Journal of Innovative Science Education
type: channel
description: 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
publisher: Universitas Negeri Semarang
language: en
publication name: Journal of Innovative Science Education
issn: 2252-6412
items: Development Of Chemistry Supplement Book with Ethno-SocioScientific Context on The Sub-Topic of Alcohol to Improve Students'Cognitive Learning Outcomes
items: Development of E-Comic Based on Culturally Responsive Teaching on the Topic of Matter and Its Changes to Improve Students’ Science Literacy
items: Culturally Responsive Teaching (CRT) and Awareness of Own Culture: A Predictive Model for Enhancing STEM Education
items: Designing Numeracy Literacy Assessment Media for High School Using Formative Websites on Rectilinear Movement Material
items: The Effectiveness of E-LKPD Based on Education for Sustainable Development (ESD) to Improve Students’ Critical Thinking Skills
items: Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review
items: The Impact of the Science-Technology-Society Model on the Enhancement of Student’s HOTS: A Systematic Literature Review
items: Resource Needs Assessment for Developing the Non- Textbook ‘Persahabatan Besi dan Magnet’ Based on the SDGs Framework in Junior High Schools
items: Exploring the Use of Tshivenda Scientific Register in Physical Science Teacher’s Classroom Practices
items: An Investigation into Artificial Intelligence Knowledge to Support Science Learning among Junior High School Students
items: Integrating Multiple Intelligences in Teaching Materials to Enhance Students’ Critical Thinking: A Literature Review
items: Implementation of Project Based Learning Assisted by PhET Simulation in Science Learning to Improve Students' Science and Digital Literacy
items: Exploring the Absence of Science Clubs in Rural Schools: Challenges and Opportunities
items: Development of Gamified Interactive Learning Media for Thermal Concepts to Foster Students’ Conceptual Understanding and Creativity
items: Decolonizing and Africanising the Curriculum: The How’s Through Reflexivity at a Rural South African University
items: Development of E-Modules Based on Puger Marine Local Potential to Improve students’ Creative Thinking Ability in Junior High school Science Learning
items: Enhancing Students' Scientific Skills Through a Low-Carbon Education-Based Youth Research Training Program
items: Strategies for Promoting Energy Literacy in Physics Education: Insights from a Systematic Literature Review
items: Development of E-Modules Based on Local Potential in Grenden Village to Improve the Digital Literacy of Junior High School Students
items: Stakeholders' Perceptions on the Development of a Tshivenda Scientific Language Register for Teaching Agricultural Sciences
items: Evaluation of Basic Chemistry Practicum Programs 1 and 2 in Developing Students' Science Process Skills Using the CIPP Model
items: Revisiting Basic Chemistry Curriculum to Foster Adaptive Learning in Higher Education
items: Assessment of E-Learning Facilities and Personnels for Teaching Science in Osun State Senior Secondary Schools in Nigeria
items: Visualizing Research Trends on the Impact of STEM-Integrated Project-Based Learning Model on 21st-Century Skills Using VOSviewer and Harzing's Publish or Perish: A Systematic Literature Review
items: Development and Validation of a Three-Tier Test for Identifying Misconceptions in Organic Chemistry Course
items: OLGA: Innovative Local Wisdom-Based Marine Ecology Learning Media for Fifth-Grade Students
items: The Effectiveness of Contextual-Approach Science E-Module Integrated with Local Wisdom on Pressure Topic to Improve Critical Thinking Skills
items: Innovation of Science Teaching Material Based on STEM-PjBL in the Implementation of the Merdeka Curriculum
items: Evaluation of The Flipped Classroom Model on Students' Academic Achievement and Retention in MAN 1 Ambon
items: Enhancing Elaboration Skills through Integrated STEM-PjBL: A Study on Object Movement and Living Creatures

Development Of Chemistry Supplement Book with Ethno-SocioScientific Context on The Sub-Topic of Alcohol to Improve Students'Cognitive Learning Outcomes
type: item
description: 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.
subject: Articles
  topic: section
subject: Ethnoscience
  topic: keywords
subject: Socioscientific Issues
  topic: keywords
subject: Supplementary Book
  topic: keywords
subject: Alcohol
  topic: keywords
creator: Agustina Dua Kuki
creator: Petronela Ivoni Susanty
creator: Rafaelis Stefanya Wata
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-12-31
publication date: 2025-12-31
starting page: 249
ending page: 257
doi: 10.15294/jise.v14i3.40566

Development of E-Comic Based on Culturally Responsive Teaching on the Topic of Matter and Its Changes to Improve Students’ Science Literacy
type: item
description: 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.
subject: Articles
  topic: section
subject: Science Literacy; E-Comic; Culturally Re-sponsive Teaching; Science Education; Digital Learning Media
  topic: keywords
creator: Siti Listiyowati
creator: Arif Widiyatmoko
creator: Woro Sumarni
creator: Ani Rusilowati
creator: Sigit Saptono
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 183
ending page: 193
doi: 10.15294/jise.v14i2.29571

Culturally Responsive Teaching (CRT) and Awareness of Own Culture: A Predictive Model for Enhancing STEM Education
type: item
description: 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.
subject: Articles
  topic: section
subject: awareness of own culture
  topic: keywords
subject: culturally responsive teaching
  topic: keywords
subject: science education
  topic: keywords
subject: science teachers
  topic: keywords
subject: STEM
  topic: keywords
creator: Akinyemi Akinbobola
creator: Abiodun Bada
creator: Abayomi Adewumi
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-12-31
publication date: 2025-12-31
starting page: 204
ending page: 218
doi: 10.15294/jise.v14i3.32820

Designing Numeracy Literacy Assessment Media for High School Using Formative Websites on Rectilinear Movement Material
type: item
description: 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.
subject: Articles
  topic: section
subject: Assessment Media
  topic: keywords
subject: Formative Website
  topic: keywords
subject: Numeracy Literacy
  topic: keywords
subject: Straight Motion
  topic: keywords
creator: Vernanda Dela Novita
creator: Elvin Yusliana Ekawati
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-12-31
publication date: 2025-12-31
doi: 10.15294/jise.v14i3.25614

The Effectiveness of E-LKPD Based on Education for Sustainable Development (ESD) to Improve Students’ Critical Thinking Skills
type: item
description: 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.
subject: Articles
  topic: section
subject: ESD based E-LKPD
  topic: keywords
subject: critical thinking skills
  topic: keywords
subject: high order thinking skills (HOTS)
  topic: keywords
subject: ESD
  topic: keywords
creator: Muhammad Imam Badruttamam
creator: Sigit Saptono
creator: Ellianawati Ellianawati
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 147
ending page: 157
doi: 10.15294/jise.v14i2.31452

Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: E-Module
  topic: keywords
subject: Biology Learning
  topic: keywords
subject: Systematic Literature Review
  topic: keywords
creator: Sri Wulandari
creator: Surti Kurniasih
creator: Irvan Permana
creator: Didit Ardianto
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 158
ending page: 170
doi: 10.15294/jise.v14i2.30060

The Impact of the Science-Technology-Society Model on the Enhancement of Student’s HOTS: A Systematic Literature Review
type: item
description: 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
subject: Articles
  topic: section
subject: STS
  topic: keywords
subject: HOTS
  topic: keywords
subject: biology
  topic: keywords
subject: contextual learning
  topic: keywords
subject: systematic literature review
  topic: keywords
creator: Zahwaty Khoeriyah
creator: Aulia Novitasari
creator: Anisa Oktina Sari Pratama
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-12-31
publication date: 2025-12-31
starting page: 230
ending page: 239
doi: 10.15294/jise.v14i3.29625

Resource Needs Assessment for Developing the Non- Textbook ‘Persahabatan Besi dan Magnet’ Based on the SDGs Framework in Junior High Schools
type: item
description: 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
subject: Articles
  topic: section
subject: Junior High Schools’ Student
  topic: keywords
subject: Magnetism
  topic: keywords
subject: Non-Textbooks
  topic: keywords
subject: Science Education
  topic: keywords
subject: SDG’s
  topic: keywords
creator: Sinta Srie Wulan
creator: Bibin Rubini
creator: Didit Ardianto
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 140
ending page: 146
doi: 10.15294/jise.v14i2.29403

Exploring the Use of Tshivenda Scientific Register in Physical Science Teacher’s Classroom Practices
type: item
description: 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.
subject: Articles
  topic: section
subject: Classroom
  topic: keywords
subject: Interaction
  topic: keywords
subject: Physical science
  topic: keywords
subject: Teachers
  topic: keywords
subject: Tshivenda scientific register
  topic: keywords
creator: Ndivhuwo Netshivhumbe
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 123
ending page: 139
doi: 10.15294/jise.v14i2.29097

An Investigation into Artificial Intelligence Knowledge to Support Science Learning among Junior High School Students
type: item
description: 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.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Education Technology
  topic: keywords
subject: Science Learning
  topic: keywords
subject: Students' knowledge
  topic: keywords
creator: Jauha Khoirun Nisa
creator: Fidia Fibriana
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-12-31
publication date: 2025-12-31
starting page: 219
ending page: 229
doi: 10.15294/jise.v14i3.29022

Integrating Multiple Intelligences in Teaching Materials to Enhance Students’ Critical Thinking: A Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Critical Thinking Skills
  topic: keywords
subject: Multiple Intelligences
  topic: keywords
subject: Student-centered Learning
  topic: keywords
subject: Teaching Materials
  topic: keywords
creator: Ai Suryani
creator: Renaning Warastuti
creator: Irvan Permana
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 171
ending page: 182
doi: 10.15294/jise.v14i2.24163

Implementation of Project Based Learning Assisted by PhET Simulation in Science Learning to Improve Students' Science and Digital Literacy
type: item
description: 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.
subject: Articles
  topic: section
subject: PjBL
  topic: keywords
subject: PhET Simulation
  topic: keywords
subject: Science Learning
  topic: keywords
subject: Science Literacy
  topic: keywords
subject: Digital Literacy
  topic: keywords
creator: Arfilia Wijayanti
creator: Khusnul Fajriyah
creator: Mira Azizah
creator: Kiswoyo Kiswoyo
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-12-31
publication date: 2025-12-31
starting page: 195
ending page: 203
doi: 10.15294/jise.v14i3.24101

Exploring the Absence of Science Clubs in Rural Schools: Challenges and Opportunities
type: item
description: 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.
subject: Articles
  topic: section
subject: Science clubs
  topic: keywords
subject: Rural Schools
  topic: keywords
subject: Natural sciences
  topic: keywords
subject: Communities of practice
  topic: keywords
creator: Thuli Ntuli
creator: Mahlako Valentia Chuene
creator: Khathutshelo Ronald Munasi
creator: Lawrence Masuvhe
creator: Jodi-Leigh Broadhurst
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 105
ending page: 122
doi: 10.15294/jise.v14i2.23504

Development of Gamified Interactive Learning Media for Thermal Concepts to Foster Students’ Conceptual Understanding and Creativity
type: item
description: 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.
subject: Articles
  topic: section
subject: Conceptual Understanding
  topic: keywords
subject: Creativity
  topic: keywords
subject: Gamification
  topic: keywords
subject: and Interactive
  topic: keywords
creator: Siti Nursulistari
creator: Bambang Subali
creator: Arif Widiyatmoko
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-04-30
publication date: 2025-04-30
starting page: 76
ending page: 83
doi: 10.15294/jise.v14i1.22415

Decolonizing and Africanising the Curriculum: The How’s Through Reflexivity at a Rural South African University
type: item
description: 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 zone…
subject: Articles
  topic: section
subject: Africanisation
  topic: keywords
subject: IKS
  topic: keywords
subject: Humanising pedagogies
  topic: keywords
subject: pedagogy
  topic: keywords
subject: science content
  topic: keywords
creator: Tholani Tshuma
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-08-31
publication date: 2025-08-31
starting page: 84
ending page: 104
doi: 10.15294/jise.v14i2.21041

Development of E-Modules Based on Puger Marine Local Potential to Improve students’ Creative Thinking Ability in Junior High school Science Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Creative Thinking
  topic: keywords
subject: E-module
  topic: keywords
subject: science learning
  topic: keywords
creator: Wahyu Dharmawan
creator: Sri Wahyuni
creator: Rizka Elan Fadilah
creator: Kuntoro Juwanda
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-04-30
publication date: 2025-04-30
starting page: 64
ending page: 75
doi: 10.15294/jise.v14i1.21130

Enhancing Students' Scientific Skills Through a Low-Carbon Education-Based Youth Research Training Program
type: item
description: 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.
subject: Articles
  topic: section
subject: Low Carbon Education
  topic: keywords
subject: Renewable Energy Education
  topic: keywords
subject: Youth Scientific Research
  topic: keywords
subject: Science Skills Education
  topic: keywords
creator: Renaning Warastuti
creator: Irvan Permana
creator: Ai Suryani
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-04-30
publication date: 2025-04-30
starting page: 36
ending page: 53
doi: 10.15294/jise.v14i1.19777

Strategies for Promoting Energy Literacy in Physics Education: Insights from a Systematic Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Energy Literacy
  topic: keywords
subject: Physics Education
  topic: keywords
subject: Systematic Literature Review
  topic: keywords
subject: Sustainable Behavior
  topic: keywords
creator: Neng Sriatun
creator: Didit Ardianto
creator: Irvan Permana
creator: Jaka Afriana
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-04-30
publication date: 2025-04-30
starting page: 54
ending page: 63
doi: 10.15294/jise.v14i1.20856

Development of E-Modules Based on Local Potential in Grenden Village to Improve the Digital Literacy of Junior High School Students
type: item
description: 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.
subject: Articles
  topic: section
subject: Digital Literacy
  topic: keywords
subject: E-Modules
  topic: keywords
subject: Local Potential
  topic: keywords
subject: Science Education
  topic: keywords
creator: Sherin Shintya Predina
creator: Sri Wahyuni
creator: Ulin Nuha
creator: Taufiqrahman Hasyim
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-04-30
publication date: 2025-04-30
starting page: 26
ending page: 35
doi: 10.15294/jise.v14i1.20834

Stakeholders' Perceptions on the Development of a Tshivenda Scientific Language Register for Teaching Agricultural Sciences
type: item
description: 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.
subject: Articles
  topic: section
subject: Agricultural Sciences
  topic: keywords
subject: Indigenous language
  topic: keywords
subject: Scientific language register
  topic: keywords
subject: Stakeholders perceptions
  topic: keywords
subject: Tshivenda
  topic: keywords
creator: Ocktovia Livhuwani Phalandwa
creator: Thuli Gladys Ntuli
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-04-30
publication date: 2025-04-30
starting page: 1
ending page: 11
doi: 10.15294/jise.v14i1.19957

Evaluation of Basic Chemistry Practicum Programs 1 and 2 in Developing Students' Science Process Skills Using the CIPP Model
type: item
description: 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.
subject: Articles
  topic: section
subject: Basic Chemistry Lab;
  topic: keywords
subject: CIPP Model;
  topic: keywords
subject: Learning Evaluation;
  topic: keywords
subject: Science Process Skills;
  topic: keywords
creator: Desi Aryanti Nabuasa
creator: Nahadi Nahadi
creator: Siti Sriyati
creator: Wahyu Sopandi
creator: Wiji Wiji
rights: Copyright (c) 2025 Journal of Innovative Science Education
date: 2025-04-30
publication date: 2025-04-30
starting page: 12
ending page: 25
doi: 10.15294/jise.v14i1.19837

Revisiting Basic Chemistry Curriculum to Foster Adaptive Learning in Higher Education
type: item
description: 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.
subject: Articles
  topic: section
subject: Adaptive Learning
  topic: keywords
subject: Digital Technology
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Semester Learning Plan
  topic: keywords
creator: Desi Nabuasa
creator: Diana Rochintaniawati
creator: Riandi Riandi
creator: Wahyu Sopandi
creator: Wiji Wiji
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-12-31
publication date: 2024-12-31
starting page: 176
ending page: 187
doi: 10.15294/jise.v13i3.17704

Assessment of E-Learning Facilities and Personnels for Teaching Science in Osun State Senior Secondary Schools in Nigeria
type: item
description: The study assessed e-learning facilities and personnels for teaching science in senior schools in Osun State. The study is a descriptive study; a sample of 300 respondents from Oriade Local Government, Osogbo Local Government and Olorunda Local Government Area of Osun State formed the participants for the study. The instrument for data collections was inventory and check list and reliability level was 0.85. Data collected were analyzed using via percentage, frequency count, t-test and Person Product Moment Correction (PPMC). The findings of the study revealed that high cost of computer, fear of losing computer, monthly subscription for the internet usage, availability of some pornographic sites, underfunding from our government budgeting and irregular power supply were highest challenges encounter by science teachers in using E-learning facilities in Secondary Schools in Osun State. Study revealed that awareness campaign on the benefits of e-learning within and outside institution and employment of ICT skilled teachers are the measures to be adopted for the enhancement of the utilization of e-learning for teaching science. Hence, there is a positive and a significant relationship between e-learning utilization in teaching students and academic achievement in science. The following recommendation were made such as: employers of teachers should give sufficient technical skills to their employees on e-learning tools, ministry of education and local government education authority should provide computers, internet and other ICT tools and teachers training institutions like institutes of education, colleges of education, National Teachers Institutes and so on should make ICTs course compulsory for all the teachers under training.
subject: Articles
  topic: section
subject: Assessment
  topic: keywords
subject: E-Learning
  topic: keywords
subject: Personnel
  topic: keywords
subject: Internet Usage
  topic: keywords
subject: Pornographic Sites
  topic: keywords
creator: Mutahir Oluwafemi Abanikannda
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-12-31
publication date: 2024-12-31
starting page: 147
ending page: 158
doi: 10.15294/jise.v13i3.13848

Visualizing Research Trends on the Impact of STEM-Integrated Project-Based Learning Model on 21st-Century Skills Using VOSviewer and Harzing's Publish or Perish: A Systematic Literature Review
type: item
description: The 21st-century skills are essential component of curriculum frequently implemented in schools and universities to equip students for competition in the labor market. Integrating STEM (Science, Technology, Engineering, and Mathematics) into Project-Based Learning (PjBL) promotes active student engagement and interdisciplinary problem-solving to tackle complex issues. This article aims to provide research recommendations on how the STEM-integrated PjBL model affects students' 21st-century skills and to provide information on rarely-researched trends in this field. A Systematic Literature Review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, utilizing Harzing's Publish or Perish software, VOSviewer, and Google Scholar databases, focusing on thirty references published between 2019 and 2023. The findings indicated that the STEM-based PjBL approach significantly enhances students' 21st-century skills, including critical thinking, creativity, collaboration, communication, conceptual understanding, and problem-solving abilities, thereby preparing them to navigate complex global challenges. Effective implementation requires interdisciplinary teacher collaboration, technology integration, and supportive learning environments. However, the analysis highlights that the integration of STEM and PjBL has not been extensively associated with collaboration and communication skills, presenting a valuable opportunity for future research in this area.
subject: Articles
  topic: section
subject: 21st Century Skills
  topic: keywords
subject: PjBL
  topic: keywords
subject: STEM
  topic: keywords
creator: Irfan Ihza Wardana
creator: Sri Sukaesih
creator: Novi Ratna Dewi
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-12-31
publication date: 2024-12-31
starting page: 159
ending page: 175
doi: 10.15294/jise.v13i3.16998

Development and Validation of a Three-Tier Test for Identifying Misconceptions in Organic Chemistry Course
type: item
description: Misconceptions about organic chemistry topics still exist among university students. Identifying these misconceptions requires appropriate instruments. This study aims to develop and validate a three-tier test instrument for identifying misconceptions in organic chemistry lectures. The topics covered in the test include alkenes, alkynes, aromatic compounds, alkyl halides, alcohols, and ethers. This research follows a design and development approach, specifically adopting a product and tool research type with a focus on tool development & use, where validity is a research design concern. A total of 42 three-tier items were developed, combining multiple-choice questions with open reasoning and Certainty of Response Index (CRI) technique for confidence level assessment using a scale of 0, 1, 2, 3, 4, and 5. The content validity test by three expert judgments showed an average I-CVI of 0.98, with an average item proportion of 0.98. These results showed test item were valid. The test items were piloted with 25 students to examine empirical validity, resulting in 40 valid items and 2 invalid items. The Cronbach's Alpha reliability test yielded a value of 0.953, indicating very high reliability for the three-tier test instrument. Therefore, the three-tier test instrument can be used effectively to collect data and detect student misconceptions in organic chemistry lectures.
subject: Articles
  topic: section
subject: organic chemistry
  topic: keywords
subject: Reliability
  topic: keywords
subject: Three-tier
  topic: keywords
subject: Validity
  topic: keywords
creator: Asyti Febliza
creator: Asep Kadarohman
creator: Siti Aisyah
creator: Norazilawati Abdullah
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-12-31
publication date: 2024-12-31
starting page: 124
ending page: 133
doi: 10.15294/jise.v13i3.13578

OLGA: Innovative Local Wisdom-Based Marine Ecology Learning Media for Fifth-Grade Students
type: item
description: This study introduces OLGA (Ocean Lomban Game), an innovative learning media integrating local wisdom to enhance marine ecology education for fifth-grade elementary students. Given the serious threats to global marine resources from human activities and climate change, early aquatic ecology and conservation education is crucial. OLGA incorporates the traditional Lomban Kupatan ritual from Tayu, Pati, emphasizing ecological balance and cultural heritage. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved evaluating current curriculum needs, designing a storyboard, developing the game with MIT App Inventor and animation videos, and implementing it in a classroom setting. Pre-tests and post-tests were conducted to measure effectiveness. The results indicated that OLGA significantly improved students' interest and performance in learning marine ecology. Validation by experts confirmed the media's suitability and effectiveness. Teacher and student feedback highlighted its practicality and ease of use, making OLGA a promising educational tool. The study concludes that OLGA effectively combines science education with local cultural elements to foster ecological awareness among students.
subject: Articles
  topic: section
subject: ADDIE model, local wisdom, marine ecology, OLGA, primary education
  topic: keywords
creator: Yulia Nisfiatul Laily
creator: Amalia Ulfa Ramadhani
creator: Maftuh Fauji Dimyati
creator: Arfilia Wijayanti
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-12-31
publication date: 2024-12-31
starting page: 134
ending page: 146
doi: 10.15294/jise.v13i3.10108

The Effectiveness of Contextual-Approach Science E-Module Integrated with Local Wisdom on Pressure Topic to Improve Critical Thinking Skills
type: item
description: Integrating local wisdom into science materials is a crucial effort to create contextual learning and instill noble values and a sense of cultural appreciation. Each region requires education tailored to its unique characteristics for effective educational development, necessitating a contextual approach. Incorporating local wisdom values is an essential step in this process. This study aims to develop a contextual science e-module that integrates local wisdom to enhance students' critical thinking skills. The research employed a Research and Development (R&D) approach, specifically using the Sugiyono model. The results indicated that the e-module received a validation score of 97% from material experts, categorized as very valid, and 96% from media experts, also categorized as very valid. The practicality test assessment yielded a value of 98% and was rated as very practical, and student feedback resulted in a score of 98%, which was deemed very good. Additionally, the effectiveness of the e-module was evaluated through the N-Gain score for critical thinking skills, which averaged 0.83, placing it in the high category. The N-Gain value for students' critical thinking skills was 89.95%, classified as effective. Based on the validation, readability, practicality, and effectiveness assessments, the contextual-approach science e-module integrated with local wisdom is deemed feasible as a learning resource.
subject: Articles
  topic: section
subject: E-module
  topic: keywords
subject: Contextual approach
  topic: keywords
subject: Local wisdom
  topic: keywords
subject: Pressure
  topic: keywords
subject: Critical thinking
  topic: keywords
subject: Creative Thinking
  topic: keywords
creator: Edy Hidayat
creator: Putut Marwoto
creator: Arif Widiyatmoko
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-08-31
publication date: 2024-08-31
starting page: 83
ending page: 91
doi: 10.15294/jise.v13i2.9272

Innovation of Science Teaching Material Based on STEM-PjBL in the Implementation of the Merdeka Curriculum
type: item
description: The learning process of Natural and Social Sciences (IPAS) requires adequate teaching materials and integrated with innovative approaches to make learning more interesting, practical, and fun. The integration of the STEM-PjBL approach can be an option in the development of teaching materials because it encourages students to develop process skills through real problem-solving-based learning, practicum implementation, and project activities. This study aims to produce IPAS teaching materials that are in accordance with the content of science based on STEM-PjBL for phase C of grade V thus supporting the implementation of the Merdeka curriculum and improving process skills as an integral part of science learning. The development method used is the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model. Validation of teaching materials was carried out by media experts with a match rate of 88% (very feasible), material experts at 83% (very feasible), and language experts at 82% (very feasible). Additionally, small group trials with students resulted in an 80.14% (good), suggesting that the materials are engaging and effective. The integration of STEM-PjBL supports the implementation of the Merdeka curriculum, emphasizing the development of students' process skills through real-world problem-solving, practical activities, and projects. Given the high feasibility ratings from experts and positive feedback from students, the developed science teaching materials have the potential to be widely adopted in grade V, improving the overall science learning experience. Future research should explore long-term impacts, comparative effectiveness, teacher training, technological integration, and broader demographic studies. These materials enhance learning experiences, support the Merdeka curriculum, improve process skills, provide valuable teacher resources, and can inform educational policy.
subject: Articles
  topic: section
subject: merdeka curriculum
  topic: keywords
subject: science teaching materials
  topic: keywords
subject: stem-pjbl
  topic: keywords
creator: Muhammad Aqmal Nurcahyo
creator: Yunika Afryaningsih
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-08-31
publication date: 2024-08-31
starting page: 92
ending page: 103
doi: 10.15294/jise.v13i2.7775

Evaluation of The Flipped Classroom Model on Students' Academic Achievement and Retention in MAN 1 Ambon
type: item
description: This study evaluates the impact of computer simulation and animation instructional packages in natural sciences on high school student's academic achievement and retention in a flipped classroom setting. Using a quasi-experimental pre-test and post-test design, 30 students used the computer simulation package, and 29 students used the computer animation package. Data were collected via academic achievement and retention tests and analyzed using descriptive statistics and independent sample t-tests. The results showed significant improvements in academic achievement for both groups. The average post-test score increased from 28.52 to 70.35 in the computer simulation group and from 25.74 to 64.23 in the computer animation group. The t-test indicated no significant difference in academic achievement between the two groups (t = 1.98, p = 0.79). Retention scores showed a slight decrease from post-test to retention test but remained high, with average retention scores of 68.74 for the simulation group and 61.15 for the animation group. The t-test also revealed no significant difference in retention between the groups (t = 1.12, p = 0.66). The implications of this study suggest that using educational technology, such as computer simulations and animations, in a flipped classroom setting can significantly enhance students' academic achievement and knowledge retention. It underscores the importance of integrating technology into the educational curriculum to create a more inclusive, interactive, and effective learning environment. Additionally, these findings allow educators to choose the teaching methods that best suit their instructional needs and contexts, whether in resource-limited situations or when teaching complex concepts.
subject: Articles
  topic: section
subject: Academic achievement
  topic: keywords
subject: Flipped classroom
  topic: keywords
subject: Student retention
  topic: keywords
creator: Emma Rumahlewang
creator: Lamberthus J. Lokollo
creator: Mohammad Amin Lasaiba
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-08-31
publication date: 2024-08-31
starting page: 104
ending page: 115
doi: 10.15294/jise.v13i2.7506

Enhancing Elaboration Skills through Integrated STEM-PjBL: A Study on Object Movement and Living Creatures
type: item
description: The Merdeka Curriculum aims to foster creative thinking and digital skills. Initial observations revealed a lack of critical thinking, particularly in students' elaboration skills, due to insufficient motivation, which led to passive learning behaviours. Integrated STEM Project-Based Learning (PjBL) is an educational approach designed to address 21st-century challenges by emphasizing project-based learning and providing students with scientific experiences applicable to problem-solving. This study aims to (1) analyze the impact of integrated STEM-PjBL on elaboration skills in the context of object movement and living creatures; (2) assess the extent of this impact; and (3) evaluate the overall effectiveness of integrated STEM PjBL on the topic. The research was conducted at SMP N 1 Sluke and SMP 1 Pancur using a quasi-experimental method with a Control-Group Interrupted Time-Series Design. The study employed pretest and post-test scores as test instruments and questionnaires and observations as non-test instruments. Data analysis was performed using SPSS. The observation results indicated that the experimental class scores were higher than those in the control class. The t-test values at SMP N 1 Pancur and SMP N 1 Sluke were below 0.05, demonstrating statistical significance. Pearson correlation analysis revealed r-values of 0.69 at SMP N 1 Sluke and 0.60 at SMP N 1 Pancur. The determination coefficient analysis showed that integrated STEM PjBL had a 64% impact on elaboration skills at SMP N 1 Sluke and a 72.72% impact at SMP N 1 Pancur. These values indicate that integrated STEM PjBL significantly influences their elaboration skills.
subject: Articles
  topic: section
subject: STEM-PjBL
  topic: keywords
subject: Elaboration Skills
  topic: keywords
subject: Object Movement
  topic: keywords
subject: Living Creatures
  topic: keywords
creator: Siti Rizqiyah Putri Dwi Ani
creator: Parmin Parmin
creator: Nugrahaningsih WH Nugrahaningsih WH
rights: Copyright (c) 2024 Journal of Innovative Science Education
date: 2024-08-31
publication date: 2024-08-31
starting page: 74
ending page: 82
doi: 10.15294/jise.v13i2.7491