SPEKTRA: Jurnal Kajian Pendidikan Sains is accredited national journal (SINTA 2) that published by Department of Physics Education, Faculty of Education and Teaching, Universitas Sains Al-Quran. Number of ISSN are E-ISSN: 2548-642X and P-ISSN:2442-9910. This journal reviews the results of research or conceptual studies in the science and applied science field. First published in 2015 and published every 6 months.
Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ
ENHANCING VISUAL INTELLIGENCE USING 3D E-WORKSHEETS WITH THINK PAIR SHARE ON MOLECULAR SHAPES
The understanding of molecular form materials requires a high level of visual spatial skills, but most high school students still show low visual intelligence since the content is abstract and there isn't any interactive digital media. The goal of this project is to enhance students' visual intelligence regarding the submaterial of molecular shapes by creating 3D-assisted e-worksheets that are integrated with the Think Pair Share (TPS) paradigm. The 4D model (define, design, develop) is used in this development research. involving 35 students in grades XI-3 of SMA Hang Tuah 1 Surabaya and three expert validators. Data was collected through validation sheets, response questionnaires, activity observation sheets, and visual intelligence pretest-posttests including four indicators: imagination, conception, problem solving, and pattern search. The results showed that the e-worksheets were declared valid with all ≥ 4 medians, practical with 96.43% student responses and 99.4% activity implementation, and effective according to the Wilcoxon Signed-Rank test (Z = −5.165, p = 0.000) with an average increase of 56.90 points and all students experienced an increase in scores. The highest increase occurred in the pattern search indicator (64.24 percentage points). 3D-assisted electronic worksheets integrated with TPS have proven to be effective in bridging abstract molecular representations with students' visual intelligence, so they can be an alternative learning medium for abstract chemistry materials at the high school level.
Copyright (c) 2026 Maria Regina Caile Ardamis, Sukarmin https://creativecommons.org/licenses/by-sa/4.0
APPLICATION OF THE NUMBERED HEADS TOGETHER LEARNING MODEL WITH VIRTUAL LABORATORY SUPPORT ON WRITTEN COMMUNICATION
Science education is now adapting to 21st-century skills. One rarely implemented stage is the ability of students to communicate in writing because the lack of attention given by teachers. This study addresses the issue of how the implementation, whether there are differences, and the improvement of cooperative learning model type NHT assisted by virtual laboratories affect written communication on the topic of simple machines for eighth-grade junior high school students. This research aimed to investigate the implementation of the NHT learning model supported by virtual laboratory tools in improving written communication skills. The research method used is descriptive quantitative research, employing a quasi-experimental design, specifically the matching only posttest group design. The study was conducted at Class VIII of State Junior High School 5 Tandun. The sample consists of two eighth-grade classes: Class VIII-1 with 23 students as the experimental group and Class VIII-2 with 23 students as the control group.. The results of the study revealed that the overall average score for all aspects in the NHT class with virtual laboratory support was 88%, indicating a "very good" performance category. On the other hand, the average score for all aspects in the scientific class was 82%, falling into the "good" category. The t-test results indicated a significance value (2-tailed) of 0.037, indicating a significant difference in the written communication abilities of students between the class using the NHT learning model with virtual laboratory support and the scientific class, specifically in the context of simple machines.
Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
PERBANDINGAN KEMAMPUAN BERFIKIR KRISTIS SISWA MENGGUNAKAN PROBLEM BASED LEARNING DAN CONTEXTUAL TEACHING AND LEARNING
Perkembangan abad 21 yang pesat membawa perubahan signifikan pada pembelajaran IPA, dimana peserta didik diarahkan dapat mengaplikasikan teori dalam kehidupan sehari-hari melalui berpikir ilmiah. Namun, realita di lapangan kemampuan berpikir ilmiah peserta didik berada dalam kategori rendah. Maka perlu adanya model pembelajaran yang mampu meningkatkan kemampuan berpikir ilmiah, diantaranya model Problem Based Leaning dan Contextual Teaching and Learning. Penelitian ini bertujuan untuk mengetahui perbandingan signifikan antara kemampuan berpikir ilmiah peserta didik yang menggunakan model Problem Based Learning dan Contextual Teaching and Learning. Pendekatan kuantitatif dipilih untuk menyelesaikan penelitian dengan menggunakan teknik analisis komparatif melalui quasi experiment. Populasi berasal dari kelas VIII, sedangkan sampel yang dipilih kelas VIII B dan VIII C melalui teknik random sampling. Teknik pengumpulan data dengan instrumen tes uraian yang dilakukan setiap pertemuan. Data yang telah didapatkan dianalisa dengan uji t two tailed dan one tailed. Hasil analisis menunjukkan terdapat perbedaan signifikan antara kemampuan berpikir ilmiah peserta didik yang menggunakan model Problem Based Learning dengan rerata 80,84 dan Contextual Teaching and Learning dengan rerata 86,90. Sementara itu, melalui hasil uji t one tailed dapat diketahui bahwa model Contextual Teaching and Learning lebih efektif dalam meningkatkan kemampuan berpikir ilmiah peserta didik daripada model Problem Based Learning.
DEVELOPMENT OF E-MODULE SCIENCE LEARNING BASED ON PROJECT BASED LEARNING TO IMPROVE CRITICAL THINKING SKILLS
Critical thinking is one of the skills students must possess in the 2013 curriculum, especially in 21st-century learning. Indonesia's low ranking in PISA results in the critical thinking category, ranked 64 out of 65 countries is important from this study. The low thinking skills of students are caused by students' critical thinking skills in science learning are still not optimal. Based on observations made by researchers in the learning process, teaching materials use more books so that learning does not run interactively. This leads to students' critical thinking skills being poorly trained. This research aims to develop teaching materials in the form of project-based learning emodules that improve the critical thinking skills of grade 5 elementary school students effectively. The development method in this study uses a 4-D model from Thiagarajan (1974), namely Define, Design, Development, and Dessimination. The instruments used in this study were interviews, questionnaires, and observations. The results of this study showed that the project-based learning e-module was valid with material validation results of 75.6%, media validation results of 84.5%, and language validation results of 81.25%. In addition, student responses from individual trials were 97%, in small group trials by 90%, and in large group trials by 87%. Quantitative analysis with independent sample t-test using SPSS 26 for Windows showed that there was an average difference in final observation results between the experimental class and the control class of 2.625 with a sig (2tailed) p-value of 0.000. These results were obtained from the responses of experimental and control class students. Thus it can be concluded that the use of e-modules in learning has improved students' critical thinking.
DETECTION TOOL FOR BORAX CONTENT IN MEATBALL FOOD
The use of prohibited food additives is still often found and is even increasing, especially among food entrepreneurs. Small industries or households generally produce these additives. One type of food preservation that is currently widely used is borax and formalin. This research aims to determine the tool's characteristics for detecting preservatives (borax) in food and the presence/absence of preservatives (borax) in meatball food. The method used in this research is an experiment using Arduino, TCS320 colour sensor, LCD, and mini projectboard. The results obtained in this research can conclude that borax is still used in meatball-type food. However, whether the seller uses borax on purpose or the flour used contains borax without the seller knowing it has yet to be known. The borax content itself dramatically influences the frequency value. Based on the results of checks using tools that have been made, meatballs in Wonosobo that are sold to the public have been detected to contain 15% borax. This amount shows a high value and is dangerous for the health of those who consume this food. This research is significant for people who consume meatballs.
CONTEXTUAL TEACHING & LEARNING-ORIENTED STUDENT WORKSHEET TO IMPROVE SCIENCE LITERACY ON CHEMISTRY EQUILIBRIUM MATERIALS
The challenges of 21st century skills are in line with the objectives of the Merdeka Curriculum, one of which is to grow the ability to analyse various scientific issues and evaluate various phenomena in everyday life. The purpose of this study is to produce contextual teaching and learning-oriented student worksheets that can improve science literacy skills on chemical equilibrium material. The method used in this research refers to the Borg and Gall development model, but is limited to the product trial stage. This research design uses One Group Pretest Post-test. The feasibility of the student worksheet related to the validity aspect is measured based on the results of the assessment of 3 validators, the practicality aspect is reviewed from the results of the response questionnaire and observation of student activities, while the effectiveness aspect is seen from the N-gain value of the pretest - post-test of science literacy. The results of this study showed that the content validity was 87.88% and construct validity was 90.79% with a very valid category, the practicality value was 96.1% positive response and 94.43% based on student activity, and the average N-gain was 0.8853 in the high category. In conclusion, the contextual teaching and learning oriented student worksheet is valid, practical, and effective to improve students' science literacy on chemical equilibrium material.
HOW IS THE IMPACT OF INSTRUCTIONAL LEARNING USING AN ETHNOSCIENCE APPROACH?; ANALYSIS OF THE CONTRIBUTION OF STUDENTS' CREATIVE THINKING SKILLS
The instructional impact of learning using an ethnoscience approach is often ignored, even though its contribution to students' creative thinking skills is very much needed. The research aims to analyze the direct contribution to students' creative thinking skills. Quasi-experimental research method with pre-test post-test control group design. Data collection used a standardized TTCT (Torrance Test Creative Thinking) question instrument. The analysis technique uses the MANOVA F test. The results show that learning with an ethnoscience approach can contribute to student's creative thinking skills based on the MANOVA f test that all components are significant (Sig. < 0.05). Learning with an ethnoscience approach significantly influences each indicator of Fluency, Flexibility, Originality, Elaboration, and Redefinition with a P-Value of 0.000. The largest contribution is the R-squared value of 0.568 for the experimental class and 0.561 for the control class in the Originality indicator. The coefficient of determination is based on the R2 value (0.568)2: 0.32 x 100%: 32% of learning using an ethnoscience approach to creative thinking skills. Students' ability to develop original thinking has more dominant results compared to other indicators of creative thinking skills. Recommendations for the importance of learning design that considers students' learning needs and cultural backgrounds. The ethnoscience approach can provide students with opportunities to think contextually in solving problems so that creative thinking skills are easier to improve.
UTILIZATION THE QUALITY OF DURIAN SKIN BRICKETS AS AN ENVIRONMENTALLY FRIENDLY TECHNOLOGY ALTERNATIVE
Durian skin briquettes can be used as an alternative energy product environmentally friendly technology, cause the potential for durian skin waste is still very large in Bengkulu. The research objective focuses on testing the quality of Durian Skin Briquettes as an alternative environmentally friendly technology. The type of research is experimentation, with the independent variable namely durian skin briquettes, the control variables namely heating value, water content and grade. Data collection techniques were carried out by observing the potential for durian skin in Bengkulu. The data analysis method this research involves quantitative data analysis. Durian skin briquettes are divided into 2 groups: A1 (90% yellow durian skin charcoal: 10% adhesive), A2 (90% green durian skin charcoal: 10% adhesive). Durian skin briquette test results comparing 90% green durian skin charcoal with 10% adhesive showed the best results with a total heat of 4748 k cal/kg. Meanwhile, a ratio of 90% yellow durian skin charcoal to an adhesive ratio of 10% produces a total heat of 4670 K cal/kg. The conclusion of this research is that the quality test of durian skin briquettes as an alternative environmentally friendly technology shows the best results with a heat amount of 4748 k cal/kg in green durian skin briquettes.
REDUKSI MISKONSEPSI DAN PENINGKATAN PEMAHAMAN SISWA TENTANG HIDROLISIS GARAM MELALUI INTERACTIVE INSTRUCTIONAL
Dalam penelitian ini, interactive instructional diimplementasikan untuk mengurangi miskonsepsi dan meningkatkan pemahaman siswa pada materi sifat asam basa larutan garam. Desain pra-eksperimen dengan satu kelompok pretest-posttest yang melibatkan 36 siswa dari sebuah Sekolah Menengah di Batu, Jawa Timur diterapkan pada penelitian ini. Instrumen four tier dengan 5 skala confidence ratings (tingkat kepercayaan) digunakan untuk pengumpulan data. Kontribusi positif interactive instructional ditunjukan dengan adanya peningkatan pemahaman siswa serta berkurangnya miskosepsi siswa pada topik tersebut setelah perlakuan. Hasil ini merupakan indikasi yang kuat bahwa metode pembelajaran ini adalah potensial untuk meningkatkan pemahaman siswa dalam materi kimia yang lain serta mengurangi peristiwa miskonsepsi. Disamping itu, uji Wilcoxon pada nilai sig. 0,000<0,05 dan N-gain (0,63) mengkonfimasi adanya peningkatan pemahaman dan reduksi miskonsepsi siswa.
DEVELOPMENT OF TRADITIONAL FISH PRESERVATION TECHNIQUES ON THE COASTAL COAST OF BENGKULU CITY E-BOOKLET LEARNING MEDIA USING ADDITIVES
The purpose of this project is to produce an electronic booklet that junior high school science students studying additives will be able to use as a learning aid, particularly when it comes to the traditional fish preservation techniques used along Bengkulu City's shore. This research uses the Borg & Gall model which is carried out only until the fourth stage, 1) research and data collection (research and information), (2) planning, (3) developing a product design (developing an early form). a product), (4) field trials (preliminary field tests). The research instruments included observation sheets, teacher interview sheets, student readability test questionnaires and expert validation sheets. Based on the validation test results of material experts (88.75%), media experts (93.75%), and practitioners (94.53%), the research results indicate that the e-booklet on traditional fish preservation techniques on the coast of Bengkulu City is very suitable for use as an additive material learning medium for students. Students' assessment of the e-booklet as a means of learning additional material about traditional fish preservation methods on the coast of Bengkulu City showed a very good category with a percentage of 91.99%. In conclusion, the e-booklet on traditional fish preservation techniques on the coast of Bengkulu City as a learning medium for additive material is very suitable for use in learning science and additive material for class VIII SMP.
STUDY OF THE CONCEPT OF MOVEMENT DYNAMICS BASED ON ETHNOPHYSICS IN THE TANGGAI DANCE
Culture in Indonesia is known to be very diverse, which has not been explored to its full potential due to limited access and minimal awareness of resources in preserving it. Physics learning is often still teacher centered with students becoming uncertain and feeling bored because they think this learning is only based on formulas. So local wisdom is needed with physics learning to implement the concept of movement dynamics with an ethnophysical approach by involving phenomena in students' daily lives to more easily understand learning. Regional dances are one of the local wisdoms that have direct contact with students at school, one of which is the Palembang regional dance, namely the Tanggai dance. This research aims to identify studies of the concept of movement dynamics in movements in the Tanggai Palembang dance. This type of research uses descriptive qualitative with a documentation study approach and the object of this research is the Tanggai dance. Data was collected using two methods, namely the training video analysis method and literature study and the observation method. The results of the research were a study of the concept of movement dynamics in each movement of the Tanggai Palembang dance, especially on the material of Newton's law when changing positions in each movement, moments of force and circular motion in rotating hand swings, conditions for equilibrium of rigid bodies, frictional forces on the legs when walking, and changes in points dancer weight. The ethnophysical approach has the potential to be an innovation in physics learning because it is able to train students scientific literacy to think critically through culture that is integrated into knowledge.
THE EFFECT OF COOPERATIVE LEARNING MODEL THINK PAIR SHARE TYPE ON INTEGRATED SCIENCE LEARNING OUTCOMES CHARACTER
This study describes the effect resulting from using cooperative learning model think pair share type of learning outcomes Science Class V integrated by the character. The purpose of this study was to determine the influence on the learning outcomes of Science Class V students caused by the use of cooperative learning model type think pair share. This type of research is a True experiment with Pretest-Postest Control Design. The population in this study are students which consists of 3 classes, namely VA, VB, and VC classes. Sampling technique in this study using Probabilty Sampling technique with Simple Random Sampling technique. After random shuffle obtained samples of 2 classes, namely the control class consists of 30 students, and experimental class consists of 29 students. This research activity by providing experimental treatment to the experimental class, while the control class was not given treatment. This study obtained the results of pretest and postest testing of students. Each obtained the pretest results of the control class is = 50.1 while the experimental class is = 49.78. After the experimental class was given treatment with think pair share type learning model and the control class was not given treatment, then the postest results of the control class were = 56.23 while the experimental class was = 79.37. Based on the results of hypothesis testing with t-test using SPSS 22.0 program obtained the results of GIS (2-tailed) is 0.000. Referring to the result Sig (2-tailed) value 0.000 < 0.05 then Ho rejected and Ha accepted. This means that in this study there is a significant difference between the learning outcomes of experimental class students and control class students
IMPLEMENTATION OF THE TEAMS GAMES TOURNAMENT TYPE COOPERATIVE LEARNING MODEL ASSISTED WITH QUIZWHIZZER TO IMPROVE STUDENTS' COGNITIVE LEARNING OUTCOMES
Student learning outcomes are still relatively low because the learning model applied in schools is still focused on teacher explanations. Therefore, researchers conducted research by applying a learning model that focuses on students, namely the Teams Games Tournament (TGT) learning model. This research aims to describe the cognitive learning outcomes of MTsS Miftahul Ulum eighth-grade students after the use of a TGT-type cooperative learning technique on the foundational aviation curriculum using Quizwhizzer. This kind of research employs a quasi-experiment with a posttest-only control design. Twenty multiple-choice questions from a posttest served as the data gathering tool. Both descriptive and inferential analysis were used to examine the data. The descriptive analysis's findings demonstrate that pupils in VIII 3 have superior cognitive learning outcomes than those in VIII 1. This is evident from the fact that the control class's average score is 70.31 and the class VIII 3 students' average score is 80.47. The independent sample t-test has a significance value of 0.000, or less than 0.05, according to the inferential analysis findings. Thus, based on the findings of these two analyses, it can be said that students in classes VIII 3 and VIII 1 and VIII 3 who performed better after applying the Teams Games Tournament learning model to basic airplane material had very different cognitive learning outcomes.
VALIDITY OF SUPPLEMENTARY TEACHING MATERIALS ON BUFFER SOLUTION TO TRAIN ARGUMENTATION
Supplementary teaching materials are tools used as an addition to learning. Good teaching materials must pass through a feasibility assessment, such as validity. Validity is important to review the quality and content of teaching materials, by measuring the suitability between aspects of teaching materials. The research purpose is to determine the validity of supplementary teaching materials on buffer solutions that can train argumentation skills. This research is a type of development research that focuses on developing products for learning using the ADDIE model that is limited to the development stage. The instrument used in this research is a validation sheet consisting of content and construct validity. The target of the research is supplementary teaching materials in practicing argumentation skills on buffer solutions. The teaching materials were assessed by 3 validators, that is, experts in chemistry learning. The assessment results from the validation sheet are content validity has a mode of 4 and construct validity has a mode of 4 is declared valid. From this assessment can conclude that the supplementary teaching material on buffer solutions material is valid in supporting argumentation skills training. Based on the results, it is expected to contribute to producing additional teaching materials that are feasible to help train the argumentation skills of students. In addition, the results of this study are also expected to help readers, especially educators, to gain knowledge and references to teaching materials that can be used in training argumentation skills.
DEVELOPMENT OF SONG-BASED AUDIOVISUAL CHEMISTRY MEDIA TO INCREASE INTEREST IN LEARNING THE MAIN GROUP ELEMENTS
Providing a variety of media to support chemistry learning both at school and independently is essential. This research aims to develop chemistry audiovisual song-based media on Main Group Elements. This research uses the research and development (R&D) method with the 4-D model (define, design, develop, and disseminate). Audiovisual song-based media were validated by content and media experts, assessed by three high school chemistry teachers, and responded to by ten XII-grade high school students. The final product of this development is an audiovisual-based song education media equipped with various features: 1) containing images, animation, and sound, 2) utilizing applications: BandLab, Ibis Paint x, Flipaclip, and Capcut, 3) using the 2013 Curriculum, 4) presenting two musical arrangements for four song titles in one video (noble gases, alkali metals, halogens, and alkaline earth metals) which are then completed with a quiz, and 5) each song presents the sub-material of abundance, physical and chemical properties, as well as the benefits of elements, 6) using appropriate language styles and supporting sentences in the video, and 7) practical. After being declared valid by content and media experts, the song was assessed for quality by three chemistry teachers with an idealized percentage of 93.33% or an outstanding category. The product was then responded to positively by students with an ideal percentage of 98% or a particular category in all aspects.
THE EFFECT OF STEM LEARNING INTEGRATED WITH THE RSD FRAMEWORK ON STUDENTS’ RESEARCH SKILLS
This research aims to compare the effectiveness of two learning models in improving students' research skills: the STEM-based science learning model with a Research Skill Development (RSD) framework and the conventional learning model. This research uses a quasi-experimental method with two groups: an experimental class taught using an RSD-based STEM approach and a control class following traditional learning. The research instrument is a research skills test given in the form of a pretest and posttest, where each test evaluates students' abilities in all stages of the research process, starting from problem formulation to data analysis. The results showed that the experimental group experienced a significant increase in research skills compared to the control group. This improvement includes aspects of students' abilities in formulating hypotheses, collecting data, analyzing results, and concluding findings based on empirical data. In contrast, students in the control class showed more minor improvements, with most still at basic skill levels. These findings provide a new contribution to applying STEM-based learning models with the RSD framework at the science education university program, especially in the context of science teaching. This research confirms that the RSD-based STEM approach is superior in developing students' research skills and is relevant for preparing them to face academic and professional challenges that require substantial research skills.
Copyright (c) 2026 Eli Trisnowati, Wiyanto, Bambang Subali, Sulhadi https://creativecommons.org/licenses/by-sa/4.0
EFFECTIVENESS SCIENCE LEARNING INNOVATION THROUGH ANDROID-BASED LEARNING MEDIA AND WATER PURIFICATION PRACTICE WITH PROBLEM-BASED LEARNING MODELS
Sustainable Development Goals (SDGs) is the United Nations’ effort to ensure that by 2030 all people in the world can enjoy peace and prosperity. One of the SDGs goals is clean water and sanitation. This provides opportunities for science learning innovation. The development of IT can make learning interesting and improve academic performance. This provides an opportunity to develop Learning Media which is an android operating system. The objective of this study is to analyse the effectiveness of the development of learning media in Indonesian Ecology and Biodiversity material that is integrated with SDGs, and test its effectiveness. The study wasne in class VII at the even by using research and development method with 4D (define, design, develop, dissemination). The result of the study from the ”define” stage, science learning in the form of Android Powerpoints and water purification practice had to potential to develop. In the “design” stage, learning media design using Water Biota’s theme and turquoise green background, black font, and font size that adjusts with layout size. In the “develop” stage, the score of media feasibility was 8 (valid) and material feasibility was 8.56 (valid). The score of the water purification device was 9.22 (valid). In the “disseminate” stage, the achievement of knowledge is measured from the results of pre-test (58.8) and post-test (68.8). The N-Gain score of the test was 0.23. From the result, the score of student worksheets was 94.34 and practice was 78.03. Finally, the innovations through Android-based learning and water purification practices were effective (> 3.40).
Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0
SCIENCE LITERACY PROFILE OF JUNIOR HIGH SCHOOL STUDENTS AS THE BASIS FOR DEVELOPING RESEARCH SKILLS IN SCIENCE LEARNING
Scientific literacy is an essential competency in science education, yet its integration with research skills remains limited in classroom practice. This study aims to analyze the scientific literacy profile of junior high school students and examine its relationship with research skills. A descriptive quantitative approach was conducted with 88 eighth-grade students selected through purposive sampling. Data were collected using a multiple-choice test based on an international scientific literacy framework, supported by limited interviews. The findings show that students’ scientific literacy is at a moderate level, with stronger performance in explaining scientific phenomena, while abilities in evaluating investigations and using scientific evidence are relatively low. Furthermore, scientific literacy aligns with stages of research skills, where students demonstrate adequate ability in identifying problems but face difficulties in analyzing data and drawing conclusions. These results suggest the need for instructional designs that emphasize inquiry and active investigation to better support the development of both scientific literacy and research skills.
Copyright (c) 2026 Sri Wahyuni, Eko Hariyono, Beni Setiawan https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF THE FLICT MODEL ON BIOLOGY STUDENTS' HIGHER-ORDER THINKING SKILLS IN AN ANIMAL ECOLOGY COURSE
Students’ mastery of Higher Order Thinking Skills (HOTS) remains suboptimal. A new instructional model, the Flipped Learning Model with Case-based Tournament (FliCT Model), has been expert-validated to facilitate improvements in students’ HOTS. The FliCT Model integrates the principles of the case-based method and Team Games Tournament within a flipped learning framework. This study aims to examine the effectiveness of the FliCT Model on a limited scale in improving HOTS-domain learning outcomes among undergraduate students of the Biology Education program. A total of 34 undergraduate students from the Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Lampung, enrolled in Animal Ecology courses, participated in this pre-experimental study with a one-group pre-test–post-test design. The research data were collected using a validated instrument for the HOTS domain cognitive learning outcome test, which includes aspects of analyzing, evaluating, and creating. The data analysis used was the Wilcoxon test and the N-Gain test. The model design validation confirmed that the FliCT Model is highly valid (88.6). The Wilcoxon test indicated a significant improvement in students’ HOTS-domain learning outcomes after the implementation of the model (p<0,05), while the N-gain analysis showed a moderate level of improvement (0.49). These results demonstrate the effectiveness of the FliCT Model in enhancing students’ HOTS, particularly critical thinking, through the integration of case-based, competitive, and collaborative activities within a flipped learning framework. Further large-scale studies are required to establish the generalizability of these findings.
Copyright (c) 2026 Panggih Priyambodo, Median Agus Priadi https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF A DEEP LEARNING BASED E-MODULE INTEGRATED WITH UNIVERSAL DESIGN FOR LEARNING (UDL) ON THE RESPIRATORY SYSTEM
The rapid advancement of education has led to a shift toward more flexible and student-centered learning. However, instructional materials used in schools are still largely conventional and lack interactivity, which may reduce student engagement and limit conceptual understanding. Therefore, integrating deep learning approaches with Universal Design for Learning (UDL) principles into digital teaching materials is considered important to promote meaningful and inclusive learning. This study focuses on developing an e-module on the respiratory system based on a deep learning approach integrated with UDL principles, as well as evaluating its validity, practicality, and effectiveness. This research adopts a research and development (R&D) approach using the ADDIE model. The study was conducted at SMAN 6 Sinjai, involving 30 students as participants. Data were collected through expert validation sheets, practicality questionnaires completed by teachers and students, and learning outcome tests. Data analysis was carried out using Aiken’s V to assess validity, percentage analysis to evaluate practicality, and N-Gain to measure effectiveness. The developed e-module incorporates meaningful, conscious, and enjoyable learning activities, contextual problem-solving tasks, and multiple forms of representation, engagement, and expression to accommodate diverse learners. The results show that the e-module has high validity, is practical for classroom implementation, and is effective in improving students’ conceptual understanding, as indicated by the N-Gain results. These findings imply that the developed e-module can facilitate more meaningful, inclusive, and effective biology learning, particularly in enhancing students’ understanding of the respiratory system.
Copyright (c) 2026 Andi Tenri Ampa Nurfitria Papada, Adnan, Faisal, Firdaus Daud, Muhiddin https://creativecommons.org/licenses/by-sa/4.0
CREATIVE THINKING SKILLS OF PRE-SERVICE SCIENCE TEACHERS BASED ON THE PISA FRAMEWORK
Creative thinking is one of the essential skills required in the twenty-first century and constitutes a core component of the pedagogical and professional competencies that teachers are expected to possess. In response to this urgency, this present study aimed to examine the profile of creative thinking among pre-service science teachers using the PISA framework. The research instrument employed three PISA 2022 creative thinking test items to measure creative thinking scores and to classify the creative thinking levels of 61 pre-service science teachers. Within the PISA framework, creative thinking is operationalized through 3 competencies: Generate Diverse Ideas (GDI), Generate Creative Ideas (GCI), and Evaluate and Improve Ideas (EII). A quantitative approach with a cross-sectional research design of population in time was applied in November 2025 and evaluated with the RASCH model, descriptive, and discriminant analysis. The RASCH model analysis indicated high item reliability but low person reliability, which can be attributed to the limited number of test items used in the assessment. The RASCH analysis also confirmed variations in the levels of the GDI, GCI, and EII competencies. Descriptive analysis revealed that the majority of pre-service science teachers were classified within the moderate and low creative thinking categories, while only a small proportion reached the high category based on frequency distribution results. Furthermore, discriminant analysis demonstrated that the GDI and EII competencies served as the primary predictors for classifying individuals into creative thinking categories. This study contributes by providing an empirical overview of the creative thinking skills profile of pre-service science teachers and highlighting the importance of strengthening GDI and EII competencies in the design of science learning in schools.
Copyright (c) 2026 Agung Mulyo Setiawan, Nuryani Rustaman, Lilit Rusyati, Parlindungan Sinaga https://creativecommons.org/licenses/by-sa/4.0
STRENGTHENING CAMPUS IMPACT THROUGH PHYSICS LABORATORY INTERNSHIP PROGRAM IN SCHOOLS IN OPTIMIZING STUDENTS' SCIENTIFIC ATTITUDES
Students' scientific attitudes remain a problem in science learning, including physics. Frequently encountered problems include low curiosity, lack of thoroughness in conducting experiments, weak critical thinking skills regarding data, and a lack of objectivity in drawing conclusions. This study aims to describe students' scientific attitudes in a laboratory internship program at school to strengthen impactful campuses. The study used a descriptive quantitative approach. Data collection techniques used questionnaires and observation methods. Data analysis was conducted using descriptive statistics. The results showed that attitudes of honesty, thoroughness, discipline, responsibility, curiosity, cooperation, and communication were in the range of 51%–75%, in the good category. The results of this study provide a real contribution to the role of higher education in strengthening the role of impactful campuses through a physics laboratory internship program at school, which emphasizes meaningful, relevant, and socially-contributing learning. This program also provides real-life experience in optimizing students' scientific attitudes.
Copyright (c) 2026 Sri Jumini, Nur Chasanah Suryani, Hamzah, Nugroho Prasetya Adi, Riana Susanti, Hidayat https://creativecommons.org/licenses/by-sa/4.0
HAS PLAGIARISM SPREAD TO PHYSICS PRACTICUM REPORTS?
In the field of education, the phenomenon of plagiarism is not a new issue. Plagiarism is often regarded as a trivial violation of academic ethical norms and is even considered commonplace by many individuals within academic environments. In essence, plagiarism constitutes an academic offense and is a criminal act categorized as a copyright infringement, as regulated under Law No. 28 of 2014 concerning Copyright. This study employed a quantitative research design with a survey approach aimed at identifying the phenomenon of plagiarism in the preparation of physics practicum reports. The sample consisted of 91 students who had participated in physics practicums, including both basic physics and electronics. The sampling technique used was purposive sampling, taking into account specific characteristics aligned with the objectives of the study. The instrument used for data collection was an online questionnaire consisting of several questions distributed through Google Forms. The questionnaire was analyzed for validity and reliability, where validity testing was conducted using the Product Moment method and reliability testing was performed using Cronbach’s Alpha. Data analysis in this study employed descriptive statistical techniques. The results showed that 30 students, or 33%, admitted to committing plagiarism in the preparation of physics practicum reports, while 61 students, or 67%, had never engaged in plagiarism in preparing such reports. The forms of plagiarism committed included the use of assistance applications, copying practicum reports from senior students, and manipulating practicum data. The reasons students engaged in plagiarism in preparing physics practicum reports included limited references, lack of time to prepare the reports, and insufficient skills in composing physics practicum reports properly
Copyright (c) 2026 Nugroho Prasetya Adi, Tika Erna Putri, Wahyu Waskito Aji, Aulia Silvia Anandita, Muhammad Zaini, Sri Jumini https://creativecommons.org/licenses/by-sa/4.0
EVALUATING THE EFFECTIVENESS OF THE MERDEKA CURRICULUM IN SCIENCE LEARNING ON JUNIOR HIGH SCHOOL STUDENTS’ SCIENTIFIC LITERACY
This study aims to evaluate the effectiveness of the Merdeka Curriculum in science education on the scientific literacy skills of junior high school students. The study uses an evaluative approach with the CIPP (Context, Input, Process, Product) model, with a primary focus on the product aspect that reviews the achievements and impact of learning on students' scientific literacy. Quantitative data were obtained through scientific literacy tests, while qualitative data were collected through teacher questionnaires. Quantitative data analysis was performed using the Wilcoxon Signed Rank Test with an ideal criterion value of 84. The results showed that students' scientific literacy scores were still statistically below this criterion value. The average percentage of student scientific literacy achievement was in the range of 36-40%, which falls into the nominal scientific literacy category. These findings indicate that students are still limited to the introduction of basic science concepts and are not yet fully able to apply and evaluate these concepts in real-life contexts. Although teachers perceive an increase in learning outcomes and scientific literacy after the implementation of the Merdeka Curriculum, this increase is not yet optimal. Therefore, it is necessary to strengthen the implementation of contextual and project-based learning so that the goal of increasing scientific literacy can be achieved more effectively.
Copyright (c) 2026 Rifqi Ardiyansyah, Novi Ratna Dewi https://creativecommons.org/licenses/by-sa/4.0
PHOTAR: ARTICULATE STORYLINE-BASED LEARNING MEDIA TO IMPROVE ELEMENTARY STUDENTS’ INTEREST IN LEARNING PHOTOSYNTHESIS
Students’ learning interest in elementary schools is an essential aspect of education; however, low levels of interest often cause students to become passive during the learning process. This study aims to identify the factors contributing to low learning interest and to enhance it through the development of Photar media based on Articulate Storyline. The method used is Research and Development (R&D) with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. In the analysis stage, a needs analysis was conducted through questionnaires and interviews involving 25 fourth-grade students at SDN Mampang Prapatan 01 Pagi to measure learning interest. The results showed that 94% of students needed the use of learning media, which was influenced by the dominance of lecture-based teaching methods. The research instruments included a pre-learning interest questionnaire, expert validation sheets, and student response questionnaires. The indicators of learning interest measured were attention, interest, engagement, and enjoyment. The development stage produced media validated by media experts (87%), material experts (88%), and language experts (86%). In the implementation stage, 93% of students expressed satisfaction with the learning media used. This study contributes to the advancement of interactive Photar learning media aimed at enhancing students’ interest in learning. The implementation of Photar media at SDN Mampang Prapatan 01 Pagi serves as an innovative approach in the instructional process, as it effectively fosters students’ learning interest by providing media that corresponds to their needs and preferences.
Copyright (c) 2026 Sri Lestari Handayani, Putri Dwi Destiasari https://creativecommons.org/licenses/by-sa/4.0
ETHNOSCIENCE-BASED COMIC STRIPS AS LEARNING MEDIA TO IMPROVE SOCIAL SKILLS OF ELEMENTARY SCHOOL STUDENTS: INTEGRATED SCIENCE AND SOCIAL STUDIES
The rapid development of digital media and the decline of students’ social interaction skills highlighted the need for innovative learning media, such as ethnoscience-based comic strips as learning media, to effectively enhance elementary school students’ social skills. This study was conducted to investigate the effectiveness of ethnoscience-based comic strips as instructional media in enhancing the social skills of elementary school students. A quasi-experimental method with a non-equivalent control group design was applied. The experimental group was taught using ethnoscience-based comic strips, while the control group received instruction through conventional teaching methods. The participants consisted of 60 students selected through cluster sampling techniques. Data were gathered using a questionnaire, with validity tested using Aiken’s V index and reliability measured through Cronbach’s alpha coefficient. The data analysis employed a descriptive quantitative approach. The findings revealed a significant difference in students’ social skills between the experimental and control groups (Sig = 0.00 < α). There was a notable improvement in social skills, as indicated by an increase in the average percentage from 75% (good category) to 81% (very good category) based on teachers’ questionnaire assessments. Furthermore, the effectiveness test using the Gain Score indicated an improvement of 0.61, categorized as good, based on pretest and posttest results. Observations of student activities also showed a positive outcome, with a percentage of 80%, meeting the criteria for good performance. Theoretically, this study suggests that ethnoscience-based comic strips, designed with engaging visuals and integrated social skill components, serve as an effective learning medium.
Copyright (c) 2026 Yuliana Yuliana, Nadia Aldyza Nadia , Rambang Muharramsyah https://creativecommons.org/licenses/by-sa/4.0
IMPROVING STUDENTS' CONCEPTUAL UNDERSTANDING AND CRITICAL THINKING SKILLS THROUGH WORDWALL EDUCATIONAL GAMES IN ELEMENTARY SCHOOL
The swift evolution of digital technology in the domain of primary education has reshaped instructional methods of innovative, interactive, and effective learning media. In this regard, Wordwall-based educational games are viewed as a promising tool to significantly improve students’ conceptual understanding as well as their critical thinking skills. This research was conducted to investigate the effectiveness of Wordwall educational games in enhancing elementary school students’ comprehension of concepts and their critical thinking abilities. The study employed a quantitative approach with a quasi-experimental method, specifically utilizing a non-equivalent control group design. The participants consisted of elementary school students who were divided into two groups: an experimental group and a control group. The experimental group was taught using Wordwall-based educational games, while the control group received instruction through traditional teaching methods. Data were collected using test instruments in the form of pre-tests and post-tests, which were designed to measure students’ conceptual understanding and critical thinking skills. The instruments were developed based on predetermined learning indicators and were validated by experts before being administered. Following rigorous statistical screening via normality and homogeneity tests, an independent samples t-test confirmed that the experimental group attained markedly superior post-test results in critical thinking and conceptual understanding compared to the control group. These findings demonstrate that the implementation of Wordwall educational games has a positive and by demonstrating a statistically significant influence on students' cognitive growth, Wordwall proves to be a robust digital medium that effectively facilitates higher-order thinking within primary school settings.
Copyright (c) 2026 Vera Idayani Vera; Syifa Saputra Syifa ; Afkar Afkar https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF AI-BASED E-MODULES ON CELL MATERIALS TO IMPROVE STUDENT LEARNING OUTCOMES AND CREATIVITY
Learning of cell material in science education often faces several challenges, particularly low student learning outcomes and limited student creativity due to the lack of interactive and innovative learning media. In addition, the integration of artificial intelligence (AI) in learning resources is still rarely implemented in classroom practice. Therefore, the development of innovative digital teaching materials is needed to support more effective and engaging learning. This study aims to develop an AI-based e-module on cell learning in science education to improve learning outcomes while fostering student creativity. This study employed a Research and Development (R&D) method using the 4-D model (Define, Design, Develop, and Disseminate). The effectiveness of the developed e-module was tested using a true experimental design with a pretest–posttest control group. Subjects included media experts, learning material experts, and students at MTs Mada Nusantara. The results showed that the AI-based e-module on cell learning achieved a high level of validity and was declared highly feasible by both media experts and learning material experts. Learning outcomes were improved in the experimental class, with the average score increasing from 68.96 to 76.58. Students’ creativity also improved, with most students categorized as creative to very creative after using the module. The average practicality score from teachers and students was 3.66, indicating that the e-module is easy to use, effective, and relevant as a teaching material to support the learning process. This study contributes to the development of innovative AI-based digital learning media in science education and implies that AI-based e-modules can be effectively used as interactive teaching materials to enhance students’ conceptual understanding, creativity, and technology-integrated science learning.
Copyright (c) 2026 Ahmad Musholli Qurba Maulana, Wiyanto wiyanto, Arif Widiyatmoko https://creativecommons.org/licenses/by-sa/4.0
EFFORTS TO ENHANCE CRITICAL THINKING SKILLS AND ATTITUDES TOWARD SCIENCE THROUGH THE PROBLEM-BASED LEARNING MODEL
The development of students’ critical thinking skills and attitudes toward science is essential for strengthening the quality of education in Indonesia. However, observations at a senior high school revealed that students demonstrated limited critical thinking abilities and low attitudes toward science, particularly in physics learning. This study aimed to describe the implementation of the Problem-Based Learning model and to examine its effectiveness in improving students’ critical thinking skills and attitudes toward science. The research employed a classroom action research design consisting of two cycles, each involving planning, action, observation, and reflection. Data were collected through tests of critical thinking skills and questionnaires measuring attitudes toward science. The findings showed substantial improvements in all five indicators of critical thinking, with stronger gains observed in the second cycle following instructional refinements. Students’ attitudes toward science also improved across all indicators, including interest, learning activities, perceived importance of science, and interest in pursuing science-related careers. The results indicate that the Problem-Based Learning model successfully increased students’ engagement, reasoning ability, and positive perceptions of science. The study implies that implementing learning strategies centered on real-world problem solving can effectively enhance both cognitive and affective aspects of science learning.
Copyright (c) 2026 Talia Ananda, Azhar, Fakhruddin Z https://creativecommons.org/licenses/by-sa/4.0
EXPLORING TEACHER AND STUDENT NEEDS FOR AUGMENTED REALITY–BASED STEM EDUCATION FOR SUSTAINABLE DEVELOPMENT IN INTEGRATED SCIENCE LEARNING
The integration of STEM and Education for Sustainable Development (ESD) in Integrated Science and Social Sciences learning remains limited due to conventional teaching methods, low interactivity, and inadequate learning resources, which hinder students’ conceptual understanding and engagement. This study explores the needs of teachers and students in implementing Augmented Reality (AR)–based STEM–ESD learning as a basis for developing effective Integrated Science and Social Sciences learning tools. The study employed an explanatory sequential mixed-methods design, combining quantitative and qualitative data collection. Questionnaires were administered to 24 teachers and 92 students to identify general needs and perceptions, followed by semi-structured interviews with 16 students to obtain deeper insights into their learning experiences and expectations. The results indicate that teachers demonstrate partial readiness in integrating STEM–ESD and prefer AR learning tools that enhance conceptual clarity, provide structured instructional guidance, and align with curriculum competencies. Students reported limited engagement with existing learning materials, difficulties in understanding abstract concepts, and strong interest in AR-supported learning, emphasizing the need for accessible, interactive, and curriculum-relevant media. These findings suggest that AR-based learning tools should prioritize visual clarity, intuitive interfaces, and real-world contextualization to address current instructional gaps. The implications of this study highlight the importance of need-based AR learning design for supporting effective STEM–ESD integration, informing the development of innovative learning tools, and guiding teacher preparation and professional development in implementing technology-enhanced sustainable education.
Copyright (c) 2026 Esti Susiloningsih, Apit Fathurohman, Nabilah Mansur https://creativecommons.org/licenses/by-sa/4.0