot symmetry, the non-significant p-value obtained from the Egger test, and a fail-safe N value exceeding the threshold of 5k + 10, thereby affirming the scientific robustness and reliability of the reported findings. On the basis of these results, it is recommended that future researchers conduct more in-depth investigations into the PBL model across diverse biological content areas. It is further recommended that teachers and educational policymakers ensure that the problems presented during the problem-orientation phase are genuinely contextual and current, thereby fostering greater student participation in collaborative group discussions and ultimately enhancing overall biology learning outcomes.
Augmented Reality in Science Education: A Systematic Literature Review of Research Trends in Indonesia (2020–2025) Sudarto Sudarto; Bambang Subali
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.20590

Abstract

The rapid evolution of digital technology necessitates fundamental transformations in educational practice, most notably through the systematic integration of Augmented Reality (AR) as an innovative pedagogical tool. This study analyzes AR research trends in science education within the Indonesian context over the period 2020–2025. Employing a bibliometric approach guided by the PRISMA protocol, a final corpus of 471 relevant articles was systematically synthesized from an initial pool of 985 records retrieved from Publish or Perish and Mendeley databases. Bibliometric data were visualized using VOSviewer through network, overlay, and density analyses to map the intellectual structure and thematic evolution of the field. The findings reveal a consistent upward trajectory in annual AR publication output, peaking in 2024. AR implementation is most prevalent at the senior high school level, theoretically consistent with Piaget's formal operational stage, wherein learners require visual scaffolding to engage with abstract scientific concepts. A significant methodological gap is identified: existing research is predominantly characterized by quantitative efficacy testing, with a conspicuous scarcity of qualitative investigations into pedagogical barriers and shifts in student learning behavior. This study contributes a distinctive perspective through thematic mapping within the Indonesian educational context, identifying underexplored opportunities in collaborative AR-based learning and long-term cognitive retention. Two principal recommendations are proposed: teachers are encouraged to integrate AR into inquiry-based learning worksheets as dynamic pedagogical scaffolds rather than static visual aids, and policymakers are urged to standardize digital infrastructure and develop validated AR content repositories to ensure equitable technology adoption across all educational levels in Indonesia.

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