JOURNAL OF SCIENCE EDUCATION AND PRACTICE

Ethnoscience-Based E-Modules in Improving Natural Science Learning Outcomes in Junior High School

2026-05-09T02:44:33+00:00

Background: This study aims to evaluate the effectiveness of ethnoscience-based e-modules in improving Natural Sciences (IPA) learning outcomes at the junior high school level.

Methods: The research design used was a quasi-experiment with pretest-posttest, involving two groups, namely the experimental group using ethnoscience-based e-modules and the control group using conventional learning. The research sample consisted of 60 students selected using purposive sampling. Data was collected through pretest and posttest tests that measured students' science learning outcomes before and after treatment. The data were analyzed using a t-test to test differences between groups, and an N-gain calculation to measure the rate of improvement in learning outcomes.

Results: The results showed that the experimental group experienced a significant increase in science learning outcomes, with an average N-gain value of 74.79%, while the control group only reached 45.92%. The t-test showed a significant difference between the two groups (p<0.05).

Conclusion: The implications of this study show that ethnoscience-based e-modules can increase students' understanding of science materials, as well as increase students' motivation and involvement in learning. Ethnoscience-based e-modules can be an effective alternative in science learning in junior high school.

A Narrative Review of Practices and Pedagogical Innovations in Indonesian Science Education Strengthening Learning through Education for Sustainable Development (ESD)

2026-05-05T05:03:54+00:00

Background: This narrative review examines how Education for Sustainable Development (ESD) is implemented in Science (IPA) education in Indonesia, from elementary to upper secondary levels, between 2020 and 2025. It investigates how ESD is operationalized through various instructional models, evaluates curriculum alignment, identifies implementation challenges, and highlights pedagogical innovations that support sustainable learning outcomes

Methods: A descriptive-qualitative study combined direct field observation of the dumpsite with in-depth interviews of local residents and waste pickers to portray accumulation patterns and environmental impacts.

Results: Findings show that teachers often initiate ESD practices through creative strategies such as PJBL, PBL, differentiated instruction, and sustainability competency development, although systemic curriculum integration remains limited. The absence of formal ESD indicators in several Science topics constrains scalability.

Conclusion: Nevertheless, significant gains were observed in students’ critical thinking, creativity, environmental care, and systems awareness. Community partnerships and science learning also enhance ESD awareness among learners. This narrative review emphasizes the need for clear curriculum reform and sustained teacher professional development to effectively integrate ESD into Science education.

Bridging Science Education and SDGs: Systematic Review and Bibliometric Mapping of Sustainable Awareness Trends

2026-05-07T12:49:17+00:00

Background: The objective of this study is to map research developments, conceptual characteristics, and existing research gaps by systematically synthesizing scientific literature on sustainable awareness within the context of education.

Methods: A Systematic Literature Review (SLR) guided by the PRISMA framework was employed as the primary methodological approach. Relevant articles were retrieved from the Scopus database across selected publication years and subsequently analyzed using bibliometric and thematic analysis to identify publication trends and the distribution of research in this field.

Results: The findings indicate that sustainable awareness is a multifaceted construct encompassing cognitive, affective, behavioral, and transformational dimensions. However, measurement indicators remain inconsistent across studies, and cross-contextual research collaboration is still limited.

Conclusion: The study of sustainable awareness is still dispersed and requires more robust theoretical integration as well as standardized assessment instruments. The knowledge-attitude-behavior paradigm provides a basis for a more cohesive framework. Limited international cooperation is also highlighted in the study. To raise awareness of sustainability and encourage significant behavioral change, education, technology, and community involvement must be strengthened.

STEM-Based PBL Model Influeces Students’ Numeration and Critical Thinking Abilitied in the Arithmetic Sequence Unit

2026-05-12T04:20:30+00:00

Background: Students’ numeracy and critical thinking skills in learning arithmetic sequences are still relatively low because classroom instruction tends to be teacher-centered and provides limited opportunities for students to engage in problem-solving activities. Therefore, an innovative learning model is needed to improve these abilities. This study aims to examine the effect of the STEM-based Problem-Based Learning (PBL) model on students’ numeracy and critical thinking skills and to compare its effectiveness with the conventional Problem-Based Learning (PBL) model.

Methods: This study uses a quantitative approach with a quasi-experimental design to analyze the effect of the STEM-based Problem Based Learning (PBL) model on students' numeracy and critical thinking skills in arithmetic sequences. The research subjects consisted of 56 grade XI students divided into an experimental class and a control class, each consisting of 28 students. The experimental class implemented the STEM-based PBL model, while the control class used teacher-centered learning according to the National Curriculum. Data were obtained through pre-tests and post-tests using validated test instruments. Data analysis was carried out using normality, homogeneity, N-Gain, and independent sample t-tests.

Results: The findings revealed that the mean score of students’ numeracy skills in the control class was 7.7188, while the experimental class achieved 10.7500, with a significance value of 0.000 < 0.05. In addition, the average critical thinking score in the control class was 24.8750, whereas the experimental class reached 35.0313, with a significance value of 0.000 < 0.05. These findings indicate that the STEM-based PBL model significantly improved students’ numeracy and critical thinking skills.

Conclusion: The STEM-based PBL model was more effective than the conventional PBL model in improving students’ numeracy and critical thinking skills in the arithmetic sequence unit.

Development of Socio-Scientific Issues-Based E-Magazine to Improve Junior High School Students’ Argumentation Skills

2026-05-05T04:51:49+00:00

Background: This study aims to develop a socio-scientific issue-based e-magazine to improve students’ argumentation skills in science learning at the Indonesian School Kuala Lumpur (SIKL). The study is motivated by the low level of students’ argumentation skills, as reflected in their lack of participation in classroom discussions and the predominance of memorization-oriented learning.

Methods: This study adopted the ADDIE development model, which consists of the analysis, design, develop, implement, and evaluate stages. It involved 36 seventh-grade students at the Indonesian School in Kuala Lumpur. The validity of the e-magazine was assessed by experts, and its practicality was evaluated based on the observation of students’ learning activities.

Results: The findings reveal that the developed e-magazine demonstrated highly valid criteria, with a score of 88.66% based on experts’ validation and highly practical criteria according to observational results, with a score of 85.54%. This indicates that the media is easy to use and feasible for classroom implementation. Furthermore, the effectiveness of the e-magazine was reflected in students’ argumentation skills, with an average post-test score of 84.89% (very good category), as well as positive student responses, with an average percentage of 82.36%.

Conclusion: Based on these results, the socio-scientific issues-based e-magazine is highly valid, highly practical, and effective for use in the learning process. The integration of contextual socio-scientific issues and interactive multimedia features contributes to increased student engagement and supports the development of structured, evidence-based argumentation skills. Therefore, the e-magazine can be effectively implemented in classroom activities to enhance both students’ participation and their argumentation abilities.

Analysis of Students' Chemistry Literacy Improvement in Acid-Base Material Through Ethnoscience-Based Learning Using Natural Indicator Paper from Dayak Onion (Eleutherine palmifolia (L.) Merr.)

2026-05-07T23:28:06+00:00

This study aims to develop natural indicator paper based on Dayak onion (Eleutherine palmifolia (L.) Merr.) extract and assess its effectiveness in improving high school students' chemical literacy through ethnoscience-based learning. The study was conducted in two stages: the creation of indicator paper and its implementation in acid-base learning using a one-group pretest-posttest design. The research subjects were 32 students. Data were collected through tests, observations, and interviews, then analyzed using descriptive and inferential statistics. The results of the normality test showed that the data were normally distributed (Sig. pretest 0.379; posttest 0.892). The paired sample t-test showed a significant difference (Sig. 0.000 < 0.05). The increase in chemical literacy was indicated by an average N-Gain value of 0.798 (high category). These findings indicate that contextual learning based on local wisdom is effective in improving chemical literacy and supporting students' 21st-century skills.

Embedding Anti-Racism as a Socio-Scientific Issue in Higher-Education Biology: A Mixed-Methods Needs Analysis and Instructional Design Recommendations for Preservice Teacher Education in Indonesia

2026-05-05T03:35:37+00:00

Background: Socio-scientific issues (SSI) have been widely recommended as a context-based approach to strengthen scientific literacy, argumentation, and reflective judgment in biology learning. However, anti-racism remains underrepresented as an explicit SSI theme in many higher-education biology curricula, despite its social urgency in multicultural societies and the historical misuse of biological arguments to justify inequality. This study aimed to examine: (1) how biology educators conceptualize anti-racism as an SSI topic, (2) the extent to which anti-racism is embedded in course plans and instructional documents, and (3) what instructional resources and assessment supports are needed to enable systematic implementation in preservice biology teacher education.

Methods: An exploratory mixed-methods design was employed, integrating bibliometric mapping, curriculum/document analysis, and educator-oriented needs exploration through semi-structured interviews and a structured needs questionnaire.

Results: The analysis indicates that the strongest integration opportunities occur in human genetics and evolution, particularly through discussions of human genetic variation, clinal adaptation of skin pigmentation, common ancestry, and the misconception of biological race. Nevertheless, explicit alignment between these scientific concepts and anti-racist learning outcomes is rarely articulated in learning plans, and educators report limited support for facilitating sensitive ethical discussions and assessing students’ socio-scientific reasoning.

Conclusion: The study proposes a practical SSI–problem-based learning (SSI-PBL) framework and recommends a set of resources (case repositories, facilitation scripts, argumentation rubrics, and attitude measures) to guide preservice biology teacher education. These results provide design directions for developing inclusive biology learning that integrates scientific evidence with social justice-oriented civic competencies.

Development Of Higher Order Thinking Skills (HOTS) Assessment in Plant and Animal Reproduction Systems

2026-05-05T04:35:09+00:00

Background: Assessment practices in schools are still largely dominated by Lower Order Thinking Skills (LOTS) items, with 72% categorized at the C1 level (remembering) and the remainder at the C2 level (understanding), as confirmed through analysis of teacher-made exam documents and classroom observation records. This condition limits students' opportunities to develop higher-order thinking skills such as analysis, evaluation, and creation. Therefore, an appropriate assessment design strategy is needed to support the development of HOTS, particularly in science learning on the topic of plant and animal reproduction, with implications for improving both assessment quality and student cognitive engagement.

Methods: This study employed a research and development approach using the Four-D (4D) model (Define, Design, Develop, and Disseminate). Data were collected through analysis of existing assessment practices, expert validation, empirical testing, and responses from students and teachers.

Results: The instrument produced 30 HOTS items aligned with C4–C6 cognitive levels and supported by contextual stimuli. Expert validation averaged 90.63% (Aiken's V = 0.875). Empirical testing showed 24 valid items with a reliability coefficient of 0.868, moderate difficulty levels, and good discrimination indices. Gender analysis revealed significant score differences (p = 0.000): female students excelled at C4–C5, while male students performed better at C6. Student responses were highly positive (98.70%), and teachers confirmed its practical applicability.

Conclusion: The HOTS assessment strategy based on the 4D model is effective in producing valid, reliable, and pedagogically relevant instruments, contributing to the improvement of science education quality and the advancement of students' higher-order thinking skills.

Development of a STEM-Based Blog Learning Media on the Human Digestive System to Enhance Students’ Critical Thinking Skills and Communication Skills in Secondary Education

2026-05-05T03:40:33+00:00

Background: Students’ communication skills and critical thinking abilities in science learning remain relatively low, particularly in the topic of the human digestive system. Therefore, innovative digital learning media, such as STEM-based blogs, are needed to enhance these competencies.

Methods: This study employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants were 60 eighth-grade students from SMP Islam Nurul I’itishom Bekasi, divided into an experimental group and a control group. Data were collected through expert validation sheets, student response questionnaires, and tests measuring communication and critical thinking skills.

Results: The validation results showed that the developed STEM-based blog was feasible, with material and media validation scores of 85% and 80%, respectively. Implementation results indicated that students in the experimental group experienced moderate improvements in communication skills (N-Gain = 0.52) and critical thinking skills (N-Gain = 0.63), while the control group demonstrated low improvement. Student responses to the blog were categorized as good.

Conclusion: The STEM-based blog is effective in improving students’ communication skills and critical thinking abilities compared to conventional learning methods, and it is suitable for use as a digital learning medium in science education.

Development of a Project-Oriented Biotechnology Worksheet to Enhance Creativity Among Upper-Secondary Students

2026-05-05T04:28:47+00:00

Background: Biotechnology learning at the upper-secondary level is still predominantly theoretical, lacks contextual relevance, and provides limited opportunities for students to develop creativity. A preliminary study conducted prior to this research confirmed that students’ creative thinking abilities were below the expected threshold, with an average pre-intervention score of 37.60 out of 100, indicating an urgent need for creativity-focused instructional materials. Therefore, instructional materials are needed that encourage active student engagement through project-based activities that allow the development of ideas in terms of fluency, flexibility, originality, and elaboration.

Methods: This study aimed to develop a project-oriented biotechnology student worksheet (LKPD) to enhance the creativity of upper-secondary students using the Four-D (4D) development model consisting of the Define, Design, Develop, and Disseminate stages. The Define stage involved needs analysis, curriculum review, and literature study. The Design stage produced an initial LKPD prototype containing project-based learning activities aligned with the Merdeka Curriculum. In the Develop stage, the worksheet underwent expert validation as well as practicality and effectiveness testing with students.

Results: The expert validation results indicated a very high level of validity with a Content Validity Index (CVI) of 0.895. The practicality test involving 30 students yielded a score of 85.33%, categorized as Practical. Student response questionnaires separately showed an average score of 92.70% (Very Good), reflecting positive perceptions regarding the clarity of instructions, ease of use, and relevance of the projects. The effectiveness test used a one-group pretest–posttest design with a creativity instrument adapted from the Torrance Test of Creative Thinking. The results showed a significant improvement, with the average pretest score increasing from 37.60 to 75.87 and an overall N-Gain value of 0.61 (moderate category). Notably, originality achieved an N-Gain of 0.76 (High) and fluency achieved 0.72 (High), while flexibility and elaboration each reached 0.58 (Medium). The Wilcoxon Signed Ranks Test yielded a significance value of 0.000 (< 0.05), indicating a statistically significant increase in students’ creativity.

Conclusion: The developed project-oriented biotechnology LKPD is valid (CVI = 0.895), practical (85.33%), and effective (N-Gain = 0.61) in enhancing students’ creativity across all four dimensions fluency, flexibility, originality, and elaboration and supports the implementation of project-based learning in upper-secondary biology education.

Genetic Engineering Misconceptions in High School Biology Textbooks

2026-05-05T04:49:47+00:00

Background: In 12th-grade high school biology classes, genetic engineering is a complex subject that is prone to misconceptions. The molecular processes involved, along with the lack of practical experiments, are the primary factors contributing to this. Meanwhile, textbooks are the primary teaching materials used by teachers to instruct students on genetic engineering in class. This study aimed to analyze the existence of misconceptions about genetic engineering in 12th-grade high school biology textbooks in Yogyakarta, particularly in Sleman Regency.

Methods: This study was a qualitative content analysis. The research subjects consisted of 12th-grade high school biology textbooks. The textbooks were selected using purposive sampling, which involved choosing the 2 books most widely used by teachers in schools, based on the results of interviews. Data collection was conducted through content analysis using a misconception analysis sheet as an instrument. Data validity was tested through source triangulation. Data analysis techniques included unitizing, sampling, recording, reducing, inferring, and narrating.

Results: In Textbook A, 5 misconceptions were found, consisting of 3 misidentifications, 1 overgeneralization, and 1 oversimplification. In Textbook B, there were 3 misconceptions, namely 1 overgeneralization and 2 oversimplifications.

Conclusion: There were misconceptions in the textbooks, both regarding the principles of genetic engineering and their applications.

Analysis of the Need for E-LKPD Based on the Ethnoscience of Gula Cakar Majalengka to Improve Science Literacy

2026-05-21T05:13:35+00:00

This study aims to analyse the needs for the development of ethnoscience-based E-LKPD in science education on the topic of matter and its changes to improve students’ science literacy. The research method employed was descriptive with a mixed-methods approach, utilising questionnaires for students and interviews with teachers. The research instruments comprised a Likert-scale questionnaire and an interview guide, both of which had been validated by experts. Data were analysed using percentage calculations and qualitative descriptive analysis. The research results showed that the learning conditions aspect (70.11%) was in the high category, indicating that learning still tended to be teacher-centred. The teaching materials needs aspect (68.75%) was in the high category, indicating a lack of innovative teaching materials and a continued dominance of conventional teaching materials. The ethnoscience aspect (64.40%) fell into the high category, indicating that the potential for ethnoscience integration has not yet been optimally utilised. The E-LKPD requirement aspect (67.39%) fell into the high category, indicating a strong need for interactive and contextual digital teaching materials. Meanwhile, science literacy (58.15%) falls into the moderate category, indicating that students’ science literacy skills have not yet developed optimally. Interview results revealed that teaching is still dominated by the lecture method, teaching materials are limited to textbooks and printed worksheets, and the integration of ethnoscience is not yet optimal. These findings indicate a gap between learning needs and current classroom practices. The development of ethnoscience-based E-LKPDs is required as a solution to support interactive, contextual, and meaningful learning, and has the potential to improve students’ science literacy.

Pedagogical Anxiety Among Pre-Service Biology Teachers During Teaching Practicum on Teaching Internship Program: A Needs Analysis for TPACK- and Self-Efficacy-Based E-Module Development

2026-05-21T05:25:07+00:00

Pedagogical anxiety is a prevalent yet underaddressed challenge among pre-service biology teachers during teaching practicum. While anxiety during field experiences is widely recognized, targeted diagnostic studies that directly inform instructional resource development remain limited, particularly in the Indonesian biology teacher education context. This study aimed to analyze the profile of biology pedagogical anxiety among pre-service teachers during the Teaching Internship Program as a needs analysis foundation for developing a TPACK- and self-efficacy-based e-module. A descriptive survey design was employed, with data collected from pre-service biology teachers using a validated biology pedagogical anxiety instrument organized across four dimensions: Low Self-Confidence in Biology Ability, Fear of Failing to Understand Biology Concepts, Negative Attitude toward Biology, and General Fear of the Subject. Mean scores were categorized using an equal-interval four-level scale (Low, Moderate, High, Very High). Results revealed that 56% of respondents registered in the mild-to-marked or severe anxiety and extreme anxiety categories, with 9% reporting extreme anxiety levels, indicating that for a substantial proportion of student-teachers, the internship constitutes a significantly high-stress professional experience. The overall mean score of 2.59 placed the cohort in the High category. At the dimensional level, General Fear of the Subject (M = 3.08, High) and Fear of Failing to Understand Biology Concepts (M = 2.55, High) emerged as the dominant anxiety drivers, while Low Self-Confidence (M = 2.35) and Negative Attitude toward Biology (M = 2.40) fell in the Moderate range, suggesting that anxiety stems primarily from instructional uncertainty and content-mastery gaps rather than subject disengagement. These findings provide a clear empirical basis for developing a TPACK- and self-efficacy-based e-module targeting the specific pedagogical preparation needs of pre-service biology teachers, and contribute a replicable needs analysis model for evidence-based educational resource development.

Integrating ESD in Science Education to Enhance Understanding of SDGs and Sustainability Awareness: A Systematic Literature Review

2026-06-03T02:53:43+00:00

Background: The growing intricacy of worldwide environmental, social, and economic issues underscores the immediate necessity to bolster Education for Sustainable Development in the realm of science education. Incorporating ESD is vital to improve learners' comprehension of the Sustainable Development Goals and to cultivate awareness of sustainability in light of challenges like climate change, environmental harm, and the depletion of resources.

Methods: This study employed a Systematic Literature Review using the PRISMA framework to identify, screen, and analyze relevant studies on ESD integration in science education. Articles were collected from databases such as Scopus, and Google Scholar with inclusion criteria focusing on peer-reviewed research published between 2016 and 2025. Data analysis was conducted using qualitative content analysis to identify patterns, instructional approaches, impacts, and challenges.

Results: The findings indicate that ESD integration in science education significantly improves students’ understanding of SDGs and sustainability awareness. Student-centered approaches such as Problem-Based Learning, Project-Based Learning, inquiry-based learning, and contextual learning are the most effective strategies. These approaches enable learners to connect scientific concepts with real-world sustainability issues, including climate change, renewable energy, and environmental conservation.

Conclusion: The integration of ESD into science education plays a crucial role in strengthening students’ cognitive, affective, and behavioral competencies related to sustainability. By linking scientific knowledge with real-world environmental and social issues, ESD fosters deeper SDGs understanding and enhances sustainability awareness. Therefore, strengthening teacher capacity, developing contextual learning resources, and improving curriculum support are essential to optimize the implementation of ESD in science education for sustainable development goals.

Profiling Elementary Students’ Emotional Intelligence and Sustainability Literacy as a Basis for Integrative Curriculum Development

2026-06-03T03:03:18+00:00

Background: Emotional Intelligence (EI) and Sustainability Literacy (SL) are essential competencies for preparing students to face social and environmental challenges in the 21st century. However, elementary school students often demonstrate adequate conceptual understanding without fully internalizing emotional regulation skills and sustainable behaviors in daily life.

Methods: This study employed a quantitative descriptive-correlational design involving fifth-grade students at SD Islam Al-Falah Bojonggede. A total of 49 students participated in the Emotional Intelligence (EI) assessment, while 51 students participated in the Sustainability Literacy (SL) assessment. Participants were selected purposively to represent upper elementary students who had previously been exposed to character and environmental education. Data were collected using validated questionnaires adapted from Goleman’s Emotional Intelligence framework and UNESCO’s Sustainability Literacy framework, covering five EI dimensions and three SL dimensions. Descriptive statistics were used to profile students’ EI and SL levels, while Pearson product-moment correlation was conducted using paired data from 39 students who completed both instruments.

Results: The findings revealed that students’ Emotional Intelligence was generally in the moderate to high category, with a mean score of 55.39. Motivation emerged as the strongest EI dimension (M = 3.03), while emotional regulation showed the lowest score (M = 2.49). Sustainability Literacy obtained a mean score of 32.24, with sustainability knowledge identified as the strongest dimension, whereas sustainability skills and mindset remained relatively low. These results indicate a gap between students’ conceptual understanding and the practical internalization of emotional regulation, sustainability values, and sustainable behaviors. Pearson correlation analysis showed a positive and statistically significant relationship between Emotional Intelligence and Sustainability Literacy (r = 0.440, p = 0.005, n = 39).

Conclusion: The study concludes that elementary school students demonstrated moderate to high Emotional Intelligence and adequate Sustainability Literacy, particularly in motivation and sustainability knowledge. However, emotional regulation, sustainability skills, and sustainability-oriented mindsets remained underdeveloped. The positive and statistically significant relationship between Emotional Intelligence and Sustainability Literacy suggests that emotional competencies may support students’ sustainability-related knowledge, attitudes, and behaviors. These findings underscore the importance of integrating emotional and sustainability competencies in primary education.

From Mangrove to the Classroom: Integrating Ethnopedagogical Values into Biology Education through the Muara Gembong Mangrove Ecosystem

2026-06-03T03:12:28+00:00

Background: Biology learning at the secondary education level still tends to be oriented towards abstract concepts that are poorly connected to students' real-life situations. This study aims to explore the ecological, sociocultural, and ethnopedagogical potential of the Muara Gembong mangrove ecosystem for integration into biology learning within the Merdeka Curriculum framework.

Method: A qualitative descriptive approach was applied in Pantai Mekar Village and Pantai Sederhana Village, Muara Gembong District, Bekasi Regency. Data collection was conducted through literature review, field observations, and semi-structured interviews with local residents and biology teachers. The collected data were then analyzed using thematic analysis techniques.

Results: Local knowledge and practices of coastal communities are closely linked to biological concepts such as biodiversity, ecosystems, conservation, adaptation, biotechnology, and plant growth. Local practices such as vegetation identification, traditional food/medicine utilization, nursery cultivation, bird migration observation, and ecotourism have significant potential for integration in Phases E and F. However, interviews indicated that this potential has not been optimally utilized because school learning is still dominated by general examples from textbooks.

Conclusion: Integrating the Muara Gembong mangrove ecosystem into biology lessons can help students understand concepts concretely and meaningfully while fostering ecological awareness and appreciation for local culture. To optimize the implementation of the Independent Curriculum, educators need to shift from a textual model to contextual, environment-based learning. Further research should focus on developing ethnopedagogy-based teaching materials and evaluating their effectiveness in promoting students’ ecological awareness and understanding of local wisdom.

Exploration of Learning Motivation and Concept Mastery on High School Students' Problem-Solving Abilities in the Reproductive System Material

2026-06-03T03:01:18+00:00

Biology learning on the reproductive system topic requires students not only to understand concepts, but also to apply their knowledge to solve problems logically and contextually. This study aimed to describe students’ learning motivation, concept mastery, and problem-solving ability, as well as to analyze the relationships among these variables. The research employed a quantitative approach with a descriptive-correlational design. The sample consisted of 26 students who had studied the reproductive system topic. The instruments used included a learning motivation questionnaire, a multiple-choice concept mastery test, and an open-ended problem-solving test. The data were analyzed descriptively and correlationally using SPSS Version 26. The results showed that the average score of students’ learning motivation was 72.07, concept mastery was 69.23, and problem-solving ability was 74.70. The categorization results indicated that concept mastery and problem-solving ability tended to be in the good category, while learning motivation was still varied. The correlation test results revealed that learning motivation had a positive and significant relationship with concept mastery, with a correlation coefficient of 0.523 and a significance value of 0.006. Meanwhile, problem-solving ability did not show a significant relationship with either concept mastery or learning motivation. Based on these findings, it can be concluded that learning motivation plays an important role in supporting concept mastery, whereas problem-solving ability requires more directed practice, strategies, and experience in solving problems.

Research Trends and Intervention Gaps in Students’ Science Process Skills and Self-Regulated Learning

2026-06-03T03:08:09+00:00

Background: Science education aims to develop both Science Process Skills(SPS) and Self-Regulated Learning (SRL). However, empirical studies indicatethat both competencies remain under-developed at the senior secondary level. Thisstudy aims to examine research trends, intervention patterns, and research gapsregarding SPS and SRL from 2015 to 2025.

Methods: This study utilized bibliometric analysis and a Systematic Literature Review (SLR). Data were retrieved from the Scopus database and analyzed using VOSviewer software and the PRISMA framework. Following rigorous screening and eligibility assessments, 14 SPS articles and 11 SRL articles were selected for comprehensive review.

Results: Bibliometric mappings reveal that SPS research is predominantly linked with scientific thinking, inquiry, and local wisdom, whereas SRL research is strongly connected to metacognition, feedback, and assessment practices. Literature analysis indicates that SPS interventions mostly employ inquiry-, project-, problem-, and contextual learning approaches, while SRL interventions consistently rely on assessment-oriented practices. Notably, a significant disconnect and lack of integration between SPS and SRL was found across the reviewed literature.

Conclusion: The limited integration of SPS and SRL highlights a critical research gap and an opportunity to develop science learning interventions that bridge scientific inquiry with students' learning regulation. Within this context, Assessment for Learning (AfL) offers a promising framework to simultaneously foster both SPS and SRL at the senior secondary level, specifically through self-assessment, individualized teacher feedback, and structured opportunities for revision.

The Effect of Field Practical Experience (PLP) in Schools on Student Motivation in Becoming Elementary School Teacher Candidates

2026-06-15T03:43:23+00:00

The School Field Introduction (PLP) program is designed as a professional incubator to bridge the gap between academic theory and the reality of educational practice. This study aims to analyze the influence of PLP experience on the formation of career motivation and professional readiness of prospective teachers. Using a quantitative descriptive approach, this study involved 22 education students as respondents who were evaluated through a structured questionnaire. Empirical findings show a positive response from students to the implementation of the program. Based on data analysis, the indicator of learning planning ability was recorded at 56.8%, which shows the ability of students to develop teaching strategies. Meanwhile, competence in implementation, classroom management, and material mastery was the most dominant aspect with the highest achievement of 60.0%. This shows that hands-on experience in school effectively hone technical teaching skills. Furthermore, the dimensions of interest, motivation, and mental readiness showed a figure of 56.3%, which reflects the growth of career optimism although the aspect of emotional resilience still needs to be strengthened. The study concludes that PLP makes a real contribution to building professional identity, but more intensive psychological support is needed in the tutoring curriculum to maximize students' adaptability. These results recommend a more holistic mentoring approach to produce educator graduates who are competent and mentally resilient.

The The Effect of the RICOSRE Learning Model on Students' Problem-Solving Abilities and Collaboration Skills in Biology Learning for Grade XI at SMA Negeri 2 Toraja Utara

2026-05-05T04:54:56+00:00

The 21st century demands individuals to apply the 4C skills, especially in biology learning. There are problem-solving abilities and collaboration skills that need to be improved in education using the RICOSRE learning model. Therefore, using this model can improve students' problem-solving abilities and collaboration skills. The study population was all 11th grade science students consisting of 8 study groups with a total of 286 students. The research subjects were class XI A1 as the experimental class and XI A3 as the control class. The research sample was 72 students. Biology learning outcome data were measured using a test instrument consisting of 8 essay questions and a 42-item collaboration ability questionnaire. Data were analyzed using SPSS version 31. The RICOSRE learning model was significantly more capable of solving problems and collaborating optimally in students compared to the direct instruction model. This can be seen from the discussion process that was able to divide tasks evenly, help each other with friends, be active in discussion activities and respect each other in achieving a common goal of problem solving. Although the stages of the indicators were not sequentially continuous, this does not blame the research results. This is certainly influenced by many factors. Therefore, it can be concluded that the RICOSRE learning model is more significant compared to the direct instruction learning model which is less preferred by students.

The Effectiveness of Learning Style–Based Problem-Based Learning on Students’ Critical and Creative Thinking in Ecology and Indonesian Biodiversity Topics

2026-06-18T03:02:31+00:00

Background: Critical and creative thinking skills are essential competencies in biology learning, particularly in complex topics such as ecology and Indonesian biodiversity. However, conventional learning often does not sufficiently accommodate students’ different learning styles, which may limit the development of higher-order thinking skills. Therefore, implementing Problem-Based Learning that is aligned with students’ learning styles is expected to enhance students’ critical and creative thinking abilities.
Methods: This study employed a quasi-experimental design using a nonequivalent control group design involving 80 students, consisting of 40 students in the experimental class and 40 students in the control class. The research instruments included essay tests to measure students’ critical and creative thinking skills through pretest and posttest assessments, as well as a learning style questionnaire to identify students’ visual, auditory, and kinesthetic learning preferences. Data analysis included the Shapiro–Wilk normality test, Levene’s homogeneity test, N-Gain calculation, and the Wilcoxon Signed Rank Test.
Results: The results showed that the average critical thinking score in the experimental class increased from 36.00 to 84.32 with an N-Gain of 0.73 (high category), while the control class increased from 13.92 to 50.20 with an N-Gain of 0.42 (moderate category). The Wilcoxon test indicated significant differences in both classes (experimental class: Z = −6.168, p = 0.000; control class: Z = −6.085, p = 0.000). For creative thinking skills, the experimental class score increased from 38.80 to 82.64 with an N-Gain of 0.68 (moderate category, approaching high), whereas the control class increased from 24.72 to 57.88 with an N-Gain of 0.43 (moderate category). The Wilcoxon test also revealed significant differences in both classes (experimental class: Z = −6.156, p = 0.000; control class: Z = −6.142, p = 0.000), with more consistent improvement in the experimental class.
Conclusion: Learning style–based Problem-Based Learning is more effective than conventional learning in improving students’ critical and creative thinking skills in ecology and Indonesian biodiversity topics. This approach can support the development of higher-order thinking skills by accommodating students’ diverse learning preferences and promoting active problem-solving activities.