JSEP (Journal of Science Education and Practice)

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

Ajeng Klarica Todingan, Hartono, Faisal, Firdaus Daud, Rachmawaty — Tue, 12 May 2026 00:00:00 +0000

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.

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

Enni Maria, Nyoto Suseno, Friska Octavia Rosa, Dasrieny Pratiwi — Tue, 12 May 2026 00:00:00 +0000

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)

Tue, 12 May 2026 00:00:00 +0000

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

Yuliani Yuliani, Indarini Dwi Pursitasari, Ina Ana Khoeriah — Tue, 12 May 2026 00:00:00 +0000

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

Muhibbatud Diana, Edy Widayat, Sucipto — Tue, 12 May 2026 00:00:00 +0000

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

Sri Wahyuni, Zahro Shabina Isnyna, Julia Astutik, Fauziyatul Iffah — Tue, 12 May 2026 00:00:00 +0000

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.)

Bibit Harianto, Leny Heliawati, Muhamad Farhan Ramadhan, Syarpin Syarpin — Tue, 12 May 2026 00:00:00 +0000

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

Erik Perdana Putra, Aceng Ruyani, M. Lutfi Firdaus — Tue, 12 May 2026 00:00:00 +0000

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

Tue, 12 May 2026 00:00:00 +0000

Background: Biotechnology learning at the upper-secondary level is still predominantly theoretical, lacks contextual relevance, and provides limited opportunities for students to develop creativity. 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 an average Content Validity Ratio (CVR) of 0.91 and a Content Validity Index (CVI) of 0.895. The practicality test involving 30 students showed an average score of 85.33%, categorized as good, supported by positive student responses 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 N-Gain value of 0.61 (moderate category). 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, practical, and effective in enhancing students’ creativity and supporting the implementation of project-based learning in upper-secondary biology education.

Genetic Engineering Misconceptions in High School Biology Textbooks

Purwanti Pratiwi Purbosari, Bayu Setiawam, Arief Abdillah Nurusman — Tue, 12 May 2026 00:00:00 +0000

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.

DEVELOPMENT OF A STEM-BASED BLOG LEARNING MEDIA ON THE HUMAN DIGESTIVE SYSTEM TO ENHANCE STUDENTS’ CRITICAL THINKING SKILLS AND COMMUNICATION ABILITY IN SECONDARY EDUCATION

Firman Agung, Didit Ardianto, Prasetyorini Prasetyorini — Tue, 12 May 2026 00:00:00 +0000

This study aims to develop and evaluate the effectiveness of a STEM-based blog learning media on the human digestive system to address the low communication skills and critical thinking abilities of junior high school students. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of 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 using expert validation sheets, student response questionnaires, and tests of communication skills and critical thinking. The validation results indicated that the developed blog was feasible, with material and media validation scores of 85% and 80%, respectively. The implementation results showed that students in the experimental group achieved a moderate improvement in communication skills (N-Gain = 0.48) and critical thinking skills (N-Gain = 0.63), while the control group showed low improvement. Student responses toward the STEM-based blog were categorized as good. These findings indicate that the STEM-based blog is effective in enhancing students’ communication skills and critical thinking abilities compared to conventional learning.

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

Tue, 12 May 2026 00:00:00 +0000

Background: Assessment practices in schools are still largely dominated by Lower Order Thinking Skills (LOTS) items, with 72% categorized as C1 and the remainder as C2, limiting 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 Higher Order Thinking Skills (HOTS), particularly in science learning on the topic of plant and animal reproduction.

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

Results: The Design stage produced 30 HOTS items aligned with core competencies and learning indicators and supported by contextual stimuli. The Develop stage indicated that the instrument was highly feasible, with expert validation results averaging 90.63% (Aiken’s V = 0.875). Empirical testing showed that 24 items were valid, with a reliability coefficient of 0.868, moderate difficulty levels, and good discrimination indices. Statistical analysis revealed significant differences in scores based on gender (p = 0.000), where female students performed better at C4–C5 levels, while male students excelled at C6. Student responses were highly positive (98.70%), and teachers confirmed the effectiveness of the assessment in measuring higher-order thinking skills.

Conclusion: The HOTS assessment design strategy based on the 4D model is effective in producing valid, reliable, and pedagogically relevant instruments, and it contributes to improving the quality of science education, particularly in fostering students’ higher-order thinking skills.