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
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
Copyright (c) 2025 Journal of Innovative Science Education
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.
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.
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.
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.
Copyright (c) 2024 Journal of Innovative Science Education
Assessment of E-Learning Facilities and Personnels for Teaching Science in Osun State Senior Secondary Schools in Nigeria
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.
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
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.
Development and Validation of a Three-Tier Test for Identifying Misconceptions in Organic Chemistry Course
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.
OLGA: Innovative Local Wisdom-Based Marine Ecology Learning Media for Fifth-Grade Students
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.
ADDIE model, local wisdom, marine ecology, OLGA, primary education
The Effectiveness of Contextual-Approach Science E-Module Integrated with Local Wisdom on Pressure Topic to Improve Critical Thinking Skills
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.
Innovation of Science Teaching Material Based on STEM-PjBL in the Implementation of the Merdeka Curriculum
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.
Evaluation of The Flipped Classroom Model on Students' Academic Achievement and Retention in MAN 1 Ambon
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.
Enhancing Elaboration Skills through Integrated STEM-PjBL: A Study on Object Movement and Living Creatures
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.
Critical Thinking Measurement Methods in Higher Education: A Bibliometric Analysis
Critical thinking skills are crucial in modern society. This research aims to provide a general overview of recent developments in research methods for measuring critical thinking skills in higher education. It is based on a bibliometric analysis of journal articles published in the Scopus database, with the goal of identifying scientific gaps and providing a reference for further research. The methodology employed includes bibliometric analysis using VOSviewer and Biblioshiny software. The results indicated a growing trend in research focused on measuring critical thinking skills. Several topics and keywords have emerged that could serve as a foundation for future studies, along with trends in research methods for assessing critical thinking skills in higher education. The research concluded that bibliometric analysis offers valuable insights into developing research on measuring critical thinking and its methods, paving the way for further investigations. Notably, topics related to undergraduate students, critical thinking skills, and active learning potentially yield significant novel contributions if explored in future research.
Evaluation of STEM Literacy Test Instrument on Elements, Compounds and Mixtures Using Multidimensional Rasch Analysis
STEM literacy is crucial in the 21st century, encompassing science, technology, engineering, and mathematics, allowing individuals to understand and apply conceptual knowledge to real-life problems. Evaluation of STEM literacy instruments is essential for improving the quality of STEM learning. This study aims to evaluate the STEM literacy test instrument using multidimensional Rasch analysis. This study employed a quantitative approach, including a description to validate the research instrument. The instrument consists of 22 items measuring science, technology, engineering, and mathematics literacy, focusing on elements, compounds, and mixtures. Participants included 259 eighth-grade students randomly selected from public junior high schools in Balongpanggang and Benjeng, Gresik, East Java. Data analysis employed a Rasch model with ConQuest programs. Results indicated that the multidimensional model had better-fit parameters than the unidimensional model and demonstrated that the item's validity and instrument's reliability meet requirements. The interaction between students' abilities and items revealed that most students have moderate to low STEM literacy abilities. Additionally, the analysis found no differential item functioning based on gender differences. This research indicates that multidimensional Rasch analysis helps evaluate STEM literacy test instruments so that valid and reliable instruments can provide accurate measurements in improving students' STEM literacy skills.
Environmentally Caring Characters in Students Through Animated Videos Assisted by the Canva Application
Although students' understanding of environmental protection still needs to improve, increasing their awareness of the environment is very important because environmental problems are becoming increasingly complex. Through a discussion of living things, this research aims to determine the differences in the environmentally caring character of students in the experimental class and control classes. The research used was an experiment with a quasi-experimental type (posttest-only control design). Questionnaires and observations were used as data instruments, using an experimental class of 27 students and 21 students for the control class. The Mann-Whitney test is the data analysis method used. The research results showed that the average value of experimental class data was 29.06 higher than that of control class data 18.64. In addition, the asymptotic sig value (2-tailed) of 0.010 < 0.05 was calculated based on the results of the Mann-Whitney test, indicating that the experimental class and the control class were different in their environmental care attitudes. Based on these findings, using animated videos with the help of Canva can attract attention and spark children's imagination. After watching animated videos, children can act according to what they learn and digest information easily on what they observe in animated video shows.
Performance Assessment Creative Thinking Rubric in Science Technology Engineering and Mathematics (STEM) Learning
This research has the objective to develop an alternative rubric for evaluating creative thinking performance in STEM (Science, Technology, Engineering, and Mathematics) education. The research employs a Design-Based Research (DBR) methodology, which involves four stages: 1) Designing a prototype for performance assessment (design), 2) Conducting trials to test the developed assessment (test), 3) Performing evaluations, and 4) Reflecting on and addressing any deficiencies in the developed tasks and rubrics. The research involved respondents completing performance assessment tasks using the newly developed criteria/ rubric. The participants included 57 students from the Biology Education research Program at Universitas Muhammadiyah Sukabumi, enrolled in the 3rd and 5th semesters. This research resulted in a valid and practical assessment of creative thinking performance in STEM learning, with the Performance Assessment Rubric achieving an average percentage of 83.5% (proper). The research produced a creative thinking performance assessment instrument that can be used as an evaluation tool in STEM education. Further implications suggest incorporating these assessments into STEM curricula and training educators to use them effectively.
Development of Local Potential Booklet Mangrove Mangunharjo Ecosystem to Improve Environmental Literacy
Using local potentials as a source of teaching materials in the biology learning process affects building contextual learning and stimulating learners to learn more about the surrounding environment. Mangrove Mangunharjo ecosystem can be used as a learning resource to improve students' knowledge of the environment. The purpose of this study is to develop a booklet on the local potential of the mangrove Mangunharjo ecosystem Semarang as an effort to improve environmental literacy. Research methods using R&D with the ADDIE model. The booklet was implemented using a quasi-experiment. The results showed that: 1) The mangrove Mangunharjo ecosystem has the potential to serve as a learning resource. 2) The characteristics of the booklet contain specific information about ecosystem materials that utilize the local potential of mangrove Mangunharjo, which is used as a learning resource. 3) The validity of the booklet obtained a result score from material experts of 92.1% with a very valid category and a result score from media experts of 97.2% with a very valid category. 4) The effectiveness of the booklet on students' environmental literacy obtains the result of N-gain analysis is known that the value of N-gain in the experimental class is much higher with the value of N-gain of 0.536 with moderate criteria, while the value of N-gain in the control class of 0.352 with moderate criteria. Based on developing the ecosystem booklet, mangrove Mangunharjo was declared feasible based on validity, readability, practicality, and effectiveness as a learning resource.
The Analysis of Phase E Students' Problem-Solving Skills on Global Warming Materials with the Help of the Problem-Based Electronic Module
Problem-solving is one of the most essential skills in 21st-century learning which prepares students to face the increasingly complex problems of human life. The phenomenon of global warming remains a big problem that the world is facing. For this reason, students are expected to be able to practice their problem-solving skills in analyzing global warming issues through learning physics. This research aims to determine the extent of students' problem-solving skills related to the global warming phenomenon. The research used a descriptive method with a quantitative approach. This one-shot case study involved 22 phase E students of SMAS Katolik St. Gabriel Maumere. The data collection instrument included 8 question items containing four indicators of problem-solving abilities on global warming. Previously, students had to learn about the topic with the help of a problem-based electronic module. The results showed that the highest level of problem-solving skills was the indicator of implementing strategies with 87%, and the lowest percentage was in the evaluation category with 64%. The overall score of problem-solving skills was 72.25% in the high category, meaning that the application of the problem-based e-module provides positive results for students to transfer their knowledge in analyzing problems that occur in real life.
Problem-Solving; Global Warming; Problem-Based Elec-tronic Module