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.
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.
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.
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.
Science Lecture Innovation Using PjBLSTEM-ESD to Improve Students' Critical Thinking Skills and Sustainability Consciousness to Strengthen SDGs 4
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.
Improving the Process of Teaching Students of a Pedagogical University in Biochemistry Using Kaizen Technology
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.
Local Wisdom and STEM in Science Education to Support SDG-4: A Systematic Review
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.
Building Sustainable Entrepreneurship with a Science-Based Green Entrepreneurship Learning Model and Sustainable Development Goals in Islamic Boarding Schools
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.
The Role of Artificial Intelligence (AI) in Personalised Physics Education
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.
Enhancing Higher-order Thinking Skills in Chemistry Education: A Validated Canva-IBL-STEM Model for Stoichiometry Learning
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.
Non-STEM Students in Undergraduate Science: A Global Bibliometric Review Toward Sustainable Development Goal 4 (2017–2025)
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.
Digitally Integrated Project-Based Contextual Physics Resources to Enhance Students' Critical Thinking Skills to Support SDG-4
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.
Education for Sustainable Development Based on Technological Pedagogical Content Knowledge in Biology Education: Assessing Teachers' Readiness
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.
DigitalWIV-S: Enhancing Students’ Inquiry Skills and Digital Literacy in PCR and Electrophoresis for Sustainable Education
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.
Contextual Learning with Megapodius reinwardt Ecotourism: A Sustainable Education Approach and Its Impact on Students' Science Process Skills
This study examines the potential of Megapodius reinwardt as an ecotourism attraction and learning resource, as well as the implications of ecotourism-based contextual teaching and learning (CTL) on students' science process skills. The approach employed was a mixed-methods design in both the experimental and control classes. Science process skills data were collected through observation and written pre-tests and post-tests in both groups. Data analysis was conducted both quantitatively and descriptively, as well as qualitatively. Quantitative analysis was conducted on ecological indices, resource use, and the implications of CTL on science process skill. The seven groups of experimental students identified 14-16 characteristics of M. reinwardt, including eight unique aspects: nests in the form of mounds of soil mixed with litter, built cooperatively, used collectively, repeatedly, large eggs, buried in the ground, do not incubate their eggs, and do not raise young. Four environmental factors have a big effect on how many M. reinwardt there are: how far away they are from the river channel, what kind of trash they are in, how bright the light is, and how dense the vegetation is. The N-gain analysis of post-test scores between the experimental and control classes, employing the Mann-Whitney Test, produced an Asymp Sig value of 0.00 ≤ 0.05, signifying a substantial enhancement in students' science process skills within the experimental class. Ecotourism-based CTL has beneficial and substantial effects on students' scientific process skills while concurrently facilitating the achievement of the Sustainable Development Goals (SDGs) through community empowerment, economic enhancement, environmental preservation, and the advancement of sustainable education.
Fostering Environmental Awareness Through Sustainable Development Goal-Oriented Ethno-STEM Approach in Elementary Education
This study examines the effectiveness of a Sustainable Development Goals (SDGs)-oriented Ethno-STEM approach in promoting environmental awareness among elementary school students through natural and social science learning. Utilizing a quasi-experimental one-group pretest-posttest design, the research involved 60 students from an elementary school in Makassar, Indonesia. Environmental awareness was assessed before and after the implementation of Ethno-STEM-integrated lessons that incorporated culturally relevant and participatory activities such as eco-brick making, waste management simulations, and the "Zero Plastic Week" challenge. Data were analyzed using a paired t-test, which revealed a statistically significant improvement in students' environmental awareness scores (p = 0.001), with the mean increasing from M = 61.06 (SD = 7.10) to M = 68.61 (SD = 6.63). The findings demonstrate that integrating local cultural values and sustainability themes into science education fosters both cognitive understanding and behavioral engagement with environmental issues. This study contributes to the development of culturally contextualized and sustainability-focused pedagogy, reinforcing the relevance of SDG 4 (quality education) and SDG 13 (climate action). This study is novel in its integration of SDGs-oriented Ethno-STEM with elementary science education, demonstrating not only cognitive improvement but also fostering affective and behavioral engagement. Its contribution lies in bridging cultural relevance with sustainability pedagogy, thereby informing both theoretical discourse and practical applications in early education.
SCT Tree Model to Integrate Spirituality and Computational Thinking in Science Learning
The integration of spiritual values and Computational Thinking (CT) in science learning at Madrasah Ibtidaiyah remains limited and has not been systematically addressed. This study aims to develop the SCT Tree Model, an innovative instructional model that integrates spirituality with CT in science learning, and to examine its effectiveness on students’ learning outcomes at Madrasah Ibtidaiyah. This study employed a mixed-methods approach with a sequential exploratory design, involving six experts, 241 teachers, and 188 students across Central Java, Indonesia. The model was validated by experts and practitioners, showing a valid category (Aiken’s V = 0.81–0.93). A pilot test indicated an increase in average scores from 79 to 94 (+15 points), while a large-scale trial demonstrated an increase from 72 to 90 (+18 points). Experimental testing across three regions confirmed that the SCT Tree Model contributed 84.5% to students’ science learning outcomes, with significant differences compared to conventional instruction. The novelty of this research lies in the systematic integration of spiritual values and CT through seven contextually based tree syntaxes. Practically, the model offers a concrete solution for Madrasah Ibtidaiyah teachers to implement holistic science learning that aligns with national curriculum policies and 21st-century educational demands.
Integration of Bentengan Traditional Games in Science Learning to Improve Preschool Children's Cognitive and Motor Development
This study confirms that the traditional game Bentengan can serve as a contextual model for early childhood science learning, effectively integrating cognitive, motor, and social-emotional development. Empirical evidence suggests that embodied interaction during play enhances preschoolers’ conceptual understanding of force, motion, balance, and environmental phenomena, while also strengthening their gross and fine motor coordination. Theoretically, these findings contribute to embodied cognition studies by demonstrating how sensorimotor engagement functions as a foundation for abstract scientific reasoning in STEM domains. Practically, the integration of culturally grounded games provides a locally relevant and engaging alternative to conventional instruction, positioning Bentengan as a sustainable approach for culture-based preschool education that aligns with current curriculum reforms and the broader agenda of inclusive, active, and meaningful early science education.
Technology-Enhanced Science Teaching for 21st-Century Learning: A Systematic Review of Evidence-Based Strategies and Their Alignment with SDG 4
The evolving demands of 21st-century education require science teaching strategies that promote student engagement, critical thinking, and real-world application. Although many studies examine individual approaches, consolidated evidence identifying which strategies best align with modern educational outcomes—and what large-scale evidence from the fully online COVID-19 period implies—remains limited. This study systematically reviews and synthesizes high-quality empirical evidence on technology-enhanced strategies for teaching science, with a focus on their use in teacher education programs. Guided by the PICO framework, a comprehensive search across seven major databases (2015–2025) yielded 133,414 records. After applying predefined inclusion/exclusion criteria and conducting critical appraisal using the JBI checklists and ROBVIS, 23 studies met eligibility for analysis. Thematic synthesis revealed three dominant categories of effective strategies: (1) immersive technologies (e.g., augmented reality, virtual reality, interactive simulations); (2) collaborative digital platforms (e.g., Google Classroom, Edmodo, Internet Reciprocal Teaching); and (3) interactive learning tools (e.g., virtual laboratories, gamified slide presentations, digital flipbooks). Across diverse disciplines and grade levels, these strategies generally improved engagement, conceptual understanding, and scientific literacy under controlled or well-supported conditions. Triangulation with evidence from fully online learning during COVID-19, however, indicates heterogeneous—and at scale, often negative—system-level outcomes when enabling conditions are weak, as reflected in international assessments (e.g., PISA 2022). Distinct from prior reviews, this study integrates technology-enhanced pedagogy with SDG 4 goals, providing a global synthesis that bridges instructional innovation and sustainable education frameworks. The findings underscore the importance of professional development, curriculum alignment, and equitable technology access as enabling conditions for successful implementation. We conclude that student-centered, technology-enhanced approaches embedded within inquiry- or project-based frameworks can advance learning outcomes while supporting quality, inclusive, and future-ready science education.
The Effectiveness of the Algodoo-Assisted IBMRO Model in Improving Physics Problem-Solving Skills
The IBMRO (Investigation-Based Multiple Representation Online) learning model is designed to improve physics problem-solving skills. However, its implementation requires the right tools so that the objectives can be achieved even though the learning process is carried out online. This study used Algodoo as a learning tool in the IBMRO model on parabolic motion. This study aims to analyze the effectiveness of the Algodoo-assisted IBMRO model in improving students' physics problem-solving skills. This research employed a pre-experimental one-group pre-test and post-test design, with 96 students divided into three classes. Before and after the learning process, students were given tests (pre-test and post-test). During the learning process, observations were made of student activities. After the learning was completed, students were given a questionnaire to assess their understanding of the learning. The pre-test and post-test scores were analyzed using paired t-test, Wilcoxon test, and n-gain. The percentage of observation and questionnaire data was calculated. The results showed that the average score of students' physics problem-solving skills increased significantly a = 5%, The average n-gain of physics problem-solving skills was in the medium category, the average n-gain of each indicator of physics problem-solving skills was in the medium to high category, student activities were relevant to learning, and students had a good response to learning. This study concludes that the Algodoo-assisted IBMRO model is effective in improving students' physics problem-solving skills.
Problem-Based Learning Assisted By Cre-ASI (Creative Assessment With Solving Instrument) to Improve Students' Creativity Thinking Skills
This study aims to analyze the validity of the Cre-ASI instrument and its practicality and effectiveness when applied to PBL in improving creative thinking skills. The research design used the ADDIE model. The Analyze, Design, Development, Implementation, and Evaluation stages were used. The results of the Cre-ASI (Creative Assessment with Solving Instrument) instrument, which aims to improve creative thinking skills, have met the validity criteria and, when applied in PBL, meet the practical and effective criteria. The results of the Cre-ASI instrument development obtained a validity percentage value of 96.1%, which is a very valid category. When applying the instrument in PBL, a N-Gain score of 0.68 was obtained, and an increase in student answers was observed between the pre-test and post-test. The findings from the development of Cre-ASI in the PBL model revealed a positive correlation between indicators of problem-solving skills and creative thinking skills; students with low problem-solving skills tend to have low creativity. The integration of PBL and Cre-ASI has been shown to encourage knowledge construction, thinking strategies, learning motivation, and the development of students' cognitive abilities. This confirms that physics learning is not only focused on mastering concepts, but also on developing creativity and problem-solving skills. In the future, utilizing sophisticated technology to produce more efficient products with alternative costs and improved time and material efficiency is crucial, as this will enable the results of this study to serve as both an innovation and a benchmark in the selection and development of innovative assessment instruments in physics learning.
Collaborative Ethno-STEAM Enriched Project-Based Learning (CoE-STEAM-PjBL): Its Impact On Prospective Science Teachers’ Collaboration And Creative Thinking Skills
Students’ 21st-century skills, particularly collaboration and creative thinking, remain underdeveloped. Previous studies have introduced the Collaborative Ethno-STEAM Enriched Project-Based Learning (CoE-STEAM-PjBL) model, but its implementation and effects in teacher education settings have not been thoroughly investigated. This study aims to analyze the impact of CoE-STEAM-PjBL on prospective science teachers’ collaboration and creative thinking skills. Using a pre-experimental One-Shot Case Study design, the research was conducted at a teacher education institution. Data were collected through creative thinking tests and collaboration observation sheets. Learning was conducted using the CoE-STEAM-PjBL syntax with product-based projects rooted in local wisdom. The data were analyzed descriptively. Results showed that 29% of participants are highly creative, 48% are creative, and 23% are fairly creative. For collaboration, 17% were in the very good category, 58% good, and 25% moderate. The most prominent indicator of creative thinking was fluency, while social interdependence was dominant in collaboration. Thus, it can be concluded that the implementation of CoE-STEAM-PjBL has an impact on increasing collaboration and creative thinking of prospective teachers. This study contributes to the development of science education by providing empirical evidence on the integration of local wisdom and ethnoscience in STEAM-based project learning to enhance essential 21st-century skills among prospective teachers.
collaboration; creative thinking; ethno-STEAM; project-based learning
The Impact of Problem-Based Learning on Reducing Science Misconceptions and Enhancing Scientific Literacy: Integrating Balinese Local Wisdom and Cognitive Style
This study examined the effects of a Problem-Based Learning (PBL) model oriented to Balinese local wisdom and students’ cognitive styles on misconceptions and scientific literacy. A quasi-experimental design with a 3×2 factorial arrangement was employed, involving three learning models (PBL with local wisdom, standard PBL, and conventional learning) and two cognitive styles (reflective vs. impulsive). The sample consisted of 178 fifth-grade students from 12 schools, selected through a multi-stage random sampling process. Data were collected using a misconception test (α = 0.92), a scientific literacy test (α = 0.79), and the Matching Familiar Figures Test (α = 0.72). Results of two-way MANOVA showed significant main effects of learning model (Wilks’ Λ = 0.697, F (4,342) = 16.93, p < 0.001, η² = 0.16) and cognitive style (Wilks’ Λ = 0.407, F (2,171) = 124.7, p < 0.001, η² = 0.59). A significant interaction was also observed between learning model and cognitive style (Wilks’ Λ = 0.859, F (4,342) = 6.73, p < 0.001, η² = 0.07). Reflective students benefited most from PBL with Balinese local wisdom, showing the lowest misconceptions and highest scientific literacy, while impulsive students performed relatively better under conventional learning. These findings emphasize the importance of integrating cultural context and cognitive diversity into science education.
The Effectiveness of Dynamic Problem-Solving Strategy and Innovative Assessment Tools to Improve Students’ Higher-Order Thinking Skills
Education in Indonesia continues to face challenges in developing students' Higher-Order Thinking Skills (HOTS) to achieve Sustainable Development Goals (SDGs) 4 on quality education, which requires new strategies such as Dynamic Problem Solving (DPS) and innovative assessment tools to improve critical and analytical reasoning. This study aims to measure the DPS strategy and innovative assessment tools in improving students' HOTS in physics learning. This research method uses a quasi-experiment with a posttest-only control group design. This study involved 120 high school students from four regencies/cities in South Sulawesi, Indonesia. Data on the effectiveness of the DPS strategy were collected and analyzed using an independent t-test, and data on innovative assessment tools were collected and analyzed through validity and reliability tests. The results of the HOTS test of students after participating in physics learning using the DPS strategy and innovative assessment tools showed that the experimental group was better than the control group. This study concludes that implementing the DPS strategy and innovative assessment tools effectively improves high school students' HOTS through physics learning. This research has an impact in encouraging critical and analytical thinking in students to solve real problems. In addition, this research also contributes to being a reliable and robust new pedagogical approach in physics learning under the demands of 21st century education.
Exploring the Representational Competence of Eleventh-Grade Students on the Rates of Chemical Reactions
Representational competence is a key component in learning chemistry, allowing students to interpret and apply multiple forms of representations to explain scientific phenomena. This competence supports deeper understanding, improved communication, and enhanced problem-solving. This study aimed to examine eleventh-grade students’ representational competence on the topic of chemical reaction rates. Data were collected using a short answer question with five scenarios, assessing five: 1) interpreting the meanings of chemical representations; 2) translating between different representations at the same level; 3) translating between different representations across levels; 4) using representations to generate explanations; and 5) connecting between representations and concepts. Descriptive statistics (mean, percentage, and standard deviation) were used for analysis. The results revealed an overall average score of 11.97 out of 30 (39.91%), indicating a moderate level of competence. While 78.95% of students performed at a moderate level and 21.05% at a low level, none reached a high level. Average scores by component showed moderate levels for interpreting representations (60.96%), generating explanations (51.75%), translating across levels (41.23%), and within levels (33.33%). The lowest performance was in connecting representations with concepts (12.28%), categorized as low. The findings suggest that students struggle particularly with integrating representations and concepts. Therefore, educators should design learning activities that explicitly connect multiple representations to conceptual understanding. This study provides insight into specific areas of difficulty and highlights the need for instructional strategies that target representational competence in abstract chemical topics, offering a practical contribution to chemistry education.
representative competency, scientific conception, scientific understanding, alternative conceptions
Climate Change Perception, Action, and Hope among High School Students: Insights for Science Education
Current climate data shows that human-driven climate change is now affecting both nature and people irreversibly. Several studies have explored the perception, actions, and hopes of individuals regarding climate change, but few have analyzed their relationship. This study aimed to analyze students’ perceptions, actions, and hopes, examine the structural relationships among these variables, and determine the mediating role of hope. A quantitative survey was conducted to statistically analyze students’ perceptions, actions, and hopes. Results reveal strong agreement among students about the reality and anthropogenic causes of climate change. In terms of actions, students have relatively more participatory actions than leadership actions towards the environment. When it comes to hope, students generally believe in their own ability to act, but there are a few who exhibit hopelessness due to the complexity of climate change. Structural equation modeling reveals a positive relationship between perception and hope (r = 0.62), indicating that awareness promotes optimism about solutions. Moreover, mediation and path estimates revealed the mediating role of hope, suggesting that perception influences action through hope. These findings emphasize the need for climate change education to bridge the attitude-behavior gap by fostering a sense of hope and positive instruction to increase students’ mitigative actions.
Unplugged Coding and Tri Hita Karana in Fostering Thinking and Environmental Awareness
The increasing demand for Computational Thinking (CT) and Environmental Awareness (EA) in elementary science education highlights the need for innovative and culturally relevant learning approaches. However, traditional science teaching methods often emphasize rote memorization rather than problem-solving and ecological responsibility, leading to a lack of deeper conceptual understanding among students. This study investigates the influence of Unplugged Coding Learning integrated with Tri Hita Karana (THK) spiritual values on the development of CT and EA in elementary school students. This research employs a quasi-experimental design with a pretest-posttest control group approach. Data were collected using multiple-choice assessments for CT and EA and were analyzed using Multivariate Analysis of Variance (MANOVA) to determine the effectiveness of the intervention. The results indicate that students who participated in Unplugged Coding Learning with THK values demonstrated significantly higher gains in CT skills (logical reasoning, problem-solving, and pattern recognition) and EA (understanding sustainability and conservation principles) compared to the control group. The Palemahan aspect of THK, which emphasizes harmony with nature, contributed to students’ increased awareness of environmental issues. These findings suggest that integrating local wisdom into STEM education enhances both cognitive and ethical development. The study implies that culturally embedded educational approaches can bridge computational problem-solving skills with environmental consciousness, fostering a more holistic learning experience. Future research should explore long-term impacts and adaptability of this model across different educational settings.
The Effectiveness of Cooperative Learning Integrated with Huyula Values and Variety of Media to Improve Science Mastery in Inclusive Environments
Science learning in public schools should be designed to accommodate both regular students and students with special education needs. This is also one of the implementations of SDG 4, Sustainable Development, specifically related to quality education and inclusive education. This study aims to measure the effectiveness of cooperative learning integrated with local wisdom values of Huyula in improving science concept mastery among regular students and students with special education needs in public schools. The study employs a pre-experimental design with a one-group, pretest-posttest approach. The study was conducted in five schools involving 323 regular students and 12 students with special education needs. The research results on the effectiveness of cooperative learning integrated with the local wisdom values of Huyula showed a significant increase in science concept mastery. This is indicated by the hypothesis test through the Wilcoxon signed-rank test with a value of z = -15.84, through the N-Gain test (high category, average 0.74), and a strong effect size through the rank-biserial correlation value (-1.00). This study concludes that the implementation of science learning integrated with Huyula values and media variety has an influence and is effective in improving the science concept mastery of regular students in the high category and students with special education needs in the medium category. This finding highlights the importance of integrating local wisdom values and media variety in supporting the improvement of science concept mastery through meaningful and inclusive teaching for all students.