Jurnal Pendidikan IPA Indonesia 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/jpii MIGRATION OFFICIAL STATEMENT HERE Nationally Accredited based on the Decree of the Minister of Research, Technology and Higher Education, Number 30/E/KPT/2018 Jurnal Pendidikan IPA Indonesia (Indonesian Journal of Science Education) [P-ISSN 2339-1286 | E-ISSN 2089-4392] publishes a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education. Additionally, this journal also covers the issues of environmental education & environmental science. This journal collaborates with Perkumpulan Pendidik IPA Indonesia (PPII) / Indonesian Society for Science Educators Jurnal Pendidikan IPA Indonesia can only be accessed through our official webpage, other than this website, it is outside our responsibility.
The Influence of Family Education and Environmental Habits on Students' Environmental Consciousness: A Scientific Quantitative Study
Environmental awareness is important for shaping sustainable behavior, and the family, as the first educator, plays a role in instilling environmental values and habits. This study aims to analyze the influence of family education and environmental habits on college students' environmental consciousness. The study used a quantitative correlational design with a sample of 58 chemistry education students from Universitas Negeri Makassar, Class of 2025, selected via simple random sampling. Data were collected using a Likert scale questionnaire and analyzed using multiple linear regression. The results showed that the independent variables (parental support for environmental education and issues, discussions about environmental issues, use of environmentally friendly products, and family involvement in environmental activities) did not have a significant influence on college students' environmental awareness. However, the overall contribution of these variables to college students' environmental awareness was low, with a coefficient of determination (R²) of 12.2%. This study concluded that although parental support and family environmental habits did not have a significant influence on students' environmental consciousness, their overall contribution was low.
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Integrating Potential and Local Wisdom into Digital Biology Learning: A Study on E-Module Efficacy for Enhancing Students' Critical Thinking
Students' low critical thinking skills remain a global educational challenge, often attributed to conventional pedagogy and the lack of contextualized learning resources. This study aims to evaluate a biology e-module integrating the local potential and local wisdom of the Toraja Tribe to improve students' critical thinking skills. A pretest-posttest quasi-experimental design was used to compare a control group (using a commonly used biology textbook) and an experimental group (using an e-module on the local wisdom of Toraja). This study involved 140 grade 10 students. Data were collected using a test instrument based on the Ennis framework, and a statistical test was performed using the Mann-Whitney U test. The results showed that implementing the e-module on biodiversity significantly increased students' critical thinking skills (Sig = 0.000 < 0.05) with a large effect size (1.61), confirming the strong impact of context-based digital learning on cognitive development. Research results show that using e-modules on biodiversity significantly improves students' critical thinking skills (Sig = 0.000 < 0.05) with a large effect size (1.61), confirming the strong impact of context-based digital learning on critical thinking skills. Research results show that using e-modules on biodiversity significantly improves students' critical thinking skills (Sig = 0.000 < 0.05) with a large effect size (1.61), confirming the strong impact of context-based digital learning on critical thinking skills. These findings suggest that digitizing local potential and local wisdom is effective in bridging the gap between abstract scientific concepts and students' socio-cultural reality, thereby boosting critical thinking skills.
Improving Students' Problem-Solving and Numeracy Skills on Circular Motion through STEM Project-Based Learning
This research investigated how STEM-integrated project-based learning (STEM-PjBL) affected students problem solving and numeracy skills in circular motion. The study used a quasi-experimental nonequivalent control group design with 72 tenth-grade students purposively sampled. The experimental group (n = 36) and the control group (n = 36) were assigned two classes. In the experimental group, students were involved in STEM-PjBL that integrated science, technology (T), engineering and mathematics concepts to solve circular motion problems, while control group used conventional instruction. About 30 valid and reliable items on problem solving and numeracy tests were used to collect data. The Shapiro–Wilk normality test, Levene’s homogeneity test as well as ANCOVA, N-gain analysis and Cohen’s d effect size were done at the significance level of 0.05 to analyze the data. The results indicated that the post-test problem-solving skills (N gain = 0.81) and numeracy skills (N gain = 0.78) of the experimental group were better than those of the control group, which attained N-gain scores of 0.48 and 008 respectively. ANCOVA indicated significant group differences (P < 0.05) and of large effect size for problem solving skills(d =1.48) and numeracy skills(d=1.36). The results of these study conclude that STEM-PjBL effectively enhanced students problem solving skills and numeracy in physics learning better than conventional learning.
Exploring The Effects of a Short-Term S.T.E.A.M. Carnival on Female Secondary School Students' Attitudes and Motivation toward STEM Learning
Experiential learning is increasingly recognized as a pedagogical approach that bridges theoretical knowledge and practical application in STEM education, contributing to Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality) by promoting inclusive participation in STEM learning. This study explores female secondary school students' attitudes, motivation, and engagement in STEM learning following participation in hands-on electrical circuit activities conducted during a S.T.E.A.M. Carnival in Malaysia. Grounded in Kolb's Experiential Learning Theory, a mixed-method design involving structured experiential activities and a post-intervention questionnaire was employed. The participants consisted of 15 female secondary school students from diverse academic backgrounds in Malaysia. Descriptive statistics were used to examine students' perceptions of their learning experiences, motivation, and understanding of STEM concepts. The findings suggest that students generally held positive attitudes toward STEM, with personal curiosity and perceived career opportunities identified as the primary motivational factors. A large proportion of students reported a better understanding of physics concepts (93.3%) and greater confidence in scientific problem-solving (86.7%) following participation in the activities. Students also expressed strong preferences for hands-on and collaborative learning approaches, indicating positive perceptions of experiential learning as a means of supporting engagement and self-efficacy. Overall, the findings suggest that short-term experiential STEM interventions are associated with positive self-reported attitudes, motivation, and engagement among participating female students, highlighting the potential of experiential learning to support efforts to reduce gender disparities in STEM engagement. However, the study is limited by its small, female-only sample and reliance on self-reported data, underscoring the need for further research with larger, more diverse populations.
Enhancing Green Food Intention and Creativity Through Problem-Based Learning Integrated with Scaffolded Nutrition among Pre-Service Science Teachers
This study aims to determine the effect of the implementation of Problem-Based Learning through Scaffolded Nutrition (PBL-SN) on increasing green food intention and creativity in pre-service science teachers to support SDGs, the effect of the implementation of PBL-SN in developing creativity in the context of sustainable food consumption in pre-service science teachers, and whether there is a significant relationship between green food intention and creativity of pre-service science teachers after participating in PBL-SN based learning. The novelty of the research lies in integrating PBL with Scaffolded Nutrition as a specific instrument to simultaneously increase Creativity and Green Food Intention among pre-service science teachers, thereby supporting SDGs 2, 3, and 12. This study is a quantitative, quasi-experimental, posttest-only research design. The statistical tests used are t-tests and multiple linear regression. The results of this study show that the green food intention variable has an average EC (M = 3.47) and CC (M = 3.27), with t = -1.841 and Cohen's d = 0.516, indicating a moderate effect. The creativity variable shows that the average EC (M = 87.52) is higher than the average CC (M = 82.76), with t = -4.078 and Cohen's d = 1.141; the effect size is relatively large, indicating that the treatment given to the EC has a strong impact on increasing the creativity of pre-service science teachers. There is a weak positive correlation between creativity and green food intention, suggesting no strong relationship between the two variables in the intervention group.
Enhancing Teachers’ Pedagogical Quality through STEAM–Heritage Learning: The Dalium Project-Based Learning Syntax for Portfolio-Based Assessment of Science Collaboration, Civic Engagement, and Public Communication
The limited integration of cultural heritage into STEAM education in Indonesia, Malaysia, and Brunei Darussalam has shifted learning practices toward modernization-oriented approaches while weakening students’ cultural identity and civic awareness. Although ASEAN countries possess rich Malay cultural heritage as a distinctive national identity, its preservation in education remains largely confined to arts, performances, and museums rather than being meaningfully integrated into classroom learning. This study aims to develop and empirically validate Dalium Project Learning, a culturally integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) instructional model designed to strengthen teachers’ pedagogical quality through portfolio-based assessment and heritage-oriented project learning. The study employed a Research and Development approach based on the Analysis, Design, Development, Implementation, and Evaluation framework, involving 48 in-service teachers from Indonesia and Malaysia selected through purposive sampling, supported by qualitative interview data from Brunei Darussalam. Data were analyzed using K-Means Cluster analysis and Two-Way ANOVA with a 2 × 3 factorial design. The findings revealed significant effects of STEAM–Heritage Learning on science collaboration, civic engagement, and public communication, with the highest improvement observed in science collaboration. The study concludes that Dalium Project Learning effectively integrates cultural heritage, collaborative inquiry, and portfolio-based assessment to strengthen pedagogical quality, communication skills, and socially responsive learning environments. The novelty of this study lies in positioning culture as artistic preservation and as a transformative pedagogical foundation that strengthen ASEAN cultural identity amidst the challenges of globalization.
Virtual Laboratory Implementation in Molecular Biotechnology: Change in Prospective Biology Teachers’ Self-System and Mental Procedures
Limitations in laboratory facilities and the demands of 21st-century learning require technology-based instructional innovations in molecular biotechnology courses. Therefore, the use of virtual laboratories has become a relevant solution for improving students’ procedural skills and fostering the development of their self-system in a sustainable manner. The objective of this study is to observe the influence of and improvements in students’ self-system and mental procedures during molecular biotechnology lectures using a virtual lab, as well as the relationship between these two variables. This study used two methods: an experimental single-group pretest-posttest design and a diary study. The research sample was selected purposively from two universities. The instruments used in this study were questionnaires, questions, and observation sheets. The research data were analyzed descriptively, using the Wilcoxon Signed-Rank test to test for differences in means, the Spearman's rho correlation test, and linear regression testing. The results showed a moderate increase in the self-system category (N-gain = 0.59) from 67.60 to 87.58 and in the mental procedural category (N-gain = 0.69) from 15.42 to 68.94. Both increases were significant, with p-values (0.000) > α (0.05) and an effect size of 0.87 in the large category. Both variables showed a significant relationship (ρ = 0.40) and a self-system contribution to 11.5% increase in mental procedures. The findings of this study indicate that the use of virtual labs in biotechnology lectures can significantly improve students' self-system and mental procedural abilities.
Analysis of Human Origins and Development in Modern Science as a Scientific Explanation for Strengthening Al-Qur'an Scientific Literacy
This study explores the complex relationship between the Islamic perspective on human creation, as detailed in the Quran, and modern scientific understanding, particularly in embryology, genetics, and developmental biology. This research used a hermeneutic-phenomenological method, which juxtaposes the Quranic narrative of human creation, including the creation of Adam from clay and the subsequent development of humans from “nutfah” (sperm drops) through various embryonic stages, with contemporary scientific discoveries. Data analysis was carried out using QDA Miner software. The results of this research provide a comprehensive understanding and view of human creation while validating the contribution of modern science to understanding human origins and development. These findings show remarkable symmetry between the Quranic descriptions and modern scientific knowledge, highlighting stages such as “nutfah,” “alaqah” (blood clots), “mudghah” (chewed substance), bone development, and the covering of bones with flesh. This study not only underlines the suitability of religious narratives with scientific insights but also enriches the dialogue between science and religion to increase the scientific literacy of the Quran, and the values ​​of science education, such as integrative, critical, empirical, spiritual, ethical, and interdisciplinary, and has a major impact on the development of science.
Student-Generated Concept Cartoons as Multimodal Learning Tools for Conceptual Understanding in Primary Science Education: A Case Study from Türkiye
Persistent misconceptions in force and motion continue to challenge conceptual understanding in primary science education, particularly within teacher-centered learning contexts that limit students' epistemic agency. Although researchers widely use concept cartoons to stimulate discussion, most studies focus on teacher-generated materials and rarely explore the pedagogical potential of student-generated concept cartoons. This study investigates how student-authored concept cartoons function as multimodal learning tools to promote conceptual change among fourth-grade students. This study employed a mixed-methods case study with an embedded quasi-experimental design in a public primary school in western Türkiye, involving 30 students assigned to an experimental group and a comparison group receiving conventional learning. Quantitative pre- and post-test data were analyzed using inferential statistics and effect size calculations. The study thematically analyzed qualitative data from student-generated artifacts, classroom observations, and interviews using a multimodal representation framework. The findings revealed a statistically significant improvement in the experimental group's conceptual understanding, with a large effect size (Cohen's d = 1.89), alongside marked gains in visual representational accuracy and dialogic reasoning. These results indicate that learning improvements stemmed not merely from visual exposure but from students' active authorship and negotiation of scientific representations. The study concludes that student-generated concept cartoons serve as effective learning and formative assessment tools, supporting student-centered multimodal pedagogy aligned with SDG 4 and current curriculum reform initiatives in Türkiye.
Implementing a Challenge-Based Ethnoscience E-Book on Colloid Systems to Enhance Students’ Critical Thinking and Conceptual Understanding
Colloid learning is often difficult for students to relate to real-world phenomena, leading to a lack of conceptual understanding and critical thinking skills. One relevant local context for concretizing the concept of colloids is tofu waste treatment, which involves colloidal systems and environmental issues in the community. Integrating this ethnoscience context through Challenge-Based Learning has the potential to provide more contextual, meaningful, and authentic learning oriented toward problem-solving. This study aims to develop and demonstrate the impact of a Challenge-Based Ethnoscience e-book about colloids in the context of tofu waste treatment on improving students' conceptual understanding and critical thinking skills. This research method used Design and Development Research, consisting of three phases: design (needs analysis and product design), development (based on the 4STMD model), and evaluation (Students' critical thinking and conceptual understanding). Implementation was conducted with 30 eleventh-grade students. Critical thinking skills were measured using the Ennis framework, while conceptual understanding was assessed through context-based essay questions. Data were analyzed using the Wilcoxon test, Spearman correlation, and rank-biserial effect size. Results showed significant improvements in conceptual understanding and critical thinking skills, indicating consistent positive score changes across all participants. A very strong correlation was found between conceptual understanding and critical thinking skills, indicating a high degree of shared variance between the two. It can be concluded that the CBL e-book on ethnoscience related to colloid materials, developed according to the 4STMD, is a feasible and effective learning material for chemistry. This learning material aligns with the learning curriculum, is scientific, and organizes materials systematically through local wisdom, specifically in the context of tofu wastewater treatment, to enhance students' understanding of concepts and critical thinking skills.
Science Learning Strategy Based on Ethno-Socioscientific Issues (ESsI): Analysis of Creative Thinking Ability in Students' Science Reconstruction
This study aims to map science reconstruction, determine the profile of creative thinking skills, and assess the effectiveness of high school science learning strategies based on the ESsI approach. The research method is a mixed-method explanatory sequential design. The purposive sampling technique is based on the distance from the school location to the district center (City, Middle, and Village) in Wonosobo and Boyolali Regencies. The quantitative analysis techniques are normality and homogeneity testing, the t-test, and ANOVA, and the qualitative analysis is inductive-deductive. The results of the highest level of reconstruction in the PS (Potential Scientist Student) category of SMA C (village) are that students easily understand cultural traditions as science. The highest IDKS (I-do-not-know student) category is in SMA A (City), where students find it difficult to understand their own traditions and culture. In the highest OS (Outsider) category in SMA C (village), students find it very difficult to recognize and understand traditions and culture, so they are unable to understand science as a whole. While in the IOS (Inside Outsider) category, none of the schools are at the lowest level. The creative thinking skills profile of SMA B (middle) is the highest among SMA A (City) and SMA C (Village). This shows that all high schools that use the ESsI strategy for learning can empower creative thinking skills. The contribution of students' science reconstruction research is very important, particularly in light of cultural background, to determine freedom of thought based on life habits.
Performance of Microalgae Consortia in Palm Oil Mill Effluent Remediation: An Eco-Friendly Strategy
Palm oil production continues to grow in line with global market demand; however, production waste is also expected to increase. The treatment of Palm Oil Mill Effluent (POME) remains a critical environmental challenge due to its high organic load and complex pollutant composition, thereby requiring serious management. This study investigates the potential of four microalgal consortia in remediating POME. A quantitative experimental approach was employed to evaluate the efficiency of the microalgae consortium exposed to different POME concentrations (25%, 50%, and 75%) over 14 days. The results revealed that the three-species consortium CNT (Chlorella vulgaris, Nannochloropsis oculata, and Tetraselmis chuii) exhibited superior performance in reducing COD, BOD, and TSS, with removal efficiencies of 77.55%, 72.73%, and 49.7%, respectively, compared to the two-species consortium. The optimal physicochemical parameters supporting CNT growth were recorded at pH 9.19-9.6, 29.1-30.6 °C, and adaptive salinity up to 41 ppt. The biomass yield of the CNT consortium (3.862 g L⁻¹ at 25% POME) was lower than that of NT (4.671 g L⁻¹ at 25% POME), indicating that CNT allocated more energy to detoxifying and remediating POME than to biomass accumulation. Future research should focus on optimizing response surface methodology and scaling up photobioreactor systems through metagenomic and transcriptomic analyses to simultaneously maximize remediation efficiency and biomass productivity of the CNT consortium. These findings provide strategic opportunities to harness polyculture microalgae consortium as a sustainable, scalable, and economically viable technology for POME remediation.
Factors Determining Socio-Scientific Issues in STEAM Education to Enhance Problem-Solving Skills for Pre-Service Teachers: Development and Validation of a Measurement Model
This study aimed to develop and validate a measurement model of SSI–STEAM education for pre-service science teachers (PSTs), with particular attention to dimensions associated with problem-solving skill development. Using a cross-sectional survey design, data were collected from 173 PSTs enrolled in science education programmes in Indonesia. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to identify and validate the latent constructs underpinning SSI–STEAM implementation. EFA results supported a clear two-factor model, consisting of enacted values and practices, affective learning, authentic contexts and activities, interdisciplinary thinking and integrated practices, and problem-solving skill reflection. CFA confirmed the adequacy of this structure, producing acceptable model-fit indices and satisfactory reliability and convergent validity across factors. To conclude, this study highlights the multidimensional nature of SSI–STEAM education and underscores the importance of value-driven instruction, interdisciplinary integration, authentic socio-cultural contexts, and reflective problem-solving in preparing PSTs to engage learners with complex real-world scientific issues. These insights offer valuable implications for curriculum design in science teacher education, which are also discussed.
Global Research Trends in Environmental Education and Environmental Awareness: A Bibliometric Analysis
Environmental education and awareness are recognized as strategic pillars of sustainable development for addressing the challenges posed by the global ecological crisis. However, scientific output has become fragmented, hindering the identification of emerging trends and research gaps. The objective of this study was to analyses the evolution of scientific output published between 1999 and 2024 using bibliometric analysis. The study followed the PRISMA guidelines to ensure transparency and reproducibility of results. Inclusion and exclusion criteria were applied, and a total of 820 documents were analyzed. VOSviewer and Biblioshiny were used to map the selected publications. The results showed that the annual growth rate of scientific output was 13.38%, evidence of the progressive consolidation of the field of research. Journals ranked in the first and second quartiles of Scopus stood out for the number of publications related to the study topic. China and the United Kingdom emerged as leaders in international collaboration and citation impact, evidence of the consolidation of global research networks. The thematic analysis indicates that the main pillars of the research focus on environmental education, pro-environmental behavior, and environmental awareness, which are consolidated through educational practices grounded in sustainability. It was concluded that, since 2012, researchers' interest in the topic has increased significantly, contributing to the systematization of scientific knowledge and identifying future lines of research, particularly on environmental awareness and its impact on early childhood education.
Integrating Community Outreach into Next Generation Science Standards for Prospective Science Teachers' Sustainable Climate Action Skills
Human behavior that impacts climate change is increasingly out of control, which is very worrying for the survival of future generations. The weak climate-action skills of prospective science teachers, along with their daily activities that have the potential to cause climate change, need to be addressed. This study aims to integrate community outreach into the three dimensions of the Next Generation Science Standards so that prospective science teachers are skilled at preventing climate change. This study uses a mixed-methods embedded experimental design with a quasi-experimental component. Community outreach is integrated into the three dimensions of NGSS to develop the climate action skills of prospective science teachers by learning from community habits for climate change prevention practices. The study results showed that prospective science teachers are increasingly skilled at preventing climate change by planting trees and sorting organic and inorganic waste, thereby demonstrating economic potential. Integrating community outreach into the three dimensions of NGSS is a new strategy to prepare prospective teachers who are aware of being agents of sustainable climate change prevention.
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PISA and Sustainable Development Goals: Comparing Science Curricula in Secondary Schools in Indonesia, Singapore, Australia, and Canada in the Content Aspect Based on the PISA 2025 Framework
Continuous curriculum updates are crucial for enhancing the quality of education, improving citizens' global competitiveness, and supporting Sustainable Development Goal (SDG) 4, particularly the goal of achieving quality education for all. International studies, such as PISA, have attracted many researchers interested in comparative curricula across PISA-participating countries. Unlike previous studies, this research compares the science curricula of Indonesia, Singapore, Australia, and Canada based on the science content tested in the PISA 2015, PISA 2021, and PISA 2025 frameworks. The method used in this study is content analysis. We searched for documents from the four countries on their respective Ministries of Education websites. After obtaining the documents, two researchers independently conducted the coding analysis. After that, the researchers validated the content analysis through inter-rater agreement. The results show that the science curricula of Indonesia, Singapore, Australia, and Canada do not specifically cover all content in the PISA 2015, PISA 2021, and PISA 2025 frameworks. Specifically, Singapore's curriculum documents do not cover Earth and Space System content, while Labrador, Alberta, and British Columbia cover all themes. The Indonesian science curriculum encompasses all themes assessed in PISA questions and the PISA 2025 framework, although it does not yet cover all topics. However, it remains challenging to pinpoint the reasons for the differences in PISA results among the four countries in this comparative study.
Analysis of Pre-Service Teachers' ICT Competencies in Indonesia and Japan
The development of Information and Communication Technology (ICT) has an impact on education 5.0, improving educators' competence in using technology to support learning. The purpose of this study is to analyze the ICT competence of pre-service teachers in Indonesia and Japan. The research method used in this study is a survey to obtain information about the ICT competence of pre-service teachers in Indonesia. The research sample comprised 317 teacher study program students from two universities. The research instrument was a 30-item questionnaire administered via Google Forms to assess pre-service teachers' ICT competence. The results showed differences in the ICT competencies of pre-service teachers in Indonesia and Japan. Indonesian and Japanese pre-service teachers differ in their abilities in aspects such as understanding, technical skills, and teacher professional development. The average results of pre-service teachers' ICT competence in Indonesia and Japan, by aspect, show differences. All averages for aspects of ICT competence are 3-5, indicating good or very good criteria. Based on the study's results, it can be concluded that the ICT competence of pre-service teachers in Indonesia and Japan falls into the good category.
The Influence of Gender and Problem-Based Learning Model on Students' Numerical Literacy in Chemistry
Chemical numeracy is essential for understanding quantitative concepts in chemistry; however, there are indications of achievement gaps between male and female students. This study aims to analyze the influence of gender on students' numeracy skills when implementing the Problem-Based Learning (PBL) model. This study employed a quasi-experimental design with a nonequivalent control group. The study population consisted of Phase F students at three high schools in West Sumatra, Indonesia. The sample comprised 188 students selected through purposive sampling based on initial ability equivalence. The research sample came from three schools, each serving as a research context for different topics: salt hydrolysis (experimental class = 33; control class = 30), reaction rates (experimental class = 35; control class = 35), and chemical equilibrium (experimental class = 26; control class = 29). The research instrument consisted of a chemistry numerical literacy test on reaction rates, chemical equilibrium, and salt hydrolysis, which experts had validated. Instruction in the experimental classes used the PBL model, while the control classes used conventional instruction, as typically implemented in schools. Data were analyzed using the N-gain test, normality test, homogeneity test, and Two-Way ANOVA. Results showed that improvement in numerical literacy in chemistry was greater in PBL classes than in control classes. Statistical analysis indicated that the PBL model had a significant effect on improving numerical literacy in chemistry. Gender was significant in only one school, and the interaction between the learning model and gender was also significant there, suggesting that the model's effectiveness may vary by context. These findings indicate that PBL is effective in enhancing students' numerical literacy in chemistry and imply that chemistry instruction should be designed around problem-solving approaches to develop quantitative reasoning and a contextual understanding of chemical concepts.
Enhancing Pre-Service Teachers' Creative Scientific Competence through AI-Supported Research-Based Learning
This study investigates the effectiveness of an Artificial Intelligence-Supported Research-Based Learning (AI-RBL) model in strengthening the creative scientific competence of pre-service primary school teachers and examines how they perceived the role of AI during inquiry activities. A mixed-methods design with a one-group pre-test and post-test structure was implemented over a 15-week semester, during which a large language model acted as a digital mediator in problem formulation, hypothesis development, methodological planning, literature exploration, and data interpretation. Creative scientific competence was operationalized as originality, flexibility, elaboration, and relevance. These dimensions reflect key inquiry practices that underpin scientific literacy. Specifically, they involve the ability to generate meaningful questions, apply scientific reasoning, use evidence appropriately, and construct coherent explanations. A repeated-measures multivariate analysis of variance showed a significant effect of time, with improvements across all dimensions, and univariate tests indicated the strongest gains in elaboration and flexibility. Qualitative reflections revealed that the model supported divergent idea generation, strengthened structural reasoning, and encouraged the critical evaluation of AI suggestions, thereby enhancing both cognitive and metacognitive aspects of inquiry-based learning. The findings highlight the educational significance of pedagogically constrained AI mediation in developing inquiry-oriented competencies that underpin scientific literacy, and they contribute to international discussions on responsible and pedagogically grounded integration of AI in science teacher education.
The Supplementary Low Carbon Education E-book for Elementary School Students to Enhance Sustainability Literacy and Global Character Diversity
The development of e-books related to low-carbon education (LCE) has been used to enhance sustainability literacy and global character diversity (GCD) among elementary students. The research was conducted to identify the three themes of e-books available to students in phases A, B, and C. The three e-books have developed into a supplementary, ongoing curriculum. The e-books with flip mode and a high validity index have already been implemented and researched using a pre-experimental design in each phase. The e-books were designed as picture stories, equipped with various features to train students’ sustainability literacy and GCD through invitations to think critically, to complete projects, and to express their thinking related to the context and environmental problems. The validity of the e-books was ensured through validation by 5 experts and 20 users, and the data were analyzed using simple statistics and CVI/CVR indexes. The sustainability literacy instrument used was developed and implemented together in the context of learning in Indonesia and Japan (Kitakyushu), with some modifications tailored to each phase. Students' GCD was monitored using a standard questionnaire based on GCD indicators. The research shows that all the e-books have high usability, as indicated by the CVI/CVR scores. The implementation results show, on average, an increase in students’ sustainability literacy from moderate to high. The improvement in students’ GCD was from the moderate to the high category. In addition, the books, attractively packaged with cartoon images, were easy to use with an Android app and very handy, which made the learning experience enjoyable for students.
Virtual Reality-Enhanced Higher Education for Inclusive, Innovative, and Sustainable Learning
This study aims to develop and validate a Virtual Reality (VR)-based laboratory model and examine its effects on student engagement, confidence, perceived conceptual understanding, and short-term cognitive performance in undergraduate science learning. Using a design-based research and development approach with iterative cycles, the VR laboratory was designed following Outcome-Based Education (OBE) principles and validated through expert judgment and classroom implementation. Data were collected using questionnaires, observations, qualitative reflections, and pretest-posttest assessments. The results indicate that the VR laboratory model demonstrates high pedagogical feasibility and is associated with increased student engagement, learning motivation, operational confidence in using immersive technology, and short-term improvements in conceptual understanding. Qualitative findings highlight the benefits of safe simulation, enhanced spatial visualization, and contextualized experiential learning, while usability issues and learner comfort remain practical challenges that require further refinement. At the institutional level, the validated VR laboratory model is positioned as a pilot-ready digital learning infrastructure that has the potential to support inclusive and quality science education (Sustainable Development Goal 4) and foster educational innovation and digital infrastructure development (Sustainable Development Goal 9). However, the findings primarily reflect short-term, context-specific outcomes; therefore, further large-scale, longitudinal studies with controlled comparisons are required to substantiate claims about long-term learning retention, scalability, and systemic SDG impact.
Effects of Micro-Laboratory Demonstration Activities on Science Engagement and Mastery Towards Learning Flow
Science mastery and engagement remain a persistent challenge in Philippine public schools, often due to limited access to laboratory resources and passive instructional methods. In view of this, the study designed and implemented Micro-laboratory Demonstration Activities (MLDAs) that are cognitively enriching, emotionally immersive, and behaviorally engaging. The MLDAs aim to unlock learning flow through hands-on tasks with clear objectives, appropriate challenges, and immediate feedback. Using educational action research, five expert-validated activities were designed to promote science mastery and engagement, achieving a strong content validity (S-CVI > 0.90) and high reliability (α=0.89), were designed to promote science mastery and engagement (α=0.89). The researchers administered the designed MLDAs to a sample of Grade 8 struggling students (n=42). Paired-sample t-tests revealed statistically significant improvements across all cognitive domains of science mastery, with large effect sizes in remembering (d=0.83), applying (d=0.95), analyzing (d=1.03), and overall mastery (d=1.51), while understanding showed a medium effect (d=0.74). The survey, observational data, and student interviews confirmed sustained high student engagement. Thematic analysis identified five prominent themes in students' perspectives and experiences regarding MLDAs: hands-on learning, collaborative play, sensory appeal, conceptual clarity, and creative facilitation. These findings show that MLDAs are effective tools for fostering higher-order thinking, sustained engagement, and transformative science learning in resource-constrained classrooms.
Uncovering Anxiety in Science Education: Psychometric Validation of the Brief Science Learning Anxiety Scale (BSLAS)
Science learning anxiety can hinder pre-service teachers' engagement with scientific concepts and negatively affect their future teaching practices. However, instruments specifically designed to measure this construct in science education contexts remain limited. This study developed and validated the Brief Science Learning Anxiety Scale (BSLAS) to measure science learning anxiety among pre-service science teachers, based on Hooda and Saini's theory of academic anxiety. The development process involved five stages: scale design, item development, item selection, validation, and evaluation. Content validity was evaluated using Aiken's V, which indicated strong agreement among experts (V = .91). Exploratory factor analysis with 320 respondents identified five dimensions: worry, procrastination, study skills deficits, emotionality, and task-generated interference, explaining 49.04% of the variance. Confirmatory factor analysis on an independent sample of 324 respondents supported the factorial structure and demonstrated an acceptable model fit. The scale also demonstrated adequate convergent and discriminant validity and high internal reliability (ω = .847-.917). These findings indicate that the BSLAS has sound psychometric properties and can serve as a practical instrument for identifying science learning anxiety among pre-service teachers. The instrument may also support further research in science education and help inform teaching strategies that foster more adaptive science learning environments.
Enhancing Biology Students' Scientific Literacy through the Critical Analysis and Discussion-Comparison with the Extended Learning Community Model
Despite global reforms in science education that emphasize collaboration, critical thinking, and real-world application, many secondary students continue to struggle with scientific reasoning and communication, particularly in Biology. This study addresses this gap by evaluating the effectiveness of the Critical Analysis and Discussion Comparison with Extended Learning Community (CADC-ELC) method in enhancing students' written and oral communication and cognitive performance. Employing a quasi-experimental design with 90 tenth-grade students in Indonesia, participants were divided into three groups: CADC-ELC, CADC-only, and conventional instruction. Data were collected using validated observation sheets and a 30-item cognitive test and analyzed using the Games-Howell post-hoc test. Results revealed that CADC-ELC significantly outperformed other groups in all areas: written communication improved from M = 31.0 to 70.3, oral communication from M = 9.1 to 17.06, and cognitive scores from M = 33.3 to 83.1 (all p < .001). These findings suggest that CADC-ELC offers a robust, globally relevant model for strengthening science education through dialogic, scaffolded, and context-rich instruction.
Analysis of Focused Attention Levels in Science Learning among Children with Hyperactivity: A Study in a Special Education Setting
The objectives of this study were: (1) to analyse the characteristics of focused attention behaviour during science learning in ADHD students; (2) to identify learning strategies implemented by teachers to improve focused attention in ADHD students; and (3) to analyse the improvement of focused attention. The method used was the Mix Method Sequential Exploratory. This study was conducted at the Sunan Kudus Special Elementary School (SES). Data collection was conducted through observation and interviews. The research instruments were observation sheets and interview sheets. Qualitative data analysis was conducted using the Miles and Huberman model, while quantitative data were analysed using t-tests and n-gain tests. The results of the study indicate that the characteristics of the focused-attention pattern among ADHD students are that they always respond to distractions in their learning environment. Students can complete assignments, but are unable to avoid distractions in their surroundings, which often disrupts their focused attention. The learning strategy implemented involves the teacher developing several practical approaches, intuitively and contextually, to manage student attention during learning. Science learning is designed to activate students in observation and discussion activities. The results of the t-test show a t value of -12.0, which is smaller than 0.05, indicating a difference in the focus of student attention before and after science learning with the teacher-implemented strategies. The results of the group N-Gain analysis show an average N-Gain obtained of 0.103, which is in the low category. This low N-Gain value confirms that the learning intervention has not produced substantial improvements in student attention and focus, indicating that more varied and contextual learning strategies are needed.
Teachers’ Narratives on Strategies for Enhancing Scientific Curiosity in a Public Secondary School
Teachers’ narratives on strategies for enhancing scientific curiosity in secondary public schools are significant, particularly for uncovering the different approaches science teachers use to cultivate students' curiosity in science education. This research aimed to uncover teachers' narratives about strategies to enhance students' scientific curiosity. This study also examined science teachers' perspectives on scientific curiosity. It utilized a qualitative research design, specifically a narrative inquiry approach. The data were obtained from four junior secondary school science teachers at one school in the central Philippines using a triangulation method: one-on-one interviews, essays, and focus group discussions. The involved conversation partners were determined using a purposeful sampling. Four themes were forwarded based on the original statements of the conversation partners: pedagogical approaches to enhance curiosity, including fostering an active learning environment and resilient instruction to meet students' needs; instructional challenges and difficulties; and scientific curiosity as a curiosity-driven inquiry. This study highlights integrating pedagogical strategies that enhance students' scientific curiosity into daily instruction. Schools should design professional development programs that emphasize curiosity-enhancing teaching methods. The research findings have major consequences for how teachers implement and use pedagogical approaches that cultivate scientific curiosity and for how students engage in the lesson based on the strategies teachers use.
Organic Compounds Learning Game to Promote Twelve Graders' Academic Achievement and Attitudes toward Chemistry in Thai Islamic Private School
Organic chemistry is a crucial subject in chemistry. Its abstract nature can make it difficult for students to understand. Learning games are an educational innovation that can improve learning outcomes and motivate students in chemistry. This study aims to develop and test the efficiency of a learning game on organic compounds, compare students' academic achievement before and after learning, and examine students' attitudes toward chemistry. A one-group pretest-posttest design was used. The participants were 19 Grade 12 students in an Islamic private school in Thailand, selected through purposive sampling. The research instruments included 1) a learning game on organic compounds, 2) an achievement test on organic compounds, 3) an attitude toward chemistry questionnaire, and 4) a semi-structured interview on attitudes toward chemistry. Data were analyzed using percentages relative to the efficiency criterion (E1/E2) of 75/75 percent, mean, and standard deviation, paired t-test, and qualitative data were analyzed using content analysis. The results showed that the learning game's efficiency was 78.95/80.79. The average post-learning achievement score was statistically significantly higher than the pre-learning score at the .05 level. The students' attitudes toward chemistry were highly positive (¯X = 3.65, S.D. = 0.33). The research supports game-based learning, highlighting that play lowers anxiety and increases engagement. It demonstrates that educational games can promote equity by assisting students, particularly low achievers, and by encouraging active learning in science classes. The study finds that game-based learning enhances upper secondary students' performance in chemistry and attitudes toward the subject. Educators are encouraged to integrate learning games into science lessons to create a more engaging, equitable, and student-focused environment.
Transformative Assessment Innovation Based on Multiple Representations in Holistic Learning to Measure Logical and Analytical Thinking
The focus of chemistry learning across multiple levels of representation is essential for developing students’ conceptual understanding of complex chemical phenomena. However, previous studies have predominantly emphasized the use of multiple representations as instructional strategies, while their application in assessment, particularly in acid-base chemistry, remains limited. Moreover, existing assessment instruments seldom integrate logical and analytical thinking skills simultaneously, and the use of Rasch model analysis for diagnostic assessment in this context is still relatively scarce. To address these gaps, this study aims to develop a Transformative Assessment Innovation Based on Multiple Representations integrated into Holistic Learning to measure students’ logical and analytical thinking skills. This research employed a Research and Development (R&D) approach using the ADDIE model. The participants were second-semester students enrolled in the Basic Analytical Chemistry course at Universitas Negeri Semarang. The assessment instrument was developed as multi-representational items encompassing definitional, macroscopic, submicroscopic, symbolic, and stoichiometric levels, aligned with holistic learning activities. The content validity and reliability of the instrument were analyzed using the Rasch model. The results showed that the developed assessment demonstrated high validity (CVR > 0.80) and excellent reliability (Cronbach’s α > 0.90). Furthermore, the implementation findings indicated that the transformative assessment effectively identified and enhanced students’ logical and analytical thinking skills while providing diagnostic and reflective feedback to support continuous learning. These findings suggest that transformative assessment integrated with multi-representational and holistic learning approaches offers a novel diagnostic framework for strengthening students’ higher-order thinking skills in chemistry education.
Literacy and Research-oriented Cooperative Problem-based Learning Model: Bridging Students' Chemical Literacy to Support Sustainable Education
Sustainable education can be achieved through an innovative learning process, and one way to do so is to use a high-quality learning model. Literacy and Research-Oriented Cooperative Problem-Based Learning (LIRACLE) is a new learning model developed for undergraduate learning. LIRACLE is adapted from Problem-based learning, cooperative learning, research learning, and literacy-oriented learning. This study aims to examine the effect of the LIRACLE learning model on undergraduate students' chemical literacy. The research employed a quasi-experimental, post-test-only control-group design with undergraduate chemistry students. The instrument used is a chemical literacy rubric. The data were analyzed using an independent-samples t-test. The result of the independent sample t-test is the Asymp. Sig. (2-tailed) of 0.000. This result is below 0.05, indicating a significant difference between the groups using the LIRACLE and PBL learning models in chemical literacy skills. These findings indicate that the LIRACLE learning model significantly improves undergraduate students' chemical literacy compared to the PBL model. Therefore, LIRACLE has the potential to support the development of students' chemical literacy in undergraduate learning.
Laboratory Safety Knowledge, Attitudes, Practices, and Compliance among Secondary School Pre-service Science Teachers: A Pilot Study
Effective laboratory safety is central to quality science education, yet limited evidence exists on Malaysian teachers' preparedness and adherence to safety standards. This pilot study aimed to validate an instrument measuring knowledge, attitudes, and practices (KAP) toward laboratory safety and to explore preliminary findings among pre-service secondary school science teachers. A cross-sectional pilot study was conducted with 30 pre-service teachers from Universiti Teknologi MARA (UiTM). Data was collected using a self-developed KAP questionnaire and a safety facilities checklist, both reviewed by experts for content validity. Item analysis was used for knowledge questions, while internal consistency was assessed using Cronbach's alpha for attitude and practice domains. Descriptive statistics summarised KAP levels and the availability and functionality of safety facilities. Knowledge items showed acceptable difficulty (p = 0.50–0.80) and discrimination (D = 0.30–0.80). Reliability was strong, with Cronbach's alpha values of 0.901 (attitude) and 0.905 (practice). Most respondents demonstrated high knowledge (70%) and universally positive attitudes (100%), yet practices were less consistent, with 23.3% reporting only moderate adherence. Laboratory facilities were largely available (87.5%), but functionality was low (32.7%), with deficiencies in safety data sheets (36.7%), chemical expiry records (40.0%), and first aid kits (56.7%). This pilot study highlights a disparity between pre-service teachers’ knowledge and their actual laboratory practices, further constrained by poorly maintained safety facilities. The reporting of validity and reliability findings demonstrates that the instrument is robust and suitable for larger-scale investigations. Strengthening laboratory safety in schools requires targeted professional development, systematic facility maintenance, and consistent monitoring mechanisms.