Journal of Innovative Science Education a starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/jise MIGRATION OFFICIAL STATEMENT HERE Journal of Innovative Science Education [P-ISSN 2252-6412 | E-ISSN 2502-4523] publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. This journal has been indexed in Google Scholar, SINTA, GARUDA, DOAJ, DIMENSIONS
AI-TPACK Integration to Bridge Digital and Environmental Literacy in Science Education for SDGs
The rapid development of Artificial Intelligence (AI) has shifted science education towards reflective, data-driven, and sustainability-oriented learning. Within this context, the AI-Technological Pedagogical Content Knowledge (AI-TPACK) framework positions AI as a scientific thinking partner and a tool for ecological exploration. This study examines AI-TPACK as a bridge between digital and environmental literacy to support Sustainable Development Goals (SDGs). Using a semi-systematic review—combining bibliometric analysis and qualitative synthesis of publications from 2015–2025 via the Publish or Perish application—this research outlines trends linking AI-TPACK to these literacies. Results indicate that AI-TPACK transforms 21st-century science education by enabling AI-driven data exploration for social and environmental issues. Digital literacy develops through scientific data analysis, while environmental literacy grows from ecological awareness and sustainability inquiry. Their synergy advances SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land) by enhancing pedagogical competence, analytical skills, and data-based conservation awareness. This study contributes to the conceptual development of AI-TPACK as an integrative framework linking digital and environmental literacy in sustainability-oriented science education.
Copyright (c) 2026 Journal of Innovative Science Education
Food Security Awareness Education through Animation Video to Enhance Students' Learning Outcomes in Biotechnology Lesson
Tissue culture is a biotechnology topic in junior high school science education that is often perceived as complex and abstract, resulting in low student comprehension and a lack of understanding regarding its connection to food security issues. This study aims to develop an animated video that integrates the concepts of tissue culture and food security in a valid, practical, and potentially effective in enhance food security awareness and students' cognitive learning outcomes. The study used the Research and Development method with a modified 4D, limited to three stages: define, design, and develop. Media experts and content experts validated the product, then tested on 20 students using a one-group pretest-posttest design. Validation results indicated that the media was highly valid, scoring 100% from media experts and 95.14% from content experts. Student responses indicated that the media was highly practical, scoring 81.18%. Statistical analysis revealed a significant improvement in food security awareness (N-Gain = 0.37; Cohen’s d = 1.23) and cognitive learning outcomes (N-Gain = 0.77; Cohen’s d = 0.88), indicating the media’s influence on these two variables. This research contributes to the integration of food security education into biotechnology teaching through animation-based media.
Team Games Tournament with Discovery Learning to Improve Science Learning Outcomes and Engagement
Student engagement and learning achievement remain important challenges in science education, particularly in promoting active participation and meaningful understanding of scientific concepts. This study aimed to investigate the effectiveness of implementing the Team Games Tournament (TGT) model through Discovery Learning in improving students’ science learning outcomes and engagement. The research employed a Classroom Action Research (CAR) design consisting of two cycles, each involving planning, action, observation, and reflection stages. The study was conducted with 25 seventh-grade students at SMP Taman Dewasa Jetis. Data were collected through achievement tests, classroom observations, and documentation and were analyzed using descriptive techniques. The results revealed a substantial improvement in students’ academic achievement, with the average score increasing from 59.92 in the pre-cycle stage to 82.56 in Cycle II. In addition, students demonstrated higher levels of engagement, participation, and motivation throughout the learning process. These findings indicate that the integration of TGT and Discovery Learning effectively supports both cognitive and behavioral aspects of learning. This study contributes to science education by providing empirical evidence that combining cooperative and constructivist learning approaches can create a more engaging learning environment and improve students’ achievement in science classrooms.
A Local Wisdom–Based Science Literacy Instrument for Junior High School Students: Development and Rasch Analysis
The Kurikulum Merdeka implemented in Indonesia focuses on mastering 21st-century skills, including scientific literacy. However, the level of scientific literacy in Indonesia remains relatively low, partly due to the lack of instruments to measure it. This study develops a locally grounded science literacy instrument for junior high school students by integrating local wisdom with the PISA 2025 framework. Anchored in the cultural context of Batang Regency, the instrument positions local phenomena as core cognitive stimuli to enhance the contextual validity of science literacy assessment. Using a development approach and Rasch-based analysis, the results indicate that the instrument demonstrates strong psychometric quality and effectively differentiates students’ science literacy levels. Beyond measurement robustness, the findings reveal that students’ science literacy remains limited, underscoring the need for contextually responsive assessment tools. This study contributes a scalable model for a more valid science literacy assessment that bridges global competency standards with local educational contexts, offering important implications for science educators and assessment developers.
Project-Based Learning (PjBL) in Electronics Course : An Arduino-Based Automatic Watering Prototype
The Electronics course necessitates the integration of theoretical knowledge, practical skills, and scientific communication competencies. Technology-based Project-Based Learning (PjBL) provides an effective means to address these requirements by engaging students in meaningful, hands-on projects. This study examines the implementation of Arduino-based PjBL through the development of an automatic watering prototype and evaluates its impact on students’ scientific communication skills in the Electronics course. A qualitative research design was adopted, with participants comprising students enrolled in the course. Data collection methods included classroom observations, project documentation, and student reflections. Scientific communication skills were assessed using six indicators: clarity of delivery, appropriate use of scientific terminology, structure and logic of presentation, data interpretation, responses to questions, and written communication. The results demonstrated that students presented their projects more systematically, beginning with problem identification, followed by system design, testing results, and conclusions. Students were able to explain circuit errors and propose corrective actions logically. Additionally, written reports became more structured and were substantiated by measurement data. Overall, the findings suggest that Arduino-based PjBL effectively supports the development of students’ scientific communication skills in Electronics education.
Copyright (c) 2025 Journal of Innovative Science Education
Development Of Chemistry Supplement Book with Ethno-SocioScientific Context on The Sub-Topic of Alcohol to Improve Students'Cognitive Learning Outcomes
This study aims to develop a valid, practical, and effective ethno-socioscientific supplementary book on the topic of alcohol to enhance students' cognitive learning outcomes. Employing a Research and Development methodology, the study utilizes the 4D development model, limited here to three stages: Define, Design, and Development. Research instruments included validation sheets, response questionnaires, and effectiveness test sheets. Validation results indicate the book is highly valid, with an average Aiken score of 0.91. The practicality test, involving 27 students, yielded a score of 96%, categorized as very practical. The effectiveness test, based on N-gain results, produced an average score of 0.61, categorized as moderate. The presentation of contextual phenomena in the ethno-SSI supplement book to deepen their understanding of chemistry concepts and broaden their cultural horizons. In conclusion, the ethno-socioscientific Sikka culture chemistry supplement book is valid, practical, and effective in improving students' cognitive learning outcomes on the subtopic of alcohol.
Teachers’ Perceptions of Project-Based Learning in Ordinary Level Physics in Uganda
Achieving Sustainable Development Goal 4 requires learner-centred pedagogies within Uganda's competency-based curriculum, particularly in Ordinary Level physics education. This study examined physics teachers' perceptions of project-based learning (PBL) and explored the challenges they face during implementation. Adopting phenomenological design, data were collected through semi-structured focus group interviews, classroom observations, and document analysis involving ten purposively selected physics teachers across seven secondary schools in Mubende Municipality. The data were analysed thematically. Results show that while teachers held positive attitudes toward PBL, acknowledging its role in enhancing learner engagement and real-world problem-solving, actual implementation was constrained by insufficient pedagogical competencies, abstract physics concepts, time limitations, and limited learner support materials. While teachers value learner-centred approaches, structured professional development and school support are essential for sustainable integration. The study's novelty revealed a mismatch between teachers' positive perceptions of PBL and their limited practical competencies in applying it to abstract physics topics within limited learner support materials contexts. Findings inform targeted interventions to strengthen competency-based science education and scientific literacy.
The Effectiveness of Problem-Based Learning Assisted by Interactive E-Worksheet Integrated with Socio-Scientific Issues on Students' Scientific Literacy Skill
Scientific literacy skill is a crucial competence that students must possess to face the challenges of a developing era. However, the level of scientific literacy among students in Indonesia, including at JHS 2 Ajibarang, is still relatively low. One effort to improve these skill is through the application of a Problem-Based Learning (PBL) model combined with E-Worksheet (Electronic Student Worksheet) integrated with Socio-Scientific Issues (SSI). This model presents real-life issues relevant to daily life to encourage students to think critically, solve problems, and understand scientific concepts more deeply. The integration of SSI into PBL supports the development of scientific literacy by engaging students in analyzing scientific concepts, practicing scientific reasoning, and applying scientific evidence to solve real-world problems and make informed decisions. This research aims to analyze the effectiveness of the PBL model assisted by interactive E-Worksheet integrated with SSI on improving students' scientific literacy skill and to evaluate the level of skill achievement in the experimental class. The research used a quantitative approach with a quasi-experimental design, specifically a pretest-posttest non-equivalent control group design. The sample consisted of class VIII A as the experimental class and VIII B as the control class. The results of the dependent t-test and independent t-test statistical analyses showed a significance value (2-tailed) of 0.000 < 0.05, indicating that the model is effective in improving students' scientific literacy. The average achievement of scientific literacy in the experimental class was also in the very high category. This model can be a strategic alternative to improve the scientific literacy of junior high school students.
Development of Engineering Literacy Test Instruments on Earthquake and Volcano Materials
This Engineering literacy is an essential competence for junior high school students to understand and respond to natural disaster issues through an engineering-based problem-solving approach. However, engineering literacy assessment instruments that are context-based, aligned with engineering practices, and suitable for Indonesian junior high school students remain limited, particularly for disaster-related topics. This study aims to develop an appropriate and reliable engineering literacy test instrument for seventh-grade junior high school students on earthquake and volcano topics, focusing on engineering knowledge and engineering design practices. The research employed a Research and Development (R&D) approach using the 4D model, consisting of define, design, develop, and disseminate stages. The study involved 30 junior high school students. Data were analyzed to determine the instrument’s validity, reliability, difficulty level, and discriminatory power. Instrument development included data collection, planning, initial draft preparation, and content and construct validation by experts through alignment between engineering literacy indicators and test items, followed by field trials, revisions, and implementation. Results showed that 11 out of 12 items were valid, with one item invalid. The instrument demonstrated high reliability with a KR-20 value of 0.71, while the items exhibited moderate difficulty levels and good discriminatory power. This study contributes a context-based engineering literacy assessment instrument aligned with NGSS-oriented engineering practices for earthquake and volcano topics, which has not been widely developed for Indonesian junior high school contexts.
Development of E-Comic Based on Culturally Responsive Teaching on the Topic of Matter and Its Changes to Improve Students’ Science Literacy
This study examined the effectiveness of e-comics based on culturally responsive teaching (CRT) in improving students' science literacy. A quasi-experimental design was employed with seventh-grade students at SMP Negeri 3 Lasem in the 2024/2025 academic year as the population. The sample was selected using cluster random sampling, with Class VII C assigned as the control group and Class VII D as the experimental group. Data were collected using a scientific literacy test and analyzed through quantitative and descriptive methods. The findings revealed that e-comics based on CRT significantly improved students' scientific literacy. The experimental group achieved an average N-gain score of 0.64 (moderate category), which was higher than the control group's average of 0.40. A Mann–Whitney test confirmed a significant difference between the two groups (p < 0.05). These results indicate that e-comics grounded in CRT are effective in enhancing junior high school students' scientific literacy.
Science Literacy; E-Comic; Culturally Re-sponsive Teaching; Science Education; Digital Learning Media
Culturally Responsive Teaching (CRT) and Awareness of Own Culture: A Predictive Model for Enhancing STEM Education
We investigated the predictive role of culturally responsive teaching (CRT) and awareness of own culture (AOC) in improving STEM education. The researchers leveraged on the importance of CRT by exploring its direct and mediated effects on knowledge of student’s culture (KSC), and patterns of cultural interaction (PCI), among STEM teachers in Southwest, Nigeria. Employing a survey research approach, 343 secondary school STEM teachers were involved. Eight hypotheses were tested for acceptance or otherwise with Smart PLS-4. Findings from the study revealed that the nuances of awareness of own culture have both direct and mediated significance on knowledge of student culture and patterns of cultural integration. The findings also reveal a direct, positive and significant impact of CRT on knowledge on students’ culture and patterns of cultural integration. The study concludes that these nuances of awareness of culture can have a significant impact on the development of STEM education.
Designing Numeracy Literacy Assessment Media for High School Using Formative Websites on Rectilinear Movement Material
There needs to be innovation and creativity from educators in designing assessment processes that support learning, one of which is through the use of digital media. In physics learning which often involves abstract concepts and numeracy skills an engaging and up-to-date assessment strategy is necessary. This study aims to develop a website-based Formative assessment media to measure students' initial numeracy literacy in Straight Motion material. The research uses the ADDIE model with five stages: analysis, design, development, implementation, and evaluation. The media includes a home page display and interactive questions aligned with numeracy literacy indicators. Expert validation obtained a score of 16 out of 20 for material aspects and 18 out of 20 from the second validator for media aspects. The media also received a score of 81 out of 84 for appearance and 80 out of 84 for content from a second validator. These findings indicate that the Formative-based website media meets the "very good" criteria and is an effective, innovative alternative for evaluating physics learning at the high school level.
The Effectiveness of E-LKPD Based on Education for Sustainable Development (ESD) to Improve Students’ Critical Thinking Skills
Critical thinking is a crucial 21st-century skill that must be fostered through contextual and sustainable learning approaches. However, in the Indonesian curriculum, there is still a lack of digital learning tools explicitly designed based on Education for Sustainable Development (ESD), which limits opportunities to cultivate students’ critical thinking in environmental contexts. This study aims to examine the effectiveness of ESD-based electronic student worksheets (E-LKPD) in enhancing students’ critical thinking skills. The research employed a quasi-experimental design involving 138 senior high school students, divided into an experimental group (ESD-based E-LKPD) and a control group (conventional LKPD). The instrument used was a critical thinking test based on Facione’s five indicators: interpretation, analysis, evaluation, inference, and explanation. The results showed that the experimental group achieved a significantly higher normalized gain (N-Gain = 0.63, moderate category) compared to the control group (N-Gain = 0.30, low category), with a statistically significant difference (p < 0.05). Furthermore, 50% of students in the experimental group reached the high N-Gain category, while only 7% did so in the control group. These findings indicate that ESD-based E-LKPD is effective in improving students’ critical thinking skills and could serve as an innovative digital learning tool in environmental education.
Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review
Education has an important role in improving the quality of each individual. One of the efforts teachers can make to create an active, innovative, and interactive classroom atmosphere is to provide learning materials that are interesting and relevant to technological developments. Electronic modules are an alternative to independent teaching materials according to student learning needs. This study aims to review the results of the Systematic Literature Review (SLR) related to teacher strategies in implementing E-Modules in biology learning. This study analyzed scientific articles from reputable sources such as Google Scholar, Springer Nature, ERIC, and Scopus, focusing on publications from 2020 to 2024. The review results show that teachers’ strategies in implementing e-modules are generally integrated with active and constructivist learning approaches that support the development of 21st-century skills. However, challenges like limited technological infrastructure, teachers’ readiness to design interactive media, and students’ adaptation to digital learning are still significant obstacles. Therefore, collaboration between educators, educational institutions, and the government is needed to overcome these obstacles by providing training, professional assistance, and adequate resources. It is hoped that the results of this study can be a reference for educators and researchers to develop more effective e-module implementation strategies in biology learning in the future.
The Impact of the Science-Technology-Society Model on the Enhancement of Student’s HOTS: A Systematic Literature Review
The Science Technology Society (STS) model is a contextual approach that links science concepts with social issues to encourage higher order thinking skills (HOTS). This study aims to systematically review various empirical studies related to the application of STS in Biology learning to improve students' HOTS at the high school level. The method used is Systematic Literature Review (SLR) with the PRISMA approach, involving the selection of 15 articles published in 2015–2025 from Scopus, Sinta, and reputable proceedings. The analysis is focused on publication trends, methodology design, implementation context, and its impact on HOTS. The results of the review show that the application of STS consistently improves analytical (C4), evaluation (C5), and creative (C6) skills, as well as supporting students' science process skills, scientific attitudes, and active engagement. The majority of the studies analyzed used quasi-experimental design and learning contexts based on local environmental, health, and technological issues. Challenges include time constraints, teacher understanding, and supporting infrastructure. Therefore, intensive teacher training, contextual media development, and STS integration into the curriculum are needed. This study confirms that STS is a relevant and effective pedagogical approach in supporting HOTS-based 21st century learning
Resource Needs Assessment for Developing the Non- Textbook ‘Persahabatan Besi dan Magnet’ Based on the SDGs Framework in Junior High Schools
This study assessed the resource needs for developing a non-textbook titled "Persahabatan Besi dan Magnet" or "The Friendship of Iron and Magnets", designed to enhance conceptual understanding of magnetism among junior high school students. Using a quantitative descriptive method with survey techniques, data were collected from 31 science teachers and 28 ninth-grade students in Sukabumi City, West Java, Indonesia. The instrument consisted of closed and open-ended questionnaires focusing on the needs for learning media, preferred formats, and expectations for non-textbook content. The results show that teachers strongly prefer the inclusion of experimental activities (90.3%), visual illustrations (67.7%), contextual stories (64.5%), and links to video simulations (74.2%). Meanwhile, students indicated high interest in live experiments (75%), visual media, and science stories. In addition, teachers and students supported integrating environmental issues and technological innovation related to magnetism. These findings highlight the need for a contextual, visual, and narrative-based non-textbook aligned with the SDGs framework to support more meaningful and engaging science learning experiences in junior high schools
Exploring the Use of Tshivenda Scientific Register in Physical Science Teacher’s Classroom Practices
This paper explored the use of Tshivenda scientific register in the teaching and learning of Grade 10 physical science in the Vhembe district, Limpopo Province of South Africa. It was an interpretative qualitative study wherein three physical science teachers and physical science learners from three selected schools participated in the study. The data of the study was obtained from three physical sciences teachers and thirty-two learners through face-to-face semi-structured interviews and classroom observations. The results of the study revealed that using the Tshivenda scientific register in the classroom improves learners' participation and interaction. Since instruction was given in Tshivenda, an indigenous African language, there was interaction between teachers and learners as well as amongst learners themselves. Additionally, the findings demonstrate that teachers as well as learners in the physical sciences who took part in the study interact through explanation, demonstrations, questioning and feedback. Therefore, it is suggested that learners should be given chance to receive their school education in a language they are familiar with. Additionally, it is suggested that physical science teachers should be developed, trained and equipped with necessary language skills for them to develop Tshivenda scientific registers on other sciences topics.
An Investigation into Artificial Intelligence Knowledge to Support Science Learning among Junior High School Students
Artificial Intelligence (AI) has rapidly become an essential component of digital learning environments, making AI literacy increasingly important for junior high school students. This study investigates students’ knowledge of AI, the frequency of AI use, and the role of AI in supporting science learning. A descriptive quantitative design was employed, involving 136 seventh-grade students who completed a validated questionnaire via Google Forms. The data were analyzed using descriptive statistics to identify patterns in AI familiarity and utilization. Results indicate that although 92.6% of students have heard of AI and 63.2% have used it in general learning activities, the frequency of AI use in science learning remains low, with 78.7% reporting infrequent use. Students primarily rely on AI for textual explanations and homework completion, yet many express concerns about the accuracy of AI-generated information. The study highlights a substantial gap between students’ awareness of AI and their ability to engage with it meaningfully in science learning contexts. These findings underscore the need for targeted AI literacy programs and structured pedagogical strategies that guide ethical, critical, and inquiry-based uses of AI in science education. Integrating AI meaningfully in the curriculum may strengthen students’ scientific reasoning and digital competencies.
Integrating Multiple Intelligences in Teaching Materials to Enhance Students’ Critical Thinking: A Literature Review
Critical thinking skills are essential competencies that students must possess to face 21st-century challenges. However, studies indicated that students' critical thinking skills in Indonesia remain unsatisfactory and, thus, need suitable approaches. One of the approaches believed to cope with this issue is the Multiple Intelligences. This article aims to examine the contribution of the Multiple Intelligences approach to developing teaching materials that foster students' critical thinking abilities. This study utilized a Systematic Literature Review (SLR) method, employing the PRISMA flow diagram for article selection. Articles were selected based on inclusion and exclusion criteria, including relevance, educational context, and international journal indexing. This article provides crucial insights for educators and researchers to optimize student-centered learning. The analysis revealed that 67% agreed that the Multiple Intelligences approach significantly improved critical thinking skills, 20% reported no influence, and 13% noted effects only on certain skill types. This research also highlights challenges, including limited teacher knowledge and skills, a lack of supporting infrastructure, and difficulties integrating with traditional methods. Future studies are recommended to develop teacher training, enhance infrastructure, integrate Multiple Intelligences-based and traditional approaches, and conduct longitudinal studies to evaluate effectiveness.
Implementation of Project Based Learning Assisted by PhET Simulation in Science Learning to Improve Students' Science and Digital Literacy
Mastering scientific and digital literacy is essential for prospective teachers to meet the demands of modern science education. This study specifically aims to analyze the effectiveness of Project-Based Learning (PjBL) assisted by PhET simulations in improving students’ scientific and digital literacy. A quasi-experimental design with a pretest–posttest control group was conducted involving 80 undergraduate students, and the data were analyzed using N-Gain and comparative statistical tests. The results show that the implementation of PjBL supported by PhET simulations significantly outperformed conventional learning, with the experimental group achieving a higher N-Gain across all indicators of scientific and digital literacy. These improvements were also reflected in students’ project performance, demonstrating stronger conceptual understanding and more proficient use of digital tools during inquiry-based activities. These findings highlight the potential of integrating interactive simulations within PjBL to strengthen essential competencies in teacher education programs and support the development of innovative science learning practices aligned with 21st-century educational demands.
Exploring the Absence of Science Clubs in Rural Schools: Challenges and Opportunities
Science clubs enhance learner engagement, promote scientific literacy, and support inquiry-based learning beyond the classroom. However, their presence remains limited in rural schools. This study explored factors influencing the absence and potential establishment of science clubs in selected rural schools within the Vhembe East District, Limpopo Province. Using a qualitative approach framed by the Communities of Practice (CoP) theory, data was collected from 19 Science teachers across seven rural schools in Vhembe East District through focus group interviews and questionnaires. The findings reveal limited awareness of science clubs, lack of resources, insufficient teacher training, minimal administrative support, and geographic challenges as key barriers. Despite these constraints, teachers acknowledged the value of science clubs in developing learners’ critical thinking and interest in science. The study recommends teacher training, increased resource allocation, improved institutional support, and partnerships with external stakeholders such as universities to ensure the existence of science clubs in rural schools. Adapting science club models to the rural context is essential for sustainability. These insights contribute to understanding the systemic and contextual factors affecting informal science learning and offer guidance for promoting science clubs in under-resourced schools.
Development of Gamified Interactive Learning Media for Thermal Concepts to Foster Students’ Conceptual Understanding and Creativity
Science materials at the junior high school level often pose challenges for students, particularly in understanding abstract concepts and differentiating between topics such as temperature, heat, and expansion. These difficulties contribute to low levels of conceptual understanding and limited student creativity. This study aims to develop and evaluate gamification-based interactive science media integrated with the discovery learning model to enhance students’ conceptual understanding and creativity. The study employed a Research and Development (R&D) approach using the ADDIE model and utilized a quasi-experimental design. The participants included 64 seventh-grade students from SMP Negeri 41 Semarang, divided into experimental (class VIIB) and control (class VIIE) groups. The validity assessment yielded high scores for both media (0.90) and material content (0.94). Practicality evaluations demonstrated strong approval from both students (82.97%) and teachers (88.33%). Effectiveness analysis revealed a significant increase in conceptual understanding (N-gain: 0.71, high category) and creativity (N-gain: 0.62, medium category) in the experimental group, while the control group showed lower gains (N-gain: 0.44 and 0.29, respectively). These results indicate that gamified interactive media combined with the discovery learning model is valid, practical, and effective in enhancing students’ conceptual understanding and creativity. This study highlights the potential of integrating gamification into interactive learning environments to foster deeper engagement and improved learning outcomes in science education at the junior high school level. The findings suggest that such innovative approaches can be widely adopted to support active learning and creativity development among students.
Decolonizing and Africanising the Curriculum: The How’s Through Reflexivity at a Rural South African University
This research sought to examine the academic perceptions and practices that could enhance the decolonisation and Africanisation of the curriculum at a rural South African university. The reflective object inquiry which involved the researcher and seven other academics from different disciplines was followed in a bid to answer one main research question: How could one decolonize and Africanise the curriculum at a rural institution of higher learning? The researcher engaged in reflexivity with the aid of an artefact for photo-elicitation on the idea/concept of decolonisation and Africanisation of the curriculum in higher education. The reflective object inquiry process involved the researcher and seven multidisciplinary academics. The visual aspect of the selected objects triggered reflexivity through the photo-elicitation of rooted views and perspective about decolonization and Africanisation of the content for teaching. The critical feedback from the seven other academics on the held ideas informed the planning and teaching in ways that attempted to decolonise and Africanise the curriculum when teaching the topic of biological fermentation. The seven academics, in their validation role through continuous feedback, observed how the researcher enacted the decolonisation and Africanisation of the curriculum during lecturing. The collected data included the discussion scripts with the academics, lecture observation reports, and journal entries by the researcher. Data was analysed thematically through the process of coding from a deductive to an inductive approach. It emerged that contextualising the content for teaching through integrating it with the students’ everyday lives, IKS and indigenous games is synonymous with simplification of the content for teaching, using humanising pedagogies and decolonising and Africanising the curriculum. These pedagogical practices which involve thinking out the box, beyond the textbooks and educators getting out of their comfort zones in terms of their content preparation, representation and presentation is one way of taking off the burden to explain abstract concepts and potentially maximise student learning.
Development of E-Modules Based on Puger Marine Local Potential to Improve students’ Creative Thinking Ability in Junior High school Science Learning
Creative thinking ability is the ability of students to generate new ideas and ideas and solve problems by creating innovative solutions. The purpose of this study was to assess the validity, practicality, and effectiveness of e-modules based on the local potential of Puger marine in improving students' creative thinking skills. This research uses the ADDIE development model which includes five main stages, namely analysis, design, development, implementation, and evaluation. The results showed that the percentage of validity of the Puger e-module was 90%, the percentage of practicality of the e-module based on the local marine potential of Puger was 86%, the percentage of effectiveness of the e-module based on the local marine potential of Puger was 91% and the n-gain value was 0.68 so that the e-module based on the local marine potential of Puger was concluded to be valid, practical, and effective to improve students' creative thinking skills in science learning in junior high school. Puger as a marine potential in Jember can be utilized as a learning resource, making it easier for students to understand learning because it is close to everyday life.
Enhancing Students' Scientific Skills Through a Low-Carbon Education-Based Youth Research Training Program
The increasing consequences of global climate change underscore the necessity for the integration of low-carbon education and renewable energy frameworks within the educational paradigm for learners. This study develops a training curriculum for Youth Scientific Paper/Karya Ilmiah Remaja (KIR) that incorporates these principles to enhance students' scientific proficiency. Utilizing a Systematic Literature Review (SLR) approach, thirty indexed scholarly articles from the last decade were rigorously analyzed. The results reveal that the inclusion of low-carbon education and renewable energy within KIR training programs significantly improves students' abilities in critical thinking, problem-solving, and data analysis while concurrently fostering environmental awareness. Effective implementation strategies include project-based learning, hands-on renewable energy experiments (such as solar panels and wind turbines), and collaborations with environmental organizations. However, challenges such as limited resources, insufficient mentor training, and inadequate policy support hinder successful implementation. Despite these obstacles, the integration of low-carbon education and renewable energy within KIR initiatives holds substantial promise for cultivating environmentally responsible scientific skills among students. This initiative aligns with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 7 (Affordable and Clean Energy), and SDG 13 (Climate Action), thus contributing to a more sustainable future.
Strategies for Promoting Energy Literacy in Physics Education: Insights from a Systematic Literature Review
In physics education, fostering energy literacy is essential to equip students with the skills needed to navigate resource scarcity and environmental issues. By developing energy literacy, students are better prepared to manage energy consumption in a sustainable and sustainable manner. This research aims to explore effective strategies and approaches to improve students' energy literacy through the Systematic Literature Review (SLR) method. The study analyzed academic papers from reputable sources such as ScienceDirect, Taylor & Francis, Springer Nature, and ERIC, with a focus on publications from 2020 to 2024. Using keywords such as "energy literacy", "high school students", and "education", this analysis uncovers five main themes: student energy literacy, learning processes, social-scientific exhibitions, teaching modules, and learning media. Most research centers on understanding how students understand the concept of energy and what factors influence their understanding. Successful teaching strategies, including the use of social-scientific exhibitions to raise awareness of energy issues, as well as the development of energy-focused and sustainability-based teaching modules, were found to significantly improve student understanding. In addition, the use of technology-based learning tools has proven effective in conveying complex energy concepts. These findings point to new avenues for research, especially in integrating local wisdom into energy education. This study offers a new perspective on how incorporating local knowledge can improve energy literacy and deepen student engagement with sustainability efforts.
Development of E-Modules Based on Local Potential in Grenden Village to Improve the Digital Literacy of Junior High School Students
This study develop an e-module for Natural Science learning by integrating the local potential of Grenden Village to enhance junior high school students' digital literacy. The integration of local potential is relevant because it provides contextual learning experiences, making science concepts more relatable and engaging for students. The e-module was developed using the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The research was conducted at SMP Negeri 2 Puger, involving 36 students. Key results indicate that the e-module achieved a validity score of 90% (highly valid), a practicality score of 94% (very practical), and an N-gain score of 0.64 (medium effectiveness). Additionally, student satisfaction reached 88%, reflecting a positive response. In conclusion, the e-module based on Grenden Village’s local potential is valid, practical, and effective in improving students' digital literacy. By integrating local contexts, it provides a meaningful learning experience, enhances student motivation, and supports independent learning.
Stakeholders' Perceptions on the Development of a Tshivenda Scientific Language Register for Teaching Agricultural Sciences
The South African government seeks to address the dominance of English and Afrikaans as the primary languages of instruction in most schools by promoting the use of indigenous languages as mediums of instruction. This initiative offers a significant opportunity for Black African learners to engage with subjects like Agricultural Sciences in their native languages. However, questions about the readiness and availability of teaching materials and resources in languages such as Tshivenda remain critical. This study planned to categorise the stakeholders perceptions in developing the Tshivenda scientific language register for animal studies. The data for this qualitative interpretative case study were collected through semi-structured interviews with two teachers and six parents, selected using purposive sampling techniques. Findings revealed initial scepticism among stakeholders due to the lack of Agricultural Sciences terminology in Tshivenda. However, with collaborative efforts and a growing positive attitude toward using indigenous languages, significant progress has been made.
Evaluation of Basic Chemistry Practicum Programs 1 and 2 in Developing Students' Science Process Skills Using the CIPP Model
The Basic Chemistry Practicum I and II are integral components of the chemistry education curriculum, designed to develop students' Science Process Skills (SPS). However, the effectiveness of these programs is often constrained by misalignment between course objectives and practicum modules, insufficient laboratory facilities, and a lack of structured assessment tools. This study aims to evaluate the implementation of these practicum programs using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods approach involved document analysis, questionnaires, and checklists. The evaluation was conducted within the Chemistry Education Study Program at a university in East Nusa Tenggara, Indonesia, with participants including 17 third-semester students, one lecturer, and one laboratory assistant. The findings reveal that while the practicum programs contribute to the achievement of learning outcomes, several issues remain. There are inconsistencies between the Semester Learning Plan (RPS) and practicum modules, particularly regarding the sequencing of materials and skill development targets. Students demonstrated moderate mastery of basic and integrated SPS but still required significant support in hypothesis formulation, data interpretation, and understanding of experimental variables. The study also found that instructional strategies and evaluation tools were not fully optimized to foster independent scientific inquiry. To enhance the program's effectiveness, the study recommends revising practicum modules to align more closely with course objectives, integrating interactive media such as virtual simulations, and developing formal assessment instruments to measure SPS development comprehensively. These improvements will better prepare students for complex laboratory work and strengthen their scientific reasoning as future educators.
Revisiting Basic Chemistry Curriculum to Foster Adaptive Learning in Higher Education
The transformation of higher education in Indonesia presents challenges and opportunities for universities to develop adaptive learning ecosystems. This study aims to analyze the Semester Learning Plans (RPS) of Basic Chemistry courses to evaluate their alignment with digital-era learning needs. Using a qualitative approach, the research involves document analysis of 19 RPS, focusing on learning methods and the integration of digital technology. Data were validated through questionnaires distributed to lecturers in charge of these courses. Results reveal that active learning methods, such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL), dominate, yet the integration of innovative technologies like virtual laboratories and software-based simulations remains limited. The study highlights the importance of adaptive learning strategies, digital literacy, and culturally responsive teaching to support global demands. New findings emphasize the need for systematic lecturer training and institutional support to enhance technological adoption in teaching. This research contributes to the development of more effective and inclusive learning environments, benefitting both science education and society.
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