Jurnal Pendidikan IPA Indonesia
type: channel
description: 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.
publisher: Universitas Negeri Semarang
language: en
publication name: Jurnal Pendidikan IPA Indonesia
issn: 2339-1286
items: Analysis of Human Origins and Development in Modern Science as a Scientific Explanation for Strengthening Al-Qur'an Scientific Literacy
items: Student-Generated Concept Cartoons as Multimodal Learning Tools for Conceptual Understanding in Primary Science Education: A Case Study from Türkiye
items: Implementing a Challenge-Based Ethnoscience E-Book on Colloid Systems to Enhance Students’ Critical Thinking and Conceptual Understanding
items: Performance of Microalgae Consortia in Palm Oil Mill Effluent Remediation: An Eco-Friendly Strategy
items: Factors Determining Socio-Scientific Issues in STEAM Education to Enhance Problem-Solving Skills for Pre-Service Teachers: Development and Validation of a Measurement Model
items: Global Research Trends in Environmental Education and Environmental Awareness: A Bibliometric Analysis
items: Integrating Community Outreach into Next Generation Science Standards for Prospective Science Teachers' Sustainable Climate Action Skills
items: 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
items: The Influence of Gender and Problem-Based Learning Model on Students' Numerical Literacy in Chemistry
items: The Supplementary Low Carbon Education E-book for Elementary School Students to Enhance Sustainability Literacy and Global Character Diversity
items: Uncovering Anxiety in Science Education: Psychometric Validation of the Brief Science Learning Anxiety Scale (BSLAS)
items: Enhancing Biology Students' Scientific Literacy through the Critical Analysis and Discussion-Comparison with the Extended Learning Community Model
items: Analysis of Focused Attention Levels in Science Learning among Children with Hyperactivity: A Study in a Special Education Setting
items: Teachers’ Narratives on Strategies for Enhancing Scientific Curiosity in a Public Secondary School
items: Transformative Assessment Innovation Based on Multiple Representations in Holistic Learning to Measure Logical and Analytical Thinking
items: Literacy and Research-oriented Cooperative Problem-based Learning Model: Bridging Students' Chemical Literacy to Support Sustainable Education
items: Laboratory Safety Knowledge, Attitudes, Practices, and Compliance among Secondary School Pre-service Science Teachers: A Pilot Study
items: Science Lecture Innovation Using PjBLSTEM-ESD to Improve Students' Critical Thinking Skills and Sustainability Consciousness to Strengthen SDGs 4
items: Improving the Process of Teaching Students of a Pedagogical University in Biochemistry Using Kaizen Technology
items: Local Wisdom and STEM in Science Education to Support SDG-4: A Systematic Review
items: Implementation of Braille-Assisted UNO Chemistry Card Media Integrated with Tourism Ethnochemistry Digital Content to Enhance the Scientific Literacy of Students with Visual Impairments
items: Building Sustainable Entrepreneurship with a Science-Based Green Entrepreneurship Learning Model and Sustainable Development Goals in Islamic Boarding Schools
items: The Role of Artificial Intelligence (AI) in Personalised Physics Education
items: Enhancing Higher-order Thinking Skills in Chemistry Education: A Validated Canva-IBL-STEM Model for Stoichiometry Learning
items: STEM-Based Professional Development Model to Improve Teachers' Perceptions and Students' STEM Literacy: A Mixed Research Approach
items: Deep Learning-Based Biology Learning with Ethnopedagogy and Local Wisdom to Support Sustainable Development Goals
items: Non-STEM Students in Undergraduate Science: A Global Bibliometric Review Toward Sustainable Development Goal 4 (2017–2025)
items: Digitally Integrated Project-Based Contextual Physics Resources to Enhance Students' Critical Thinking Skills to Support SDG-4
items: Education for Sustainable Development Based on Technological Pedagogical Content Knowledge in Biology Education: Assessing Teachers' Readiness
items: DigitalWIV-S: Enhancing Students’ Inquiry Skills and Digital Literacy in PCR and Electrophoresis for Sustainable Education

Analysis of Human Origins and Development in Modern Science as a Scientific Explanation for Strengthening Al-Qur'an Scientific Literacy
type: item
description: 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.
subject: Articles
  topic: section
subject: Human Creation
  topic: keywords
subject: Qur’an
  topic: keywords
subject: Science
  topic: keywords
creator: Sri Haryanto
creator: Sri Jumini
creator: Nur Faraheen Abdul Rahman
creator: Ika Purnamasari
creator: Muhamad Ali Mustofa Kamal
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.30038

Student-Generated Concept Cartoons as Multimodal Learning Tools for Conceptual Understanding in Primary Science Education: A Case Study from Türkiye
type: item
description: 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.
subject: Articles
  topic: section
subject: concept cartoons
  topic: keywords
subject: primary science education
  topic: keywords
subject: multimodal learning
  topic: keywords
subject: conceptual understanding
  topic: keywords
creator: Ethem Gürhan
creator: Makherus Sholeh
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.38186

Implementing a Challenge-Based Ethnoscience E-Book on Colloid Systems to Enhance Students’ Critical Thinking and Conceptual Understanding
type: item
description: 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…
subject: Articles
  topic: section
subject: challenge-based learning
  topic: keywords
subject: critical thinking skill
  topic: keywords
subject: e-book
  topic: keywords
subject: ethnoscience
  topic: keywords
subject: 4STMD
  topic: keywords
creator: Sjaeful Anwar
creator: Bagas Abdurachman
creator: Ijang Rohman
creator: Shiang-Yao Liu
creator: Harianti Harianti
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.33866

Performance of Microalgae Consortia in Palm Oil Mill Effluent Remediation: An Eco-Friendly Strategy
type: item
description: 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.
subject: Articles
  topic: section
subject: bioremediation
  topic: keywords
subject: microalgae consortium
  topic: keywords
subject: POME
  topic: keywords
subject: biomass productivity
  topic: keywords
creator: Andin Vita Amalia
creator: Tri Retnaningsih Soeprobowati
creator: Marcelinus Christwardana
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.40485

Factors Determining Socio-Scientific Issues in STEAM Education to Enhance Problem-Solving Skills for Pre-Service Teachers: Development and Validation of a Measurement Model
type: item
description: 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.
subject: Articles
  topic: section
subject: Socio-scientific issue
  topic: keywords
subject: STEAM education
  topic: keywords
subject: Pre-service science teachers
  topic: keywords
subject: Problem-solving skills
  topic: keywords
creator: Eko Hariyono
creator: Laily Rosdiana
creator: Mohammad Budiyanto
creator: Muhammad Satriawan
creator: Hasna Nabilah
creator: Iqbal Ainur Rizki
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.40341

Global Research Trends in Environmental Education and Environmental Awareness: A Bibliometric Analysis
type: item
description: 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.
subject: Articles
  topic: section
subject: educational principles
  topic: keywords
subject: environmental education
  topic: keywords
subject: pedagogical strategy
  topic: keywords
creator: Jesús Enrique Quezada Castro
creator: María del Pilar Quezada Castro
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.40218

Integrating Community Outreach into Next Generation Science Standards for Prospective Science Teachers' Sustainable Climate Action Skills
type: item
description: 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.
subject: Articles
  topic: section
subject: community outreach
  topic: keywords
subject: Next Generation Science Standards
  topic: keywords
subject: prospective science teachers
  topic: keywords
subject: climate action
  topic: keywords
creator: Parmin
creator: Abdul Jabbar
creator: Endah Fitriani Rahayu
creator: Stephani Diah Pamelasari
creator: Ika Sukmawati
creator: Muhammad Radian Nur Alamsyah
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.30121

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
type: item
description: 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.
subject: Articles
  topic: section
subject: Comparative Study
  topic: keywords
subject: Content
  topic: keywords
subject: Framework PISA 2025
  topic: keywords
subject: curriculum Science
  topic: keywords
creator: Abdul Hakim
creator: Safrudiannur
creator: Ince Raudhiah Zahra
creator: Muhammad Nur Mannan
creator: P. D. Sundari
creator: Ary Norsaputra
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.34405

The Influence of Gender and Problem-Based Learning Model on Students' Numerical Literacy in Chemistry
type: item
description: 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…
subject: Articles
  topic: section
subject: gender
  topic: keywords
subject: numerical literacy
  topic: keywords
subject: chemistry learning
  topic: keywords
subject: problem-based learning
  topic: keywords
creator: Yerimadesi
creator: Andromeda
creator: Guspatni
creator: Fauziah
creator: Putty Zinda Febrila
creator: Golaleh Makrooni
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-30
publication date: 2026-03-30
doi: 10.15294/jpii.v15i1.37300

The Supplementary Low Carbon Education E-book for Elementary School Students to Enhance Sustainability Literacy and Global Character Diversity
type: item
description: 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.
subject: Articles
  topic: section
subject: Low Carbon Education
  topic: keywords
subject: Sustainability Literacy
  topic: keywords
subject: e-book
  topic: keywords
subject: elementary student
  topic: keywords
subject: Global Character Diversity
  topic: keywords
creator: Anna Permanasari
creator: Indarini Dwi Pursitasari
creator: Toru Matsumoto
creator: Ida Hamidah
creator: Annisa Nurramadhani
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.36719

Uncovering Anxiety in Science Education: Psychometric Validation of the Brief Science Learning Anxiety Scale (BSLAS)
type: item
description: 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.
subject: Articles
  topic: section
subject: pre-service
  topic: keywords
subject: psychometric validation
  topic: keywords
subject: scale development
  topic: keywords
subject: science learning anxiety
  topic: keywords
creator: Rizki Nor Amelia
creator: Ani Rusilowati
creator: Sri Rejeki Dwi Astuti
creator: Ika Nur Fitriani
creator: Arfatur Rohman
creator: Mohammad Roy Thoriqul Haq
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-31
publication date: 2026-03-31
doi: 10.15294/jpii.v15i1.34196

Enhancing Biology Students' Scientific Literacy through the Critical Analysis and Discussion-Comparison with the Extended Learning Community Model
type: item
description: 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.
subject: Articles
  topic: section
subject: critical analysis
  topic: keywords
subject: extended learning community
  topic: keywords
subject: discussion-comparison method
  topic: keywords
creator: Irwandi Irwandi
creator: Mariana Ade Cahaya
creator: Jayanti Syahfitri
creator: Budi Waluyo
creator: Safnil Arsyad
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.31909

Analysis of Focused Attention Levels in Science Learning among Children with Hyperactivity: A Study in a Special Education Setting
type: item
description: 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.
subject: Articles
  topic: section
subject: attention focused
  topic: keywords
subject: ADHD
  topic: keywords
subject: science learning
  topic: keywords
subject: inclusive education
  topic: keywords
subject: child mental health
  topic: keywords
creator: Sekar Dwi Ardianti
creator: Sumaji
creator: Evanita
creator: Mahardika Supratiwi
creator: Savitri Wanabuliandari
creator: Analiza B Tanghal
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.34339

Teachers’ Narratives on Strategies for Enhancing Scientific Curiosity in a Public Secondary School
type: item
description: 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.
subject: Articles
  topic: section
subject: Science education
  topic: keywords
subject: scientific curiosity
  topic: keywords
subject: narrative inquiry
  topic: keywords
subject: central Philippines
  topic: keywords
creator: Jose Marie Nerio
creator: Joji Linaugo
creator: Nurul F. Sulaeman
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.31829

Transformative Assessment Innovation Based on Multiple Representations in Holistic Learning to Measure Logical and Analytical Thinking
type: item
description: 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.
subject: Articles
  topic: section
subject: chemistry education
  topic: keywords
subject: transformative assessment
  topic: keywords
subject: level representation
  topic: keywords
subject: acid-base titration
  topic: keywords
subject: HOTS
  topic: keywords
creator: Endang Susilaningsih
creator: Isnaini Putri Salimnah
creator: Sri Nurhayati
creator: Harjono
creator: Lilia Ellany Binti Mohtar
creator: Sharipah Ruzaina Syed Aris
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.35317

Literacy and Research-oriented Cooperative Problem-based Learning Model: Bridging Students' Chemical Literacy to Support Sustainable Education
type: item
description: 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.
subject: Articles
  topic: section
subject: chemical literacy
  topic: keywords
subject: LIRACLE model
  topic: keywords
subject: sustainable education
  topic: keywords
creator: Faiz Ilham Pratama
creator: Eli Rohaeti
creator: Endang Widjajanti Laksono
creator: Rasamimanana Joronavalona
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.35071

Laboratory Safety Knowledge, Attitudes, Practices, and Compliance among Secondary School Pre-service Science Teachers: A Pilot Study
type: item
description: 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.
subject: Articles
  topic: section
subject: laboratory safety
  topic: keywords
subject: pre-service science teachers
  topic: keywords
subject: knowledge-attitude-practice (KAP)
  topic: keywords
creator: Wan Solihin Wan Ahmad Yanee
creator: Noor Najihah Hamidi
creator: Al 'Aina Yuhainis Firus Khan
creator: Cao Jianlei
creator: Hardimah Md Said
creator: Sharipah Ruzaina Syed Aris
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.34852

Science Lecture Innovation Using PjBLSTEM-ESD to Improve Students' Critical Thinking Skills and Sustainability Consciousness to Strengthen SDGs 4
type: item
description: The purpose of this research is to develop and implement project-based teaching materials with a STEM-ESD approach. These materials use a water theme in Science courses to strengthen the achievement of Sustainable Development Goals (SDG) 4 by improving students' critical thinking skills and sustainability consciousness. This research uses a mixed-methods approach with an Embedded Experiment Model design. The research instrument was developed through a validation process by 10 experts and a trial on 62 science education students to ensure validity and reliability. Implementation was carried out on a sample of 28 students from one university in Indonesia. Data collection used expert validation sheets, student response questionnaires, critical thinking tests, and sustainability consciousness scales. Analysis was carried out using Fuzzy Delphi Methods, the Rasch Model, N-Gain, and t-tests. Validation results showed that the teaching materials were very feasible to use (average validity of 89%). Empirical tests showed significant increases in critical thinking skills (N-gain = 0.39, medium effect size) and sustainability consciousness (N-gain = 0.30, low effect size). These findings confirm that implementing the PjBLSTEM-ESD model effectively contextualizes science concepts with sustainable development issues. It significantly supports the achievement of SDG 4 through meaningful and transformative education.
subject: Articles
  topic: section
subject: Project Based Learning
  topic: keywords
subject: STEM
  topic: keywords
subject: ESD
  topic: keywords
subject: Critical Thinking
  topic: keywords
subject: Fuzzy Delphi Methods
  topic: keywords
creator: Berry Kurnia Vilmala
creator: Irwan Muhammad Ridwan
creator: Salman
creator: Adelia Alfama Zamista
creator: Hanifah Ghina Rihan
creator: Elsa Marfina Nandiani
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.34818

Improving the Process of Teaching Students of a Pedagogical University in Biochemistry Using Kaizen Technology
type: item
description: This study aims to develop and theoretically support an adaptive model for teaching biochemistry in pedagogical universities based on Kaizen and the Plan, Do, Check, and Act (PDCA) continuous improvement cycle, as well as to analyse its adaptability to Kazakhstan’s teacher education system by comparing it to international educational practices. Mixed-methods educational Research and Development was used in the project. Theoretical modelling, pedagogical design, document analysis, a qualitative comparative study of Japan, South Korea, and Singapore, and design-based research were used. Kaizen diaries, reflective student reports, and teacher observation procedures collected qualitative data, while descriptive statistics of students’ learning performance and progress dynamics throughout PDCA cycles included quantitative data. The study created a theoretical model of an adaptive biochemistry course using the PDCA stages to plan didactic material, conduct classes with self-control, reflect on learning outcomes, and adjust content. Individualised educational paths, weekly student progress diaries (“Kaizen journals”), knowledge microchecking, and pedagogical time management were major model components. We proposed using interdisciplinary aspects, such as the Fibonacci sequence, to explain protein molecule spatial arrangement, merging biochemistry with arithmetic. Students were given unique autonomous work activities to build modelling, spatial and logical analysis skills. International practices for implementing Kaizen in higher education in Japan, Singapore, and South Korea were analysed to find effective approaches, gamified monitoring tools, mobile applications, and Lean Six Sigma integration for Kazakhstan teacher education.
subject: Articles
  topic: section
subject: students
  topic: keywords
subject: training of specialists
  topic: keywords
subject: learning
  topic: keywords
subject: self-improvement
  topic: keywords
subject: professional competences
  topic: keywords
creator: Yrza Myktybekova
creator: Kalampyr Zhumagulova
creator: Ilya Digel
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.34627

Local Wisdom and STEM in Science Education to Support SDG-4: A Systematic Review
type: item
description: The integration of local wisdom into science learning is a global pedagogical trend that leads to the Sustainable Development Goals (SDGs 4). Local wisdom serves to make scientific concepts contextual, meaningful, and culturally relevant for students. The challenge of contextual implementation can be addressed through interdisciplinary approaches such as STEM (Science, Technology, Engineering, and Mathematics), which serve as a bridge between local wisdom and education. This systematic literature review (SLR) modified with Bibliometric Analysis aims to map the global research landscape on the integration of local wisdom and STEM in formal science education from 2014 to 2024. A total of 155 articles indexed in the Scopus database were analyzed using Bibliometric analysis tools, including VOSviewer, Microsoft Excel, and Datawrapper. The results show an increase in publications post-pandemic, driven by the urgency of advancing SDG 4 and the need for adaptive learning innovation. Geographically, research is concentrated in the United States, Indonesia, and South Africa, with global collaborations indicating this issue as a transnational agenda. An in-depth review of 21 inclusive articles reveals a predominance of qualitative-exploratory approaches. Subject distribution indicates a strong focus on General Science Education, Environment/Ecology, and Biology. Furthermore, research is predominantly focused on higher education and junior high school levels, while high school and elementary school levels remain underrepresented. The study's conclusions highlight the central role of STEM as a bridge in integrating local wisdom.
subject: Articles
  topic: section
creator: Fitrotin Rosyidah
creator: Endang Susantini
creator: Yuliani Yuliani
creator: Khoirun Nisa'
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.34450

Implementation of Braille-Assisted UNO Chemistry Card Media Integrated with Tourism Ethnochemistry Digital Content to Enhance the Scientific Literacy of Students with Visual Impairments
type: item
description: Quality education must be equally accessible, especially to students with special needs, such as those with visual impairments. This study aims to enhance the scientific literacy skills of students with visual impairments by using Braille-assisted UNO Chemistry Card media integrated with tourism ethnochemistry digital content. The method employed an experimental design, utilizing a quasi-experimental approach. The type of experiment used was the Non-Equivalent Pretest-Posttest One-Group Design. The study population consisted of 15 Grade-XII students with visual impairments at SMALB YPAB Surabaya. The test instrument comprised six questions developed based on scientific literacy competency indicators. The results of the dependent T-test on the differences in scientific literacy abilities of students with visual impairments before and after using the Braille-Assisted UNO chemistry card game integrated with ethnochemical content in elemental chemistry learning for grade XII revealed a significance value of p < 0.05, so that H0 is rejected. Thus, the research hypothesis that there is a difference in the scientific literacy skills of students with visual impairments after using the braille-assisted UNO chemical element card game media in chemistry learning for grade XII is accepted. The n-gain score showed an increase in the scientific literacy skills of students with visual impairments by 33% (5 students) in the high category and 67% (10 students) in the medium category. Educational card games with braille letters integrated with ethnochemistry digital content for students with visual impairments are novel contribution of this research.
subject: Articles
  topic: section
subject: media
  topic: keywords
subject: braille
  topic: keywords
subject: game
  topic: keywords
subject: etnochemistry
  topic: keywords
subject: literacy
  topic: keywords
creator: Dwi Bagus Rendy Astid Putera
creator: Wiwin Puspita Hadi
creator: Ana Yuniasti Retno Wulandari
creator: Fajar Luqman Tri Ariyanto
creator: Thoriqi Firdaus
creator: Lisda Yasin Bakari
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.34375

Building Sustainable Entrepreneurship with a Science-Based Green Entrepreneurship Learning Model and Sustainable Development Goals in Islamic Boarding Schools
type: item
description: The purpose of this research is to examine the implementation process of the Green Entrepreneurship project model to build sustainable entrepreneurship grounded in science and the SDGs in Islamic boarding schools. The qualitative approach of the grounded theory method: 1) Determining the design; 2) Formulating the problem; 3) Access to the research setting; 4) Data collection procedures; 5) Coding process; 6) Selective coding; 7. Validation of the theory. Data collection techniques: interviews, observations, and documentation of informants. Data analysis techniques from the researcher's entry into the field through the end of the research: displaying, reducing, analyzing, and concluding data. Data validity test: triangulation of credibility tests, member checks, and audit trails with VOSviewer novelty analysis. The results of the study show a three-dimensional transformation of Islamic boarding school entrepreneurship, namely Islamic spirituality as the foundation of values ​​of concern for God's creation based on environmentally friendly businesses, integration of science not only spiritual values, but using scientific methods, technology, and innovative, efficient, sustainable business research, and innovation technology, as well as ecological awareness as a sustainable direction so that the theory is formed "Theoretical novelty of developing a green entrepreneurship learning model based on science, STEAM, SDGs, and Islamic boarding school spirituality, methodological novelty of transdisciplinary learning strategies with Islamic boarding school education policies and green entrepreneurship curriculum", Islamic boarding school efforts to foster environmentally friendly, social economic independence and sustainable development, not only limited to formal Madrasah education, but the entire educational and spiritual ecosystem that lives in it.
subject: Articles
  topic: section
subject: green entrepreneurship learning model
  topic: keywords
subject: islamic boarding school
  topic: keywords
subject: SDGs
  topic: keywords
subject: STEAM
  topic: keywords
subject: grounded theory
  topic: keywords
creator: Ospa Pea Yuanita Meishanti
creator: Endang Susantini
creator: Rinie Pratiwi Puspitawati
creator: Kartika Sari
creator: Rossanita Truelovin Hadi Putri
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.34369

The Role of Artificial Intelligence (AI) in Personalised Physics Education
type: item
description: This study aimed to establish conceptual mechanisms and patterns for applying artificial intelligence (AI) technologies to personalised physics education within the Kazakhstani educational system. Methods. A comprehensive methodology was employed, combining both theoretical and empirical approaches. The theoretical phase involved reviewing regulatory documents in Kazakhstan’s education system. The empirical phase consisted of a pedagogical experiment conducted between September and December 2024 across three educational institutions in Taldykorgan, Kazakhstan. The study involved 58 tenth-grade students, divided into experimental and control groups; the experimental group utilised an AI-driven personalised learning system designed to adapt content based on student performance. Data were collected on academic performance, theoretical knowledge, practical skills, and research competencies using pre-tests, interim assessments, and final evaluations. Results. The experimental groups demonstrated a significant improvement in academic performance, with the average score increasing from 4.2 to 4.6. 76% of students in experimental groups successfully solved advanced problems, compared to 52% in control groups. The system fostered improved critical thinking, research competencies, and self-assessment skills, while enhancing students’ ability to engage in scientific discourse and apply knowledge in interdisciplinary contexts. Conclusions. The AI-driven model proved highly effective at personalising learning and improving students' academic and cognitive outcomes. It offers a scalable framework for adapting content to individual learning styles, with positive impacts on motivation and problem-solving abilities. The findings contribute to a growing body of research on AI applications in education and provide a foundation for further advancements in personal learning systems.
subject: Articles
  topic: section
subject: AI in education
  topic: keywords
subject: personalized learning
  topic: keywords
subject: physics education
  topic: keywords
subject: adaptive learning systems
  topic: keywords
subject: educational technology
  topic: keywords
creator: Aigerim Abdulayeva
creator: Nazym Zhanatbekova
creator: Yerlan Andasbayev
creator: Yerlan Khaimuldanov
creator: Zhomart Zhiyembayev
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-09-30
publication date: 2025-09-30
doi: 10.15294/jpii.v14i3.29752

Enhancing Higher-order Thinking Skills in Chemistry Education: A Validated Canva-IBL-STEM Model for Stoichiometry Learning
type: item
description: Developing Higher Order Thinking Skills (HOTS) remains a major obstacle in the global drive for STEM education in the twenty-first century, especially in complex subjects like stoichiometry. Although Inquiry-Based Learning with STEM (IBL-STEM) fosters critical thinking and Canva is frequently used for educational design, no previous study has combined these strategies to solve the conceptual challenges of stoichiometry. This study aimed to create and verify a Canva-based stoichiometry teaching resource and examine its effectiveness in improving chemistry students' HOTS. We created interactive Canva modules with guided inquiry tasks, molecular visualization, and HOTS assessment using the ADDIE paradigm (Analysis, Design, Development, Implementation, Evaluation). The materials were tested with 62 students using pre-test/post-test comparisons and validated by three chemistry education specialists (mean feasibility scores: 4.71 for content and 4.74 for media). With post-test scores (76.94 ± 6.61) significantly surpassing pre-test findings (35.71 ± 6.36), the intervention significantly improved HOTS (mean gain: 41.23 ± 9.33, p < 0.001). The results of this study indicate that the Canva-IBL-STEM model is valid for implementation in stoichiometry learning and has been shown to improve students' HOTS abilities. The findings provide educators with a model for inquiry-driven, technology-enhanced learning that connects design tools with profound conceptual knowledge.
subject: Articles
  topic: section
subject: canva for education
  topic: keywords
subject: HOTS
  topic: keywords
subject: IBL-STEM
  topic: keywords
subject: stoichiometry
  topic: keywords
subject: digital learning materials
  topic: keywords
creator: Freddy Tua Musa Panggabean
creator: Ani Sutiani
creator: Jamalum Purba
creator: Ratu Evina Dibyantini
creator: Muhammad Haris Effendi Hasibuan
creator: Philip Anggo Krisbiantoro
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.33559

STEM-Based Professional Development Model to Improve Teachers' Perceptions and Students' STEM Literacy: A Mixed Research Approach
type: item
description: This study examines the effect of a structured professional development model on enhancing primary teachers' understanding and their capacity to promote students' STEM literacy. A mixed-methods design was employed to capture both quantitative outcomes and qualitative insights. Pre-test and post-test intervention surveys were used to measure shifts in teachers' perceptions, while students' literacy was assessed through structured essay tasks. Complementing this, open-ended questionnaires and interviews with selected teachers and students were conducted to explore their experiences and the perceived impact of the programme. The results demonstrate significant improvements in teachers' perceptions of STEM education and students' STEM literacy following the program's implementation. Quantitative findings indicate a substantial increase in teachers' self-efficacy and confidence in implementing STEM-based instruction, accompanied by measurable gains in students' STEM literacy across participating schools. These improvements are further explained and supported by qualitative findings, which reveal that teachers perceived the program as effective in strengthening their STEM content knowledge, pedagogical competence, and instructional confidence through hands-on learning activities, collaborative practices, and sustained professional support. In addition, qualitative evidence highlights contextual challenges, including limited instructional time and insufficient resources, which help explain variations in implementation effectiveness among schools. Overall, the findings suggest that a well-designed, contextually responsive STEM professional development model can enhance teacher capacity and meaningfully improve student STEM literacy in primary education, while underscoring the importance of ongoing support for sustainable implementation.
subject: Articles
  topic: section
subject: STEM literacy
  topic: keywords
subject: teacher perceptions
  topic: keywords
subject: teacher professional development
  topic: keywords
creator: Didit Ardianto
creator: Tustiyana Windiyani
creator: Anisa Puteri
creator: Helmi Aziz
creator: Irma Rahma Suwarma
creator: Sitti Rahma Yunus
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-31
publication date: 2026-03-31
doi: 10.15294/jpii.v15i1.32491

Deep Learning-Based Biology Learning with Ethnopedagogy and Local Wisdom to Support Sustainable Development Goals
type: item
description: This study aims to implement a deep learning-based Biology learning model that integrates ethnopedagogical approaches and local wisdom values ​​to support the achievement of the Sustainable Development Goals (SDGs), specifically SDG 4 (quality education), SDG 13 (climate change), and SDG 15 (preservation of terrestrial ecosystems). The research method uses a quantitative approach with a pre-experimental design (one-group pretest-posttest) because the data are preliminary and the study is still in the research and development stage. The study subjects were students from a private high school in Bandung City, which has a rich local culture and high biodiversity. Data collection instruments included cognitive tests, affective and psychomotor observation sheets, and an ecological awareness questionnaire. The study found a significant increase in students' cognitive, affective, and psychomotor skills following the implementation of the learning model. In addition, culture-based learning succeeded in fostering meaningful connections between Biology concepts and traditional community practices. This study concludes that the implementation of the learning model shows great potential to shape students who are ecologically aware and rooted in cultural values. The integration of immersive learning and ethnopedagogy offers an innovative alternative in biology education that is locally relevant yet globally impactful. This research is still in its developmental stage and therefore uses pre-experimental methods.
subject: Articles
  topic: section
subject: learning models
  topic: keywords
subject: Biology
  topic: keywords
subject: deep learning
  topic: keywords
subject: ethnopedagogy
  topic: keywords
subject: local wisdom
  topic: keywords
subject: SDGs
  topic: keywords
subject: sustainable education
  topic: keywords
creator: Mia Nurkanti
creator: Untung Rahardja
creator: Maesaroh Lubis
creator: Ahmad Adnan Mohd Shukri
rights: Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia
date: 2026-03-24
publication date: 2026-03-24
doi: 10.15294/jpii.v15i1.32341

Non-STEM Students in Undergraduate Science: A Global Bibliometric Review Toward Sustainable Development Goal 4 (2017–2025)
type: item
description: This bibliometric study analyzes 31 Scopus-indexed publications on non-STEM students in undergraduate science programs from 2017 to 2025, covering 23 sources and reporting an annual growth rate of 9.06% in research output. Using Biblioshiny and VOSviewer, the study examines publication trends, citation performance, collaboration structures, and thematic patterns. The earliest article in 2017 has a mean citation count of 27.44 per year, and the overall collaboration index indicates that multi-authored papers predominate, reflecting moderate to high co-authorship intensity in this niche field. Results show that the United States leads in publication volume and citation impact, followed by Hong Kong, Germany, Brazil, and China, while most other countries contribute only 1 or 2 articles. A small group of authors, institutions, and journals accounts for a large share of documents and citations, indicating a concentrated authorship and source structure. Keyword and thematic analyses reveal that research is primarily organized around course-level themes such as performance, engagement, and teaching approaches, with equity-, gender-, and policy-related topics emerging only in recent years as smaller, low-density clusters. These findings provide a baseline for understanding how research on non-STEM learners in science programs is distributed across authors, outlets, countries, and themes, and where further empirical work is needed to broaden and deepen this research area.
subject: Articles
  topic: section
subject: bibliometric review
  topic: keywords
subject: non-STEM students
  topic: keywords
subject: undergraduate science programs
  topic: keywords
subject: SDG 4
  topic: keywords
creator: Florieza M. Mangubat
creator: Fernando N. Mangubat Jr
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.32211

Digitally Integrated Project-Based Contextual Physics Resources to Enhance Students' Critical Thinking Skills to Support SDG-4
type: item
description: This study aims to determine the effectiveness and ease of using digitally integrated project-based contextual physics resources in strengthening students' critical thinking skills, to support the achievement of Sustainable Development Goal 4 (SDG-4). The research method used was a quasi-experimental one-group pretest-posttest design involving senior high school students in South Sulawesi, Indonesia. Data analysis was conducted using descriptive and inferential statistical tests. The results showed that digitally integrated project-based contextual physics resources were effective in improving students' critical thinking skills with a significance level of <0.05. The findings revealed a substantial improvement in students' critical thinking skills, indicated by an increase in the mean score from 28.23 (pre-test) to 70.07 (post-test). In addition, the contextual physics resources were also considered very easy to use by teachers and students in the physics learning process, with an average practicality score of >80%, categorized as "very practical. The conclusion of this study indicates that digitally integrated, project-based, contextual physics resources can be an innovative learning strategy that supports efforts to achieve SDG-4 by strengthening students' critical thinking skills. The implications of this study open the door to the development of other learning approaches aligned with the demands of 21st-century education and the continuous improvement of educational quality.
subject: Articles
  topic: section
subject: physics resources
  topic: keywords
subject: contextual
  topic: keywords
subject: digital project
  topic: keywords
subject: critical thinking skills
  topic: keywords
subject: SDG-4
  topic: keywords
creator: Khaeruddin
creator: Andi Sri Astika Wahyuni
creator: Sirinapa Kijkuakul
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-12-22
publication date: 2025-12-22
doi: 10.15294/jpii.v14i4.31581

Education for Sustainable Development Based on Technological Pedagogical Content Knowledge in Biology Education: Assessing Teachers' Readiness
type: item
description: Teachers’ readiness to integrate Education for Sustainable Development (ESD) plays a pivotal role in preparing students to understand and practice sustainable living. This study examined the readiness of 232 in-service biology teachers in South Sumatra, comprising 142 novice teachers (with ≤10 years of experience) and 90 experienced teachers (with>10 years of experience). A descriptive-comparative quantitative design was employed, using two structured questionnaires to measure teachers’ perspectives on ESD and their Technological Pedagogical Content Knowledge (TPACK). Findings revealed that teachers generally showed a strong commitment to ESD but only a moderate conceptual understanding. Within TPACK, attitudes were rated the highest, whereas technological and inquiry-based competencies were rated the lowest. Novice teachers scored higher than experienced teachers, while participation in environmental education training or prior teaching experience in related topics improved readiness. This study highlights the importance of continuous professional development in enhancing teachers’ technological and inquiry-oriented capacities. Strengthening these dimensions is crucial for effectively embedding ESD into biology teaching and science education more broadly. By addressing these gaps, the integration of ESD can move beyond awareness toward transformative learning that equips students with the skills and dispositions needed for sustainable futures.
subject: Articles
  topic: section
subject: biology teacher;
  topic: keywords
subject: ESD
  topic: keywords
subject: environmental education
  topic: keywords
subject: TPACK
  topic: keywords
subject: SDG
  topic: keywords
creator: Yenny Anwar
creator: Ari Widodo
creator: Zaky Al fatih
creator: Diah Kartika
creator: Meli Ariska
creator: Novi Yusliani
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-09-11
publication date: 2025-09-11
doi: 10.15294/jpii.v14i3.22908

DigitalWIV-S: Enhancing Students’ Inquiry Skills and Digital Literacy in PCR and Electrophoresis for Sustainable Education
type: item
description: Digital-based learning can mediate technical barriers and create a support system that enhances the effectiveness of education. This study aims to develop biology learning media, DigitalWIV-S, to enhance the inquiry skills and digital literacy of prospective science teachers. The development method follows Hannafin & Peck's model, which includes the phases of Needs Assessment, Design, Development, Implementation, and Evaluation. The research findings indicate that DigitalWIV-S, as a biology learning media, is deemed appropriate and received positive feedback from students. The evaluation of digital literacy is excellent across cognitive, affective, and conative aspects. Students' inquiry skills are very good in problem orientation and data collection; however, abilities in problem formulation, hypothesis structuring, data analysis, and summarizing are categorized as moderate among the students. The developed media for the PCR and Electrophoresis concepts help students understand these topics better, thereby enhancing their inquiry skills and digital literacy. Additionally, the media addresses the limitations of equipment and materials in modern biotechnology practicums.
subject: Articles
  topic: section
subject: Biology learning media
  topic: keywords
subject: virtual inquiry web
  topic: keywords
subject: prospective science teachers
  topic: keywords
subject: biotechnology
  topic: keywords
creator: Zulfiani Zulfiani
creator: Iwan Permana Suwarna
creator: Dina Rahma Fadlilah
creator: Indah Juwita Sari
creator: R. Ahmad Zaky El Islami
creator: Lindelani Mnguni
rights: Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia
date: 2025-09-11
publication date: 2025-09-11
doi: 10.15294/jpii.v14i3.21384