EDUPROXIMA (JURNAL ILMIAH PENDIDIKAN IPA)
Journal title EDUPROXIMA (Jurnal Ilmiah Pendidikan IPA) Initials EDUPROXIMA Abbreviation EDUPROXIMA (J. ILMIAH PENDIDIKAN IPA) Frequency 4 issues per year (January, April, July, October) DOI Prefix 29100 ISSN 2720-9458 (online) | - (print) Editor-in-chief Aldila Wanda Nugraha, S.Si., M.Pd. Publisher Universitas Bhinneka PGRI Citation Analysis Google Scholar | Index Copernicus International | Crossref | Garuda | SINTA 3 EDUPROXIMA (Scientific Journal of Science Education) e-issn: 2720 - 9458 which was created to accommodate the publication of research articles related to the fields of physics, chemistry, biology, and the science implementation or science in education. EDUPROXIMA is a scientific journal managed by the Science Education Study Program of Universitas Bhinneka PGRI (a change in form from STKIP PGRI Tulungagung). Journals have been indexed on Google Scholar, Index Copernicus International, Crossref, Garuda, and SINTA 3. The journal is published four times a year (January, April, July, and October).
IDENTIFYING SYSTEMIC BARRIERS TO SCIENTIFIC COMPETENCY DEVELOPMENT: A QUALITATIVE CASE STUDY IN INDONESIAN LOWER-SECONDARY SCIENCE CLASSROOMS
While the development of scientific competencies is foundational to scientific literacy, significant gaps persist between curricular goals and classroom realities. This qualitative study investigates the specific classroom practices and underlying dynamics that hinder the integration of these competencies into daily science instruction. Employing a qualitative case study design, we conducted 54 hours of non-participant observation and video-recorded 18 lessons in a lower-secondary science classroom. Data were analyzed using structured thematic analysis to identify recurrent patterns in instructional practice. Our analysis identified a central tension: teachers’ intended focus on inquiry was consistently displaced by systemic classroom demands. Three primary themes emerged: (1) the predominance of logistical and managerial tasks over engaged learning time; (2) fragmented instructional episodes that limited sustained inquiry; and (3) missed discursive opportunities to foster argumentation and modeling. The findings suggest that merely advocating for competency-based pedagogy is insufficient. Effective development of scientific literacy requires deliberate restructuring of the classroom ecosystem to protect and privilege time for investigative practices. This study contributes to the literature by framing classroom management not as a mere logistical skill, but as a fundamental pedagogical prerequisite for scientific literacy.
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PBL-ESD INTERVENTION AND ITS EFFECT ON COGNITIVE OUTCOMES AND CRITICAL THINKING AMONG MALAYSIAN ISLAMIC PRIMARY SCHOOL STUDENTS
Critical thinking skills and cognitive learning outcomes in Islamic primary school Science remain low, as reflected in Malaysia's below-average TIMSS 2019 performance. This study examines the effect of the Problem Based Learning model integrated with Education for Sustainable Development (PBL-ESD) on Grade VI students of Sekolah Rendah Ugama Al-Hilal, Kota Bharu, Kelantan, Malaysia. A quasi-experimental method with a Nonequivalent Pretest-Posttest Control Group Design was applied (n = 48; experimental = 30, control = 18). Data were analyzed using Shapiro-Wilk, Levene's Test, Mann-Whitney U, and N-Gain. Results revealed significant differences in cognitive learning outcomes (U = 68,000; Z = -4.332; p = .000; N-Gain: experimental = 0.742 [high], control = 0.312 [moderate]) and critical thinking (U = 82.500; Z = -3.999; p = .000; N-Gain: experimental = 0.645 [moderate], control = 0.297 [low]). Beyond categorical classification, the practical magnitude of these gains is substantial: the experimental group outperformed the control group by a mean difference of 35.56 points in cognitive learning outcomes and 31.04 points in critical thinking on the posttest, corresponding to N-Gain differentials of 0.430 and 0.348, respectively—effect sizes that exceed typical benchmarks for large practical significance in educational interventions. These findings indicate that the PBL-ESD model is pedagogically effective in improving both cognitive learning outcomes and critical thinking skills in Islamic primary school Science, with gains large enough to be readily observable in classroom practice rather than merely statistically significant.
EVALUATING THE EFFECTS OF PROJECT-BASED LEARNING IN SCIENCE EDUCATION: A SYSTEMATIC REVIEW (2023–2024)
Natural Sciences learning in elementary schools is still dominated by conventional approaches centered on teachers, which leads to low student participation, learning outcomes, and science literacy. One of the Learning models that is considered relevant to overcome this problem is Project-Based Learning (PjBL). The objective of this research is to evaluate the efficacy and impact of the Project-Based Learning (PjBL) model on scientific instruction in primary schools. The articles are empirical in character, written in either Indonesian or English, and they are published between 2023 and 2024 with an emphasis on elementary school pupils. The method used is Systematic Literature Review (SLR). Literature searches were conducted using Scopus, ERIC, and Google Scholar databases with article selection criteria. The content of the article discusses Project Based Learning (PjBL) in elementary school science education and is published in 2023-2024. There are 11 articles that meet the inclusion category. The results of the study show that the Project-based Learning (PjBL) model has a positive influence on science learning. In elementary schools, especially to improve students' science learning outcomes, creativity, and active learning engagement. This study concludes that Project-Based Learning (PjBL) is an active learning model that involves students in meaningful activities.
DEVELOPMENT OF A SCIENCE E-MODULE BASED ON GAME-BASED LEARNING ASSISTED BY WORDWALLS ON THE MATERIAL OF CLASSIFICATION OF LIVING THINGS
This study aims to develop a Game-Based Learning (GBL)-based science learning e-module using the Wordwall platform for the classification of living things in junior high schools and to assess its validity and practicality. This study uses the Research and Development (R&D) method with the ADDIE model, which in this article is limited to the analysis, design, and development stages. The analysis stage is carried out through student and teacher needs analysis, curriculum analysis, and material analysis. The design stage includes the preparation of the e-module structure, display design, and integration of Wordwall game activities. The development stage includes expert validation, one-on-one trials, and practicality tests. The e-module validation was carried out by material experts, pedagogical experts, and media experts. The validation results showed an increase in product quality with a final validation score of 3.71 in the material aspect, 3.64 in the media aspect, and 3.76 in the pedagogical aspect, all of which are in the valid category. The results of the teacher practicality test obtained an average score of 3.72 with a very practical category while the results of the student practicality test obtained an average score of 3.84 with a very practical category. Based on these results, it can be concluded that the Science E-Module based on Game-Based Learning assisted by Wordwall is valid and very practical so it is suitable for use as an innovative learning resource in junior high school science learning.
THE EFFECT OF PROBLEM-BASED LEARNING THROUGH ANIMATED VIDEOS ON STUDENTS' INTEREST IN LEARNING SCIENCE AT SD INPRES 2 BESUSU
This study aims to determine the effect of the application of the Problem Based Learning model assisted by animated video media on the learning interest of fifth-grade students of SD Inpres 2 Besusu. The low interest in learning is caused by learning that is still dominated by conventional methods and the lack of use of interesting media. Animated video media is considered capable of increasing learning interest because it presents material visually and contextually. This study uses a quantitative approach with an experimental design method of one group pre-test and post-test. The research subjects were 25 students. The data were analyzed using a paired sample t-test and showed a significance value (Sig. 2-tailed) <0.05, so the Problem Based Learning model assisted by animated video media has a significant effect on increasing students' learning interest.
DEVELOPMENT OF A WATER PURIFICATION DEVICE WITH ELECTROCOAGULATION PROCESS AS A LEARNING MEDIUM FOR WATER TREATMENT MATERIALS
Water treatment materials are often considered abstract and complex for students to understand. Relevant technologies, such as electrocoagulation (EC), have not been optimally integrated in learning. This study aims to develop and evaluate the feasibility of an electrocoagulation prototype-based learning medium designed to bridge these pedagogical gaps. Using the Research and Development (R&D) method with an adaptation of the Borg and Gall model, feasibility data were collected through expert validation and practicality questionnaires, then analyzed using quantitative descriptive statistics. The results show that the media is Very Valid (average score of 91.53%) and Very Practical (89.23%). Furthermore, the prototype received a Very Interesting response from students (90.07%), indicating strong engagement potential. This medium successfully concretizes abstract concepts such as redox reactions and flocculant formation into tangible, real-time phenomena, effectively bridging the gap between conventional methods and modern industrial technology. It is concluded that this prototype is a valid and innovative tool for chemistry education, with significant potential for future integration with IoT-based sensors to enhance data-driven STEM learning further.
DEVELOPMENT OF A PBL MODULE INTEGRATED WITH SDGs ON GOLD MINING TO ENHANCE CREATIVE THINKING AND COMMUNICATION SKILLS
This research and development (R&D) study aims to produce and evaluate the effectiveness of a Problem-Based Learning (PBL) module integrated with Sustainable Development Goals (SDGs) values, centered on the theme of gold mining. The primary focus of this development is to optimize the creative thinking competencies and communication skills of junior high school students, which were previously hindered by conventional, non-contextual science instruction. Employing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework, the study involved limited trials and comparative field trials at SMP Negeri 1 Dampelas using experimental (N=32) and control classes (N=32).The intervention was conducted over 4 meetings( 2 x 40 minutes each). Data were analyzed descriptively through both qualitative and quantitative methods. Research findings indicate that the developed module is categorized as "highly feasible" based on expert validation, with a readability score exceeding 63 (Excellent), signifying that the material is easily accessible to various student profiles. Statistical analysis using the Mann-Whitney U test on N-Gain scores for creative thinking yielded a Significance value of <0.001, confirming a significant difference in improvement between the two classes. Furthermore, Pairwise Comparison results showed consistent enhancement of communicative skills in every session within the experimental class. It can be concluded that the SDGs-based PBL module on the theme of gold mining is an effective instructional instrument for improving students' creative thinking capacity and communication skills in Science subjects
CORRELATION ANALYSIS OF LEARNING INTEREST ON STUDENTS AND SCIENCE LITERACY IN SCIENCE LEARNING
Science education is a branch of education that emphasizes mastery of concepts and disciplines related to natural phenomena and plays an important role in fostering students' interest in learning and developing their science literacy. However, various findings show that students' interest in learning and science literacy are still low, highlighting the need for empirical studies that examine the relationship between these two variables. This study aims to analyze the correlation between students' interest in learning and their scientific literacy in science learning. This study used a quantitative method with a correlational approach, involving 54 seventh-grade students from SMP Negeri 4 Jember who were selected through simple random sampling. The research instruments consisted of a student learning interest questionnaire containing 8 positive and negative statements based on four indicators of student learning interest and a student science literacy test consisting of 10 multiple-choice questions. The Kolmogorov–Smirnov normality test showed that both variables were normally distributed (Sig. > 0.05), allowing for further analysis using the Pearson correlation test in SPSS version 25. The results showed a strong and significant correlation between science literacy and scientific creativity, with a correlation coefficient of 0.961 and a significance value of 0.000 (< 0.05). These findings indicate that the higher the students' interest in learning, the higher their science literacy. The results of this study can be used to develop science learning that is relevant to students' lives and encourage them to ask questions and explore more actively, so that their interest in learning and science literacy will continue to grow.
THE EFFECT OF GUIDED INQUIRY MODELS ON STUDENTS' COGNITIVE LEARNING OUTCOMES IN VIBRATION AND WAVE MATERIAL
This research aimed to examine the impact of a guided inquiry learning model on the cognitive performance of students in the topic of vibrations and waves. A quantitative method was employed using a one-group pretest–posttest design, which falls under pre-experimental research. The participants consisted of 27 eighth-grade students from class VIII B at SMP Negeri 02 Nanga Pinoh during the even semester of the 2025/2026 academic year. Data were collected through achievement tests administered before and after the implementation of the instructional intervention. Normality testing using the Shapiro–Wilk method indicated that the pretest data and part of the posttest data were not normally distributed (p < 0.05). Therefore, further analysis was conducted using the Wilcoxon Signed Ranks Test, which revealed a statistically significant difference between scores obtained before and after the intervention (p < 0.05), with all posttest scores exceeding the pretest scores. The average score increased from 37.78, categorized as low, to 71.48, categorized as good. Furthermore, N-Gain analysis showed an average value of 0.6658, indicating a moderate level of improvement. These findings demonstrate that the guided inquiry learning model effectively enhances students’ cognitive performance in learning vibrations and waves.
VALIDITY AND RELIABILITY ANALYSIS OF A CRITICAL THIKING SKILLS TEST ON ELECTRODYNAMICS USING THE RASCH MODEL AMONG INDONESIAN PHYSICS EDUCATION STUDENTS
This research aims to empirically validate an 8-item essay instrument designed to measure students' critical thinking skills in electrodynamics using the Rasch measurement model. While critical thinking is essential in physics, precise diagnostic tools for complex topics like alternating current and magnetic induction remain scarce. The study employed a quantitative descriptive method, administering the test to 30 university physics education students. The instrument, developed based on Ennis’s critical thinking indicators, utilized a strict dichotomous (0-1) scoring rubric to eliminate subjective rater bias. Data were analyzed using Winsteps software to determine item fit and reliability. Results indicated excellent construct validity; all eight items successfully met the Rasch criteria for Outfit MNSQ, Outfit Z-Std, and Point Measure Correlation. Furthermore, the instrument demonstrated robust reliability, with an Item Reliability of 0.85 and a Person Reliability of 0.84. The analysis also revealed strong strata separation, proving the test's capability to accurately categorize students into three distinct cognitive levels. In conclusion, this validated diagnostic tool is reliable, sensitive, and perfectly suited for integration into electrodynamics learning.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING ON STUDENTS' LEARNING MOTIVATION IN SCIENCE SUBJECTS IV GRADE SD INPRES LOLU
This study aims to determine the effect of the contextual teaching and learning model on the level of students’ learning motivation in the fourth grade science subject of SD Inpres Lolu. The low learning motivation of students is caused by learning using book media when teaching and more explanation, resulting in students being difficult to motivate in carrying out learning. This study applies a quantitative approach with the Pretest-posttest design with non-equivalent comparison groups) design experimental method. The research subjects consisted of 40 students selected using total sampling and divided into an experimental group (n=20) and a control group (n=20). The intervention was conducted in one meeting for the experimental class and one meeting for the control class. This study used a questionnaire as a research instrument to assess students' learning motivation. A paired t-test was used for data analysis. The analysis showed a significance value (2-tailed Sig.) of less than 0.05, leading to the acceptance of the alternative hypothesis and the rejection of the null hypothesis. These findings indicate that the Contextual Teaching and Learning (CTL) approach significantly enhances learning motivation in students at SD Inpres Lolu.
DEVELOPMENT OF INQUIRY-BASED COMICS WITH REOG TOPICS ON NEWTON’S LAW MATERIAL FOR JUNIOR HIGH SCHOOL STUDENTS AT SMP NEGERI 2 SAMBIT
This research aims to develop an inquiry-based comic with the topic of Reog Ponorogo on Newton's Law material that is feasible, practical, and easy to understand by junior high school students. The type of research used is research and development with the ADDIE model, which is carried out only up to the development stage. Data was obtained through observation, expert validation, teacher response questionnaires, and student readability questionnaires. The data analysis technique uses the Successive Interval (MSI) method to convert ordinal scale data into intervals, then the average is calculated and categorized based on Widoyoko's criteria. The results of the expert validation showed an average score of 22.42 with the excellent category (A). The teacher's practicality assessment obtained a score of 69 out of 80 on the media aspect and 34 out of 40 on the material aspect, both of which are in the very good category. The readability test by 32 students showed results of 83.3% on the visual aspect, 100% on the technical and usage aspect, and 97.5% on the learning aspect. These results show that inquiry-based comics with the topic of Reog are feasible, practical, and have excellent readability so that they can be used as an innovative learning medium that is contextual and supports students' understanding of Newton's Law concepts.
CONTEXTUAL DIGITAL LEARNING MEDIA FOR ENVIRONMENTAL POLLUTION BASED ON STUDENTS' AND TEACHERS' NEEDS ASSESSMENT
Environmental pollution is one of the major issues in environmental education, as various pollutants can disrupt the balance of ecosystems. This condition necessitates educational approaches that can foster students' environmental awareness and critical thinking skills. The low level of students' competencies in addressing pollution-related issues indicates the need for innovative, relevant, and contextual learning media. This study aims to analyze the need for learning media in environmental pollution topics at SMA Negeri 1 Polokarto. Data were collected using a 39-item Likert-scale questionnaire and open-ended questions involving 62 eleventh-grade students and three biology teachers. The data were analyzed using descriptive quantitative methods. The results indicate that, in the material aspect, 17.70% of students perceived the content as difficult, 53% had never engaged in practicum or observational activities, 24.20% reported that the material had limited influence on their daily habits, and 38.70% perceived the learning content as insufficiently contextual. Regarding learning needs, 80.60% of students required practicum or observational activities, 61.30% expressed a preference for interactive learning media, and 66.10% needed attractive images or illustrations. From the teachers' perspective, 66.70% indicated that current instruction lacks innovative learning media and strongly requires project-based learning; similarly, 66.70% emphasized the urgency of innovative media and practicum-based activities. These findings underscore the importance of developing context-based digital learning media to foster students' interest in learning, active engagement, environmental awareness, and critical thinking skills.
NEEDS ASSESSMENT FOR DEVELOPING LUMI BASED PBL TO IMPROVE JUNIOR HIGH STUDENTS’ INTEREST AND CRITICAL THINKING
This study aims to examine the need for interactive learning media using Lumi Education in junior high schools. The research employed a descriptive quantitative approach using questionnaires distributed to three science teachers and 49 seventh-grade students. The participants consisted of science teachers and Grade VII students. The findings indicate that teachers have never implemented the Problem-Based Learning (PBL) model in science instruction, with a score of 33.3% categorized as low. In addition, teachers have never used interactive learning media based on Lumi Education, reflected by a score of 100% in the very high category (indicating complete non-use). Student enthusiasm toward science learning was also low, with a score of 33.3%, and students’ critical thinking skills were similarly classified as low at 33.3%. From the students’ perspective, teachers’ use of Lumi Education interactive media obtained a score of 65.3%, which falls into the sufficient category. Student responses to teachers’ statements during science learning reached 59.2%, also categorized as sufficient. Overall, the results show that interactive Lumi Education media are not available at SMPN 34 Pekanbaru. Therefore, the development of interactive Lumi Education media for science subjects is necessary to support students’ understanding, increase learning interest, and enhance critical thinking skills
DEVELOPMENT OF VARK LEARNING STYLE-BASED BIOTECHNOLOGY E-LKPD USING THE PJBL-STEAM MODEL TO ENHANCE GRADE IX STUDENTS' SCIENCE LITERACY
Scientific literacy is an essential competence that must be mastered by students in science education. However, the achievement of students’ scientific literacy in Indonesia remains relatively low. One strategy to address this issue is the development of contextual learning media that are aligned with students’ diverse learning styles. This study aims to develop a biotechnology e-LKPD oriented to Visual–Auditory–Read/Write–Kinesthetic learning styles using the PjBL-STEAM model and to examine its effectiveness in fostering junior high school students’ scientific literacy. This research employed a R&D approach using the 4D model. The participants were Grade IX students of SMP Negeri 1 Tahunan, divided into an experimental class and a control class. Data were collected through expert validation sheets, media readability questionnaires, and scientific literacy tests administered as pretests-posttests. The results showed that the developed e-LKPD achieved a high level of validity and met established validity criteria, while media readability was categorized as very good. Implementation of the e-LKPD significantly increased students’ scientific literacy in the experimental class, as indicated by a high N-gain value compared to the control class. The integration of the PjBL-STEAM model with the VARK learning style approach promoted active student engagement and strengthened the linkage.
THE EFFECT OF USING TEACHING AT THE RIGHT LEVEL APPROACH WITH AUDIO-VISUAL MEDIA ON IPAS LEARNING OUTCOMES OF FIFTH GRADE STUDENTS AT SD INPRES 5 LOLU
This research examines how the Teaching at the Right Level (TaRL) approach, combined with audio-visual media, IPAS learning outcomes among fifth-grade students at SD Inpres 5 Lolu. The primary issue identified was suboptimal academic performance in science, stemming from instruction that failed to accommodate varying student competency levels and limited implementation of engaging instructional resources. A quantitative experimental design was employed, specifically utilizing a one-group pretest-posttest framework. Twenty-one fifth-grade students participated as research subjects, selected through saturated sampling methodology. Assessment was conducted using a validated and reliable multiple-choice instrument designed to measure learning achievement. Statistical analysis incorporated both descriptive methods and the Paired Sample t-Test. Findings revealed a substantial increase in mean scores from 50.37 during the pretest to 83.01 in the posttest. Hypothesis testing yielded a significance value of 0.000 (p < 0.05), leading to the rejection of H₀ and acceptance of Hₐ. Therefore, the research concludes that implementing the TaRL approach with audio-visual support significantly enhances IPAS learning outcomes for fifth-grade students at SD Inpres 5 Lolu.
DEVELOPMENT AND VALIDATION OF THE STUDENTS’ LEARNING AND ASSESSMENT EXPERIENCE OF CONTENT AND PROCEDURAL KNOWLEDGE (SLAE-CPK) INSTRUMENT
This study aimed to develop and validate the Students’ Learning and Assessment Experience of Content and Procedural Knowledge (SLAE-CPK) instrument, designed to capture high school students’ experiences in learning and assessment related to content and procedural knowledge in biology education. Grounded in the PISA 2025 Science Framework and the principles of experiential learning and social constructivism, the instrument responds to gaps in Indonesia’s science education system, where assessment practices often emphasize conceptual understanding while neglecting procedural skills. Using a Research and Development (R&D) approach, the instrument underwent expert validation, empirical testing with 103 students, and Rasch model analysis to ensure its validity, reliability, and construct alignment. The final version comprises three core aspects (learning experience, assessment experience, and post-assessment experience) each addressing both content and procedural knowledge dimensions. The instrument demonstrated strong internal consistency (Cronbach’s α = 0.91) and fit indicators, supporting its utility in both formative assessment and reflective pedagogical practice. Beyond measurement, qualitative findings revealed that the instrument may serve as a metacognitive tool that fosters learner autonomy and enhances teacher-student dialogue. While the instrument shows promise for improving science instruction in Indonesia, further research is recommended to explore its cross-disciplinary, cross-cultural, and longitudinal applicability.
DEVELOPMENT OF A PROBLEM-SOLVING-BASED DIGITAL COMIC ON ENVIRONMENTAL POLLUTION TO FOSTER STUDENTS’ SCIENTIFIC LITERACY COMPETENCIES
Education in the twenty-first century demands that students have sufficient scientific literacy. To foster scientific literacy, particularly on the topic of environmental pollution, innovative, adaptive, and engaging learning media are needed, one of which is digital comics. This study aimed to develop a problem-solving-based digital comic on environmental pollution to foster tenth-grade students’ scientific literacy and determine its feasibility based on validity and effectiveness. The study applied a Research and Development (R&D) approach using the 4D model, which involves the define, design, develop, and disseminate stages. a limited trial was implemented involving 30 students from Class X-D at MAN 1 Pasuruan. Validity was evaluated based on presentation, content, and language aspects, while effectiveness was assessed through improvements in students’ attainment of scientific literacy indicators. Data were collected using validation sheets, pre-tests, and post-tests and analyzed descriptively. The results indicated that the digital comic achieved a validation score of 3.92, categorized as highly valid. Furthermore, its effectiveness was demonstrated by an N-gain score of 0.80, categorized as high. Therefore, the problem-solving-based digital comic is feasible for use as a learning medium to foster students’ scientific literacy on the topic of environmental pollution.
DEVELOPING INQUIRY-ORIENTED SCIENCE WORKSHEETS TO FOSTER SCIENCE PROCESS SKILLS AND CRITICAL THINKING AMONG JUNIOR HIGH SCHOOL STUDENTS
This study aimed to develop an inquiry-based science student worksheet (LKPD) that is valid, practical, and effective in improving junior high school students’ science process skills and critical thinking abilities on the topic of photosynthesis. The study employed a research and development (R&D) method using the ADDIE model. The effectiveness of the product was tested using a quasi-experimental design with a non-equivalent control group. The research subjects consisted of 13 seventh-grade students divided into an experimental class and a control class. The feasibility of the LKPD was evaluated through expert validation involving material, media, and language experts using a 4-point Likert scale, while practicality was assessed through student readability tests and teacher responses. Effectiveness was analyzed using N-gain and t-tests. The results showed that the inquiry-based LKPD obtained an average validation score of 3.65, categorized as very good. The readability and practicality tests resulted in scores of 3.70 and 3.62, respectively, also categorized as very good. The experimental class achieved an N-gain score of 0.68 (moderate–high category), which was higher than the control class with an N-gain score of 0.33. The t-test results indicated significant differences in students’ science process skills and critical thinking abilities. Therefore, the inquiry-based science LKPD is considered valid, practical, and effective for use in junior high school science learning.
THE EFFECTIVENESS OF THE ESD-BASED ADIWIYATA PROGRAM IN IMPROVING STUDENTS’ ECOLITERACY, CRITICAL THINKING, AND ENVIRONMENTAL AWARENESS AT UPT SMPN 26 GRESIK
This study aims to analyze the effectiveness of the Adiwiyata program based on Education for Sustainable Development (ESD) in improving students’ ecoliteracy, critical thinking skills, and environmental awareness at UPT SMP Negeri 26 Gresik. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest–posttest control group design. The sample was selected using purposive sampling, consisting of class VII F as the experimental group and class VII A as the control group. The research instruments consisted of objective tests (pretest and posttest) and observation sheets that had been validated by experts. Data were analyzed using N-Gain and paired sample t-tests with the assistance of SPSS 21 for Windows. The results showed a significant improvement in students’ ecoliteracy, critical thinking skills, and environmental awareness after the implementation of the ESD-based Adiwiyata program. The average N-Gain scores were in the moderate to high categories, and the t-test results indicated a significance value (2-tailed) of 0.000 < 0.05, showing a significant difference between the experimental and control groups. Therefore, the implementation of the ESD-based Adiwiyata program is effective in developing students who possess ecological knowledge, critical thinking skills, and responsible attitudes toward environmental sustainability.
IMPLEMENTATION OF ETHNOCEMICAL MEDIA "BELANTARA" THROUGH CONTEXTUAL TEACHING AND LEARNING MODEL TO IMPROVE STUDENTS' CRITICAL CHEMICAL LITERACY AT MA AL-HADI DEMAK
This study aims to analyze the effect of Belantara media based on ethnochemistry through the Contextual Teaching and Learning model on students' critical chemistry literacy in atomic notation material. The research method used a pre-experimental one-group pretest-posttest design with 35 students from class X-3 MA Al-Hadi Demak as subjects. The research instruments included a chemical conceptual knowledge test, a critical chemistry literacy questionnaire covering four domains (conceptual knowledge, procedural competence, epistemic knowledge, and attitude), and a student reflection questionnaire. Data analysis used the Paired Sample t-test and Cohen's d effect size calculation. The results showed a significant increase with a significance value of 0.000 (p < 0.05) and an effect size of 3.25 (huge effect) in critical chemistry literacy overall. For conceptual knowledge (Domain 1), an effect size of 1.24 (very large effect) was obtained. The reflection analysis showed very positive responses with satisfaction scores of 3.51-3.94. Students stated that the learning was more interesting and meaningful because it integrated the local agricultural context of Blora with chemical concepts. It was concluded that the Belantara media based on ethnochemistry with the CTL model was effective in comprehensively improving students' critical chemistry literacy in cognitive, affective, and psychomotor aspects.
DEVELOPMENT OF ETHNO-STEM TEACHING MATERIALS TO ENHANCE APPRECIATION OF LOCAL WISDOM AND CREATIVITY IN UNIVERSITY STUDENTS: A CASE STUDY IN LAMONGAN
The challenges of 21st-century education demand university graduates who are not only academically competent but also creative and rooted in their national culture. This study aims to produce valid and practical Ethnoscience-based STEM (Ethno-STEM) teaching materials, test the effectiveness of the teaching materials in enhancing appreciation of local wisdom, and test their effectiveness in increasing student creativity. The research method utilized is Research and Development (R&D) using the 4-D model (Define, Design, Develop, Disseminate). The subjects for the field trial (Develop stage) were 25 Science Education students from Universitas Islam Lamongan selected via purposive sampling based on enrollment in relevant courses, while the Disseminate stage involved 30 students from the faculty scope. Data collection instruments included expert validation sheets, student response questionnaires, local wisdom appreciation questionnaires, and creativity tests. Validation results by 6 experts showed the teaching materials were highly feasible with an average percentage of 88.95%. Practicality tests showed a very practical category (88.33%), and user responses at the dissemination stage reached 87.50% (very good). Effectiveness tests showed an increase in creativity in the medium category (N-Gain 0.52) and an increase in local wisdom appreciation in the high category (N-Gain 0.71). It is concluded that the developed Ethno-STEM teaching materials are valid, practical, and effective for implementation in lectures.
ANALYSIS OF NINTH-GRADE STUDENTS’ MISCONCEPTIONS ON BIOTECHNOLOGY MATERIAL USING THE CERTAINTY OF RESPONSE INDEX (CRI)
This study aims to identify the misconception profile of ninth-grade junior high school students on biotechnology material using the Certainty of Response Index (CRI) method. Biotechnology contains abstract and applicable concepts that are prone to misunderstanding. This quantitative descriptive study involved 32 ninth-grade students as research subjects. The instrument used was a reasoned multiple-choice diagnostic test equipped with a confidence scale (CRI) of 1 to 5. Data analysis was carried out by grouping students' answers into categories of understanding the concept, understanding the concept but not confident, misconceptions, and not understanding the concept. The results showed that students' misconceptions were spread across various sub-concepts with varying percentage levels. The most significant finding showed the highest level of misconceptions in the indicators of determining the basic principles of modern biotechnology and identifying biotechnology products, with the percentage of misconceptions reaching 78.125% in item number 10 and 75% in item number 4. The low level of students' understanding of the distinction between fermented and non-fermented products and the principles of genetic engineering indicates the need for a deeper emphasis on learning to differentiate conventional and modern concepts
ANALYSIS OF 7TH GRADE SCIENCE TEXTBOOKS ON THE MATERIALS "ECOSYSTEMS AND THEIR CONSERVATION" AND "SOLAR SYSTEM" FROM A SCIENTIFIC LITERACY PERSPECTIVE
This study investigates how scientific literacy components are embedded in seventh-grade science textbooks based on PISA indicators. This study employed a qualitative descriptive design with content analysis techniques. The study analyzed three textbooks published by the Ministry of Education and Culture (2021), Erlangga (2023), and Yrama Widya (2024), selected through purposive sampling. Data collection focused on the chapters “Ecosystems and Their Conservation” and “Solar System,” which were examined using instruments measuring four aspects of literacy: context, competence, knowledge, and attitudes. The analysis showed that all textbooks addressed these aspects with varying degrees of integration. Yrama Widya’s textbook achieved the highest level of inclusion (81–100%, in the excellent category), while the books from the Ministry and Erlangga were in the adequate range (41–61%). Across textbooks, competencies were most prominent (33%, 41%, 37%), context was moderately integrated (34.5%, 38.8%, 29.4%), knowledge was unevenly distributed (9.1%, 10.2%, 21.6%), and attitudes were least emphasized (21.8%, 10.2%, 11.8%). Overall, scientific competencies dominated, while aspects of epistemic knowledge remained absent. These findings highlight the need for more contextual and exploratory textbooks that can strengthen students' scientific reasoning in the 21st century.
TRANSFORMATION OF SCIENCE LEARNING: THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION-BASED TEXTBOOKS IN IMPROVING SCIENCE LITERACY AND CURIOSITY IN BIOTECHNOLOGY
This study was motivated by low science literacy and declining inquiry motivation among students due to the limited availability of teaching materials that accommodate diverse learning readiness. The purpose of this research was to develop differentiated science textbooks on biotechnology and to examine their validity, practicality, and effectiveness in improving science literacy and curiosity among ninth-grade junior high school students. The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The textbooks were designed based on learning readiness levels (basic, intermediate, and advanced) and integrated with Discovery Learning syntax. Data were collected through expert validation, teacher and student questionnaires, and effectiveness testing using a quasi-experimental design. Descriptive statistics and non-parametric inferential tests were applied for data analysis. The findings indicated that the developed textbooks demonstrated very high validity and practicality. Furthermore, students in the experimental group achieved significantly higher posttest scores in science literacy and curiosity compared to the control group. These results suggest that differentiated science textbooks are effective in supporting student-centered learning and enhancing both cognitive and affective outcomes.
EDUCATION FOR SUSTAINABLE DEVELOPMENT–BASED LEARNING OF CHEMICAL REACTIONS THROUGH E-MODULES TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS
This research investigates the effectiveness of Education for Sustainable Development (ESD) oriented learning implemented through e-modules on chemical reaction topics in improving junior high school students’ critical thinking skills. The study employed a quantitative method using a quasi-experimental design and involved 139 junior high school students from Tegal Regency, Indonesia. The developed e-module integrates chemical reaction concepts with real-life sustainability issues at the local level, including waste management and water pollution. Students’ critical thinking skills were measured using pre-test and post-test instruments, and the data were analyzed through gain score analysis and inferential statistical testing. The findings reveal a significant improvement in students’ critical thinking abilities after the implementation of ESD-based e-modules. These results indicate that e-modules integrating ESD principles are effective learning media for enhancing students’ analytical, evaluative, and inferential thinking in science education. Consequently, ESD-based e-modules can be considered a viable instructional alternative to improve the quality of science learning at the junior high school level.
A QUASI-EXPERIMENTAL STUDY ON THE IMPLEMENTATION OF A QR CODE-ASSISTED BOARD GAME TO IMPROVE SENIOR HIGH SCHOOL STUDENTS LEARNING OUTCOMES ON THE DOPPLER EFFECT
This study aims to obtain empirical evidence regarding the effectiveness of QR Code-assisted board games in improving students’ learning outcomes on the Doppler Effect material. The research employed a quantitative approach with a pretest–posttest control group design. All data collected in this study were quantitative in nature. Learning outcome data were obtained through a 30-item multiple-choice test, while student engagement, affective, and psychomotor aspects were measured using structured observation sheets and student response questionnaires with numerical scoring scales. The results showed a greater improvement in the experimental class compared to the control class. The average pretest and posttest scores of the control class increased from 36.38 to 54.25 with an N-Gain of 0.24 (low category), whereas the experimental class increased from 37.68 to 78.89 with an N-Gain of 0.62 (moderate category). Observation results indicated that student activity in the experimental class reached 76%, higher than the control class at 36%. The experimental class also obtained higher scores in affective (87.50) and psychomotor (80.57) aspects compared to the control class. Student response questionnaire results showed a very positive perception of the media, with an average score of 89.3%. Based on these findings, the implementation of QR Code-assisted board games was associated with improved cognitive, affective, and psychomotor outcomes within the research sample. These conclusions are limited to the study context and participants involved.
THE EFFECT OF THE DIRECT INSTRUCTION (DI) MODEL ON ELEMENTARY SCHOOL STUDENTS' UNDERSTANDING OF SCIENCE CONCEPTS
This study aims to analyze the influence of the Direct Learning model The Direct Instruction (DI) approach to elementary school students' understanding of science concepts. The study used a quantitative approach with a pre-experimental design of the One Group Pretest–Posttest type. The study sample consisted of 25 fourth-grade students. Data collection techniques used conceptual understanding tests through pretests and posttests. The results showed an increase in students' understanding of science concepts after the implementation of the Direct Instruction (DI) model. Instruction (DI), indicated by an increase in the average pretest score of 72.40 to a posttest of 84.40. The results of the Paired Sample T-Test showed that the difference in pretest and posttest scores was statistically significant with a significance value (Sig.) <0.05, so it can be concluded that the DI model has a significant effect on students' understanding of science concepts. In addition, the results of the N-Gain analysis obtained an average value of 0.35 with a moderate category. These findings indicate that structured, systematic learning accompanied by guided practice is effective in improving elementary school students' understanding of science concepts.
DEVELOPMENT OF DISCOVERY LEARNING-BASED E-LKPD FOR GRADE XI NERVOUS SYSTEM TO TRAIN CRITICAL THINKING, COMMUNICATION, AND COLLABORATION
In the 21st century, 4C skills (creativity, communication, collaboration, and critical thinking) are essential for students to address various challenges through education. These skills can be developed through the use of electronic student worksheets (E-LKPD). This study aimed to develop a Discovery Learning-based E-LKPD on the Nervous System topic that is suitable for training critical reasoning, communication, and collaboration among Grade XI high school students. The E-LKPD was developed using the 4D development model and was tested in a limited trial involving 15 Grade XI students at SMA Islam Shafta Surabaya. The results showed that the E-LKPD was highly valid (96%), highly practical based on the learning implementation score (98%) and positive student responses (92%), and effective in improving critical reasoning with an average N-Gain score of 0.81. In addition, communication and collaboration skills achieved percentages of 95% and 97%, respectively. Based on these findings, the Discovery Learning-based E-LKPD on the Nervous System topic for Grade XI students was considered suitable for training critical reasoning, communication, and collaboration in terms of validity, practicality, and effectiveness.
DEVELOPMENT OF A DEEP LEARNING BASED SCIENCE INQUIRY E-HANDBOOK TO ENHANCE SCIENTIFIC INVESTIGATION SKILLS IN ELEMENTARY SCHOOL STUDENTS
This study aimed to produce, assess the practicality, and determine the effectiveness of a deep learning-based science inquiry e-handbook for fifth-grade elementary school students. The 4-D model was employed, involving expert validation, small-scale trials with 1 teacher and 11 students at Caturtunggal 7 Public Elementary School, and large-scale trials with 49 students at Pagandongan Public Elementary School using a quasi-experimental non-equivalent control group design. Data were analyzed using descriptive statistics and Independent Samples T-Test via JASP. The product is a digital flipbook comprising six inquiry stages integrated with mindful, meaningful, and joyful learning pillars. Content expert validation yielded a mean of 4.384 and media expert yielded 4.923, both "Very Valid." Teacher response scored 15/15 and student response averaged 12, both "Very Practical." The effectiveness test showed p = 0.042 < 0.05, with the experimental group's posttest mean (76.26) significantly higher than the control group's (66.19), proving the e-handbook effective in improving students' scientific investigation skills
SYNTHESIS OF EMPIRICAL EVIDENCE FOR THE DEVELOPMENT OF PjBL AND ETHNOSCIENCE-INTEGRATED INQUIRY LEARNING ON CRITICAL THINKING AND SCIENTIFIC LITERACY
Science learning is often constrained by conceptual abstractions that limit the mastery of 21st-century skills. This study aims to synthesize empirical evidence related to the development of the Project-Based Learning (PjBL) model and Ethnoscience integrated Inquiry Learning. Using the Systematic Literature Review (SLR) method on 10 selected articles for the 2023-2025 period, this study analyzes the patterns and impacts of the integration of the model. The results of the analysis show a trend of shift from a manual approach to a hybrid model assisted by digital and virtual technologies. The integration of ethnoscience in PjBL and Inquisition has proven to be effective as a cognitive bridge that visualizes abstract concepts, as well as consistently improving critical thinking skills, cultural literacy, and entrepreneurship. It is concluded that the synergy between culture, constructivist pedagogy, and technology forms a strategic framework of "Eco-Technopedagogy". These findings recommend adapting a technology-supported local potential-based curriculum to produce a competent and characterful generation.
THE EFFECTIVENESS OF PBL MODEL IN IMPROVING STUDENTS’ CRITICAL THINKING SKILLS IN SCIENCE LEARNING IN SDN DUREN SAWIT 14: A MIXED METHODS RESEARCH
The development of critical thinking skills is an important requirement in 21st-century learning, especially in Natural and Social Sciences (IPAS) learning in elementary schools. However, learning that is still dominated by conventional and teacher-centered methods causes students' critical thinking skills to not develop optimally. This study aims to analyze the effect of the PBL model on improving students' critical thinking skills and describe the process of its implementation in IPAS learning. This study used a mixed methods design that combines quantitative and qualitative approaches. The research subjects consisted of two elementary school classes IV-A (29 students) and IV-B (29 students). Quantitative data were collected through critical thinking skills tests and analyzed using descriptive statistics and independent sample t-tests. The qualitative approach was carried out through observation, interviews, and documentation studies to obtain an in-depth picture of the implementation of the PBL model. The results of the hypothesis test showed that at the pre-test stage there was no significant difference between the experimental class and the control class (t-count = 2.470; Sig. = 0.020), so that students’ initial abilities were relatively equal. However, the t-test results on the post-test showed a significant difference between the two classes (t-count = 7.228; Sig. = 0.001), with the average post-test score of the experimental class being higher than the control class. The qualitative findings support the quantitative results by showing that the implementation of PBL improves students' activeness, problem-analyzing abilities, and collaborative skills. Thus, it can be concluded that the Problem-Based Learning model is effective in improving students’ critical thinking skills and creating more active and meaningful science learning in elementary schools.
DESIGN AND DEVELOPMENT OF PBL-BASED PHYSICS E-BOOK INTEGRATING LAMPUNG'S CLASSICAL GUITAR LOCAL WISDOM FOR SOUND WAVES CONTENT IN GRADE 11
This project generated a physics e-book integrating Lampung classical guitar heritage into the Grade 11 sound-wave topic. Such development corresponds with the Merdeka Curriculum emphasis on contextual instruction while responding to the limited availability of culturally embedded learning resources across West Tulang Bawang Regency. An R&D pathway employing the ADDIE framework guided the project. Information gathering relied on Harwell and Gatti’s four-level scale, while interpretation utilized ideal mean (Mi) together with ideal standard deviation (SBi) calculations. Assessment contributors consisted of two expert validator, six physics teachers, and 36 Grade 11 students from SMAN 2 Tumijajar. Content specialists awarded an average validation value of 94.85, categorized as valid, whereas media specialists produced a score of 66.00, classified as valid. Practicality appraisal involving three physics teachers generated a practical category with an average total of 34.17, while student readability attained 114.08, falling within the good category and satisfying the criterion X̅i < X ≤ X̅i + 1.5 SBi. These outcomes confirm that the e-book satisfies validity and usability requirements for classroom application, with the Lampung classical guitar functioning as a connector between physics principles and students’ cultural experiences.
TREND OF SOCIO SCIENTIFIC ISSUES IN SCIENCE LESSON: A BIBLIOMETRIC ANALYSIS USING SCOPUS DATABASE IN 2020-2025
The purpose of this study is a bibliometric analysis of Socioscientific Issues (SSI) research trends in science learning based on 126 research publication data in the form of articles in Scopus metadata from 2020 - 2025. This study will reveal information in the form of topic trends that are often collaborated with SSI, the contribution of various countries in SSI research, and provide research recommendations for future SSI researchers. The method used follows the steps of bibliometric analysis, namely the search stage, filtering stage, bibliometric attribute examination, and bibliometric analysis. Data analysis uses Scopus, VOSviewer, and biblioshiny. The findings of this study are the fluctuating dynamics of SSI research trends from 2020 - 2025 and thematic relationships, research topic trends that are often collaborated with SSI topics, SSI research publication productivity from the top five countries, and recommendations for further research.
V-SITES: DEVELOPING A WEB-BASED BIOLOGY LEARNING MEDIA TO ENHANCE CONCEPTUAL UNDERSTANDING OF VIRUS IN SENIOR HIGH SCHOOL
This study aimed to develop Google Sites–based biology learning media on the topic of virus for Grade X students in alignment with the implementation of the Merdeka Curriculum. The research employed a Research and Development (R&D) approach using the ADDIE instructional design model. The participants consisted of 40 students from a senior high school in Tanjungpinang. Data were collected through expert validation of content and media design, questionnaires to examine teacher and student responses, and pretest–posttest assessments to evaluate learning outcomes. The resulting product, named V-Sites, was structured into learning units consistent with the Merdeka Curriculum and designed to support independent learning by integrating instructional materials, learning activities, and assessment components within a single digital platform. The findings indicated that V-Sites achieved a very high level of validity based on expert evaluation and received positive responses from students. In addition, student learning outcomes improved significantly, as reflected by an N-Gain score of 0.76 (high category). These results demonstrate that Google Sites–based learning media are effective and appropriate as a digital alternative for teaching virus material in Grade X biology.
THE UTILIZATION OF ORGANIC WASTE IN BIOTECHNOLOGY LEARNING THROUGH PjBL/STEM TO ENHANCE SCIENTIFIC SKILLS AND CREATIVITY: A SYSTEMATIC EVIDENCE SYNTHESIS
The accumulation of household and agricultural organic waste poses serious ecological problems, but also opens up opportunities for utilization in contextual and sustainability-oriented biotechnology learning. This study aims to systematically analyze the international literature on the integration of the use of organic waste in biotechnology learning to improve students' scientific skills and creativity, especially through the Project-Based Learning model and STEM approach. The method used is a Systematic Literature Review guided by PRISMA with the main source of the Scopus database (2017–2025), followed by qualitative analysis using NVivo to identify research themes, trends, and gaps. The results show that various forms of organic waste utilization such as eco-enzyme production, compost, and enzyme extraction from biomass, within the framework of PjBL/STEM consistently contribute to improving science literacy, scientific process skills, creative thinking skills, and ecological awareness, although there are still limitations of standardized instruments and variations in the quality of study design. It is concluded that the integration of organic waste in biotechnology learning, supported by the PjBL/STEM framework, digital technology, and local wisdom, is a promising instructional strategy for the development of innovative and responsive science curricula to 21st century competencies.
HIGHER-ORDER THINKING SKILLS OF SIXTH-GRADE STUDENTS IN WEST JAVA: EVIDENCE FROM CASE-BASED C4–C6 ASSESSMENT
This study was motivated by the low level of Higher Order Thinking Skills (HOTS) among elementary school students, particularly at the evaluation (C5) and creation (C6) levels, which have not been optimally developed in learning practices. This study aims to conduct an in-depth analysis of students’ HOTS profiles through the application of case-based assessment. The method used is quantitative descriptive analysis combined with qualitative analysis of student responses. The study participants consisted of 23 sixth-grade students selected using saturation sampling. Data were collected using a case-based assessment instrument to measure students’ analytical (C4), evaluation (C5), and creative (C6) skills, and were then analyzed using descriptive statistics and the Friedman test. The results showed that students’ analytical skills fell into the moderate category, while their evaluation and creative skills were predominantly in the low category. No students achieved the high category in either evaluation or creative skills. These findings indicate that case-based assessment can comprehensively reveal students’ HOTS profiles; however, their evaluation and creation skills have not yet developed optimally. Therefore, it is necessary to strengthen authentic learning and assessment that can consistently and continuously develop students’ evaluation and creation skills.
ECOPEDAGOGY-BASED SCIENCE LEARNING ENHANCES ENVIROMENTAL AWARNESS IN INDONESIA ELEMENTARY STUDENTS: SLR 2021-2025
This study aims to examine science education based on eco-pedagogy as an alternative approach to increasing environmental awareness among elementary school students. The method used is a Systematic Literature Review (SLR) with the stages of identification, screening, eligibility, and inclusion based on the PRISMA protocol. The data sources are accredited SINTA national scientific articles published between 2021 and 2025. Of the 222 articles identified, 5 articles met the inclusion criteria and were further analyzed. The results showed that eco-pedagogy-based science learning was effective in increasing students' environmental awareness, love of nature, and ecological literacy. Its implementation was carried out through various strategies, such as project-based learning, the Jelajah Alam Sekitar (JAS) model, and interactive media such as the NARJI board game and the ecobrick project. In addition, the role of teachers as facilitators of critical reflection is key to success in fostering ecological awareness. This study confirms that ecopedagogy is capable of harmoniously integrating cognitive, affective, and psychomotor dimensions and contributes to the achievement of the Sustainable Development Goals (SDGs), especially goals 4 and 13.
DEVELOPING JUNIOR HIGH SCHOOL A PROJECT-BASED SCIENCE WORKSHEET INTEGRATING WADI IKAN PATIN LOCAL POTENTIAL TO ENHANCE CRITICAL THINKING AND CULTURAL LITERACY
This study aimed to develop science student worksheets (STUDENT WORKSHEETS) based on Project-Based Learning (PjBL) integrated with the local potential of wadi patin fish to enhance the critical thinking skills and cultural literacy of ninth-grade junior high school students. Science instruction that is not connected to local potential often limits students’ ability to relate scientific concepts to their cultural environment. The research employed a Research and Development (R&D) approach using the Four-D (4D) model, comprising the define, design, develop, and disseminate stages. The participants consisted of an experimental class and a control class. Data were collected through interviews, observations, questionnaires, and tests, and analyzed using expert validation, readability and practicality assessments, N-Gain analysis, the Mann–Whitney test, effect size calculation, and observational analysis of cultural literacy. The results indicated that the developed student worksheets was highly feasible, with validation scores of 91.67% from content experts and 87.27% from media experts. Student readability reached 79.2%, while teacher practicality achieved 100%, both categorized as very good. The experimental class showed a moderate improvement in critical thinking skills (N-Gain = 0.34), higher than the control class (0.25), although the statistical difference was not significant (Z = –0.419; effect size = 0.06). Students’ cultural literacy was classified as very good, with an average percentage of 95.31%. Overall, the PjBL-based student worksheets integrated with local potential is feasible, practical, and effective in supporting students’ critical thinking skills and cultural literacy.
RESEARCH TRENDS FOR THE DEVELOPMENT OF LKPD WITH AN ETHNOSCIENCE APPROACH IN LEARNING TO IMPROVE 21th CENTURY SKILL: SYTEMATIC LITERATURE REVIEW
The development of Student Worksheets (LKPD) with an ethnoscience approach is one of the important strategies to realize contextual science learning, rooted in local wisdom, as well as relevant to the demands of 21st century skills. This study uses the Systematic Literature Review (SLR) method with PRISMA guidance to identify, select, and analyze publications on the development of ethnoscience LKPD in the 2015–2025 period that are indexed in the Scopus database and other supporting sources. From the initial 210 documents, the gradual selection process produced 12 articles that met the inclusion criteria related to research design, openness of access, and relevance of themes to the development of ethnoscience LKPD. The results of the study show that the research is dominated by research and development (R&D) design with the ADDIE model or similar, focusing on testing the validity, practicality, and effectiveness of LKPD in improving learning outcomes, science literacy, motivation, and students' appreciation of local culture. Overall, the development of LKPD with an ethnoscience approach is proving to be a relevant and prospective topic to be researched, with opportunities for further development on a variety of contexts, educational levels, and integration with innovative approaches such as STEM, project-based learning, and the use of digital technology.
PjBL TO ENHANCE STUDENTS' CREATIVE THINKING SKILLS IN BIOLOGY LEARNING
Creative thinking skills are important for students to generate new ideas and products that solve problems. This study aims to measure the improvement of students' creative thinking skills through the implementation of the project-based learning (PjBL) model. The sample was selected using purposive sampling, given that this class had the lowest scores and the lowest level of engagement in the learning process compared with other courses. The research method was classroom action research conducted in several cycles. The value of creative thinking skills was assessed through essay questions, which were evaluated using a creative thinking rubric developed by Kholid et al. (2023). The implementation of the PjBL learning model was assessed using an observation sheet for the PjBL learning syntax. Data analysis used normalized gain (N-Gain) calculations. The results showed an increase in students' creative thinking skills. This increase was seen from the N-Gain score, which was 0.29 in the low category in cycle I and increased to 0.52 in the medium category in cycle II. These results indicate that the PjBL learning model can improve students' creative thinking skills by training them to argue and generate new ideas in the form of products. Teachers and future researchers are expected to enhance students' thinking skills through innovative learning models.
PENETAPAN KANDUNGAN TOTAL FENOLIK DAN FLAVONOID SERTA UJI AKTIVITAS ANTIOKSIDAN DARI FORMULA SEDIAAN CAIR SPIRULINA
Spirulina platensis merupakan mikroalga dari kelompok Cyanobacteria yang dikenal sebagai sumber biomolekul aktif yang bermanfaat dalam bidang farmasi. Mikroalga ini mengandung senyawa fitokimia seperti fenolik dan flavonoid. Tujuan penelitian yaitu mengetahui kandungan total fenolik dan flavonoid ekstrak Spirulina, pembuatan formula, serta penentuan aktivitas antioksidan [AN2.1][U2.2]formula sediaan cair Spirulina. Metode ekstraksi dilakukan dengan maserasi menggunakan pelarut etanol absolut dan pemekatan ekstrak menggunakan rotary evaporator. Ekstrak kental yang diperoleh diuji kandungan total fenolik dan flavonoid, kemudian dibuat lima formula sediaan cair (F1–F5) dengan komposisi ekstrak Spirulina, etanol, propilen glikol, sorbitol, gliserin, nipagin, dan akuades. Penentuan aktivitas antioksidan tiap formula dilakukan menggunakan metode DPPH pada variasi konsentrasi 5, 10, 20, 40, dan 80 mg/L dilakukan replikasi triplo dengan persamaan regresi linier untuk menentukan nilai IC50 . Hasil penelitian diperoleh ekstrak kental sebanyak 15,027 g dengan rendemen 30,0054%. Kandungan total fenolik sebesar 74,088 mg GAE/g dan flavonoid 52,115 mg QE/g. Perbedaan komposisi sorbitol dan propilen glikol memengaruhi aktivitas antioksidan sediaan cair Spirulina. Nilai IC50 menunjukkan Formula 5 (39,0915 mg/L) memiliki aktivitas sangat kuat, Formula 1, 2, dan 4 tergolong kuat, sedangkan Formula 3 sedang. Nilai IC50 asam askorbat pembanding adalah 2,77387 mg/L. Formulasi cair Spirulina berpotensi dikembangkan sebagai kandidat produk nutraseutikal antioksidan alami.
PENGARUH MEDIA GIMKIT TERHADAP HASIL BELAJAR MATERI PERUBAHAN LINGKUNGAN PADA SISWA KELAS X MAS AL -WASHLIYAH STABAT
Penerapan media Gimkit dalam pembelajaran sesuai dengan karakteristik siswa yang telah terbiasa menggunakan teknologi digital, serta dapat menghadirkan lingkungan pembelajaran yang inovatif dan menyenangkan, yang pada gilirannya meningkatkan partisipasi aktif siswa dan pencapaian hasil belajar yang lebih optimal. Riset ini memiliki tujuan untuk mengidentifikasi pengaruh implementasi Gimkit sebagai media pembelajaran terhadap pencapaian hasil belajar pada siswa kelas X MAS Al-Washliyah Stabat. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain pretest-posttest control group design. Subjek penelitian meliputi seluruh siswa kelas X MIA MAS Al-Washliyah Stabat yang berjumlah 42 orang, dengan kelas X MIA 1 sebagai kelas eksperimen dan X MIA 2 sebagai kelas kontrol. Pengumpulan data dilakukan melalui instrumen tes pretest dan posttest. Berdasarkan hasil uji-t menggunakan SPSS 25.0, diperoleh nilai signifikansi sebesar 0,000 lebih kecil dari 0,05 dan nilai thitung 6,914 lebih besar dari ttabel 2,821, dengan rata-rata nilai kelas kontrol 70,45 sedangkan kelas eksperimen mencapai 85,25, yang menunjukkan perbedaan signifikan antara kedua kelompokData analisis mengonfirmasi bahwa Ha diterima sementara H0 ditolak. Dengan demikian, dapat diinterpretasikan bahwa media Gimkit memiliki pengaruh yang signifikan dalam meningkatkan hasil pembelajaran siswa kelas X di MAS Al-Washliyah Stabat.
REDUKSI FREKUENSI MISKONSEPSI SISWA KELAS X PADA MATERI SUMBER ENERGI ALTERNATIF DENGAN PENDEKATAN DEEP LEARNING DAN KIT MEKANIKA
Penelitian ini bertujuan menganalisis pengaruh pendekatan pembelajaran Deep Learning yang dipadukan dengan penggunaan KIT Mekanika dalam mereduksi frekuensi miskonsepsi siswa pada materi sumber energi alternatif. Subjek penelitian terdiri atas tiga kelas, yaitu satu kelas eksperimen (XC) dan dua kelas replikasi (XD dan XG). Penelitian menggunakan desain one-group pretest–posttest dengan instrumen berupa tes diagnostik three-tier multiple choice. Analisis data dilakukan melalui statistik deskriptif, uji z dua proporsi, dan perhitungan normalized gain (n-gain). Hasil penelitian menunjukkan penurunan frekuensi miskonsepsi dari 7,0 menjadi 2,83 pada kelas eksperimen, dari 5,9 menjadi 1,66 pada kelas replikasi 1, serta dari 6,37 menjadi 1,0 pada kelas replikasi 2. Nilai n-gain sebesar 0,65 (kelas eksperimen), 0,71 (kelas replikasi 1), dan 0,78 (kelas replikasi 2), yang berada pada kategori sedang hingga tinggi. Uji hipotesis turut menunjukkan perbedaan signifikan antara hasil pretest dan posttest. Dengan demikian, dapat disimpulkan bahwa penerapan pendekatan Deep Learning berbantuan KIT Mekanika berpengaruh dalam mereduksi miskonsepsi siswa pada materi sumber energi alternatif.
PENGEMBANGAN LKPD BERBASIS PBL PADA MATERI ZAT ADITIF UNTUK SISWA KELAS VIII DI SMPN 14 DUMOGA
Penelitian ini bertujuan untuk mengetahui kelayakan dan kepraktisan lembar kerja peserta didik (LKPD) berbasis problem based learning (PBL) pada materi zat aditif di SMP Negeri 14 Dumoga. Penelitian ini adalah jenis penelitian dan pengembangan menggunakan model Borg & Gall. Teknik pengambilan data menggunakan instrumen angket. Terdapat empat macam angket yang digunakan: validasi ahli materi untuk menilai kelayakan konten pembelajaran, validasi ahli media untuk meninjau aspek desain produk, dan angket respon guru dan siswa guna mengetahui kepraktisan dan daya tarik LKPD. Penelitian ini menggunakan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan: (1) persentase uji validitas materi sebesar 94% pada kategori sangat layak; (2) persentase uji validitas media sebesar 87% pada kategori sangat layak; (3) uji respon guru IPA menujukkan bahwa LKPD berbasis PBL dinilai “Sangat Praktis” dengan persentase 96%; dan (4) siswa memberikan penilaian LKPD berbasis PBL dalam kategori “Sangat Praktis”, dengan persentase antara 86% hingga 97%, dan persentase rata-rata sebesar 91%. Dengan demikian, peneliti menyimpulkan bahwa LKPD berbasis PBL pada materi zat aditif dinyatakan layak dan praktis untuk digunakan dalam pembelajaran.
KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI ILMIAH SISWA KELAS VIII SMP: STUDI AWAL PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF PjBL-STEM
Penelitian ini bertujuan untuk menganalisis profil kemampuan pemecahan masalah dan keterampilan komunikasi ilmiah siswa sebagai landasan empiris dalam pengembangan media pembelajaran interaktif berbasis Project-Based Learning terintegrasi STEM (PjBL-STEM). Metode penelitian yang digunakan adalah deskriptif kuantitatif dengan subjek siswa kelas VIII.A di SMP Negeri 1 Toribulu. Data dikumpulkan menggunakan tes pemecahan masalah dan observasi keterampilan komunikasi ilmiah, serta literatur jurnal relevan. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah dan keterampilan komunikasi ilmiah siswa dengan tingkat capaian kurang. Hasil persentase rata-rata kemampuan pemecahan masalah sebesar 37,75% dan keterampilan komunikasi ilmiah sebesar 39%. Temuan ini mengindikasikan kurangnya ketersediaan bahan ajar yang memfasilitasi pembelajaran aktif dan kontekstual. Oleh karena itu, pengembangan media pembelajaran interaktif PjBL-STEM sangat direkomendasikan sebagai solusi strategis untuk meningkatkan kompetensi siswa dalam kemampuan pemecahan masalah dan keterampilan komunikasi ilmiah secara efektif di era abad ke-21.
MEDIA INTERAKTIF BERBASIS CLASSPOINT: UPAYA MENINGKATKAN HASIL BELAJAR KOGNITIF DAN LITERASI DIGITAL SMP KELAS VIII
Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas media pembelajaran interaktif berbasis ClassPoint yang valid, praktis, dan signifikan dalam meningkatkan hasil belajar kognitif dan literasi digital siswa SMP pada materi Usaha dan Energi. Latar belakang penelitian menunjukkan adanya masalah mendasar dalam pembelajaran IPA, yaitu rendahnya hasil belajar kognitif siswa (banyak yang belum mencapai Kriteria Ketuntasan Minimal/KKM) dan minimnya literasi digital siswa di kelas. Penelitian dan Pengembangan (Research and Development – R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, Evaluation) digunakan sebagai pendekatan. Subjek penelitian adalah siswa kelas VIII SMP Telekomunikasi Pekanbaru. Data dianalisis menggunakan uji validitas, uji praktikalitas, dan uji efektivitas menggunakan analisis multivariat (MANOVA). Hasil pengembangan menunjukkan media ini berada pada kategori Sangat Valid (85,42%) dan Sangat Praktis (praktikalitas siswa 84,20% dan guru 84,38%). Uji MANOVA menghasilkan nilai signifikansi (Sig.) sebesar 0.011, yang menunjukkan bahwa terdapat perbedaan signifikan pada peningkatan hasil belajar kognitif dan literasi digital antara kelas eksperimen (menggunakan ClassPoint) dan kelas kontrol (konvensional). Dengan demikian, media pembelajaran interaktif berbasis ClassPoint dinyatakan efektif untuk meningkatkan kedua variabel terikat tersebut.
PENERAPAN PENDEKATAN SCIENCE, ENVIRONMENT, TECHNOLOGY and SOCIETY (SETS) BERBANTUAN QUIZIZZ TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA
Penelitian ini berfokus pada penerapan pendekatan SETS untuk meningkatkan kualitas pembelajaran. Melalui keterhubungan antara sains, teknologi, lingkungan, dan masyarakat, siswa didorong untuk berpikir kritis dalam mengevaluasi dampak kemajuan teknologi terhadap keberlangsungan lingkungan. Tujuan dari studi ini adalah untuk melakukan analisis komparatif terhadap kecakapan berpikir kritis siswa dalam topik usaha dan energi pada dua kelompok yang berbeda: siswa yang pembelajarannya menggunakan pendekatan SETS dengan media Quizizz dan siswa yang mengikuti pembelajaran konvensional di kelas XI SMAN 1 Syamtalira Bayu. Metode penelitian yang digunakan adalah Quasi Experimental Design dengan desain Nonequivalent Control Group Design. Sampel penelitian terdiri dari kelas XI IPAS 1 sebagai kelas eksperimen dan XI IPAS 2 sebagai kelas kontrol, masing-masing berjumlah 22 siswa. Instrumen penelitian berupa tes essay sebanyak 12 soal. Merujuk pada hasil penelitian, dapat diketahui rata-rata pretest dan posttest kelas eksperimen sebesar 26,5 dan 57,3, sedangkan kelas kontrol sebesar 26,8 dan 47,7. Uji independent sample t-test menunjukkan nilai Sig. (2-tailed) 0,027 < 0,05, sehingga H₀ ditolak dan Hₐ diterima. Hasil penelitian menunjukkan perbedaan yang nyata kemampuan berpikir kritis siswa antara pembelajaran menggunakan pendekatan SETS berbantuan Quizizz dan pembelajaran konvensional yang dibuktikan dengan hasil Uji-t.
PENGEMBANGAN LAPD PjBL DENGAN UJI COBA TERBATAS UNTUK MENINGKATKAN KPS PESERTA DIDIK KELAS XI PADA MATERI KIMIA HIJAU
Keterampilan proses sains termasuk potensi yang perlu dilatihkan dan dikembangkan oleh peserta didik, KPS yang sinkron pada kurikulum merdeka mengutamakan kreativitas dan keterampilan abad ke-21 yang didukung dengan hasil PISA 2018 mengungkapkan bahwa hasil dari aspek KPS peserta didik di Indonesia berada di level minimum. Lebih lanjut, kehadiran kerangka sains PISA 2023, pengembangan keterampilan proses sains menjadi semakin relevan. Upaya peningkatan KPS dengan penggunaan media pembelajaran yang tepat, yakni LAPD berbasis proyek pada materi kimia berkelanjutan atau ramah lingkungan. Penelitian ini R&D yang memakai model 4D (define, design, develop, dan disseminate), namun hanya sampai tahapan pengembangan. Uji coba dijalankan di 28 peserta didik SMA Muhammadiyah 2 Surabaya MIPA I yang menerima materi kimia hijau. Hasil analisa memperlihatkan jika LAPD memiliki validitas sangat tinggi (skor ≥4), kepraktisan sangat baik (rata-rata respon peserta didik 93,06% dan keterlaksanaan pembelajaran 95,47%), serta keefektifan dengan analisa melalui N-Gain score keterampilan proses sains 0,61 (kategori sedang) dan analisa uji-t berpasangan dengan SPSS 16.0 dengan hasil Sig. (2-tailed) 0.000 < 0.05, dengan itu. memperlihatkan adanya peningkatan yang signifikan di KPS selama pembelajaran dengan LAPD berbasis PjBL. Demikian, LAPD berbasis PjBL dikatakan praktis, layak, dan efektif guna memberi peningkatan pada keterampilan proses sains peserta didik pada materi kimia hijau.
EFEKTIVITAS PENGGUNAAN CLASSKICK SEBAGAI ASESMEN KERJA ILMIAH INTERAKTIF TERHADAP PARTISIPASI BELAJAR SISWA DI SMPN 29 BANDUNG
Perkembangan teknologi pendidikan menuntut adanya inovasi asesmen yang tidak hanya menilai hasil belajar, tetapi juga proses berpikir ilmiah siswa secara interaktif. Classkick merupakan platform pembelajaran digital yang memungkinkan guru memberikan umpan balik secara langsung terhadap aktivitas siswa, sehingga mendukung penerapan asesmen kerja ilmiah berbasis digital. Penelitian ini dilatarbelakangi oleh rendahnya partisipasi siswa dalam kegiatan ilmiah konvensional yang cenderung berpusat pada guru. Melalui penerapan Lembar Kerja Ilmiah Digital (LKID) berbasis Classkick, penelitian ini bertujuan meningkatkan partisipasi belajar siswa sekaligus menilai keterampilan kerja ilmiah mereka secara autentik. Metode penelitian yang digunakan adalah penelitian dan pengembangan (R&D) dengan model 4D (Define, Design, Develop, Disseminate) yang dimodifikasi sampai tahap develop. Subjek penelitian terdiri atas 31 siswa kelas VIII F SMP Negeri 29 Bandung. Instrumen yang digunakan meliputi LKID pada Classkick, lembar observasi partisipasi kelas, dan angket respons siswa. Hasil menunjukkan bahwa LKID berbasis Classkick memiliki tingkat ketercapaian indikator kerja ilmiah sebesar 87,74% (kategori sangat baik), observasi partisipasi belajar sebesar 3,30, dan skor angket respons siswa 3,46. Siswa menunjukkan peningkatan keterlibatan, motivasi, dan kemampuan refleksi ilmiah yang signifikan. Dapat disimpulkan bahwa penggunaan Classkick sebagai asesmen kerja ilmiah interaktif efektif dalam meningkatkan partisipasi belajar dan keterampilan berpikir ilmiah siswa pada pembelajaran IPA berbasis digital.
PENGEMBANGAN LKPD TEMATIK DENGAN MODEL PjBL MEMANFAATKAN POTENSI LOKAL ADIWIYATA UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KOLABORASI UNTUK PESERTA DIDIK KELAS IX SMP PADA TEMA MATERI RUMAHKU ENERGIKU
Penelitian yang dilakukan merupakan penelitian pengembangan. Tujuan penelitian yaitu menghasilkan produk LKPD Tematik dengan model pembelajaran Project-Base Learning untuk meningkatkan keterampilan berpikir kritis dan kolaborasi pada peserta didik jenjang SMP yang layak, praktis, dan efektif. Penyusunan produk LKPD dengan tema “Rumahku Energiku” berdasarkan model pengembangan 4-D (define, design, develop, disseminate). Penelitian ini dilakukan di SMP Negeri 3 Ngaglik dengan peserta didik kelas IX sebagai subjek ujicoba. Teknik pengumpulan data melalui pengisian angket, tes tertulis, dan observasi. Angket kepraktisan dinilai oleh tujuh guru IPA yang mengikuti program Sekolah Adiwiyata. Uji keefektifan produk dilakukan dengan uji MANOVA. Penilaian kelayakan produk oleh ahli materi dan ahli media adalah sangat baik (A) dengan skor segi materi maupun media sebesar 148 dan 72. Penilaian kepraktisan produk mendapatkan kategori sangat praktis (A) dengan skor rata-rata 124,30. Hasil uji keefektifan diperoleh nilai signifikansi sebesar 0,00 (sig.< 0,05) menunjukkan adanya daya beda terhadap variabel keterampilan berpikir kritis dan kolaborasi. Besarnya pengaruh terhadap peningkatan keterampilan berpikir kritis mendapat kategori menengah (medium effect) sedangkan keterampilan kolaborasi mendapat kategori lemah (weak effect). Hasil penelitian menunjukkan bahwa produk sangat layak, praktis, dan efektif untuk meningkatkan keterampilan berpikir kritis dan kolaborasi bagi peserta didik.
PENGEMBANGAN MEDIA PEMBELAJARAN VIRTUAL YOUTUBER PADA MATERI SISTEM PEREDARAN DARAH BERBASIS MOTIVASI BELAJAR SISWA SMPN 1 PANDEGLANG
Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar siswa SMP dan penggunaan media konvensional yang kurang representatif pada materi abstrak seperti sistem peredaran darah. Penelitian ini bertujuan mengembangkan media pembelajaran berbasis Virtual Youtuber (VTuber) yang valid dan sesuai dengan indikator motivasi belajar. Metode penelitian menggunakan Research and Development (R&D) dengan model 4-D yang dimodifikasi menjadi 3-D (Define, Design, Develop). Media dikembangkan menggunakan integrasi software Pixiv Vroid, Animaze Facerig, OBS Studio, dan Canva. Kelayakan produk diuji melalui validasi ahli materi, ahli media, dan praktisi pendidikan menggunakan instrumen skala Likert. Hasil validasi menunjukkan skor ahli materi sebesar 98,9% (Sangat Valid), ahli media 78,9% (Valid), dan praktisi 70,3% (Valid). Revisi produk dilakukan pada aspek teknis dan penambahan simulasi praktikum. Disimpulkan bahwa media VTuber direkomendasikan sebagai inovasi pembelajaran IPA untuk memvisualisasikan konsep abstrak dan mendukung motivasi belajar siswa.
PENGARUH MODEL SOCIO-SCIENTIFIC PBL BERBASIS SPIRITUAL VALUE TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA KELAS X SMA BATIK 2 SURAKARTA
Penelitian ini bertujuan untuk mengetahui pengaruh implementasi model pembelajaran Socio-Scientific PBL berbasis Spiritual Value didefinisikan sebagai pendekatan pembelajaran berbasis masalah yang mengintegrasikan isu sosial-saintifik dengan nilai-nilai spiritual seperti tanggung jawab moral dan kesadaran ekologis terhadap motivasi belajar serta hasil belajar siswa dijadikan sasaran analitis [AN1.1]dalam kajian ini. Pendekatan kuantitatif digunakan melalui rancangan pre-eksperimental tipe one-group pretest posttest dengan berbasis pendekatan Socio-Scientific issues. Sampel penelitian terdiri dari 24 peserta didik kelas X SMA Batik 2 Surakarta. Penghimpunan data dilaksanakan melalui angket motivasi belajar yang telah divalidasi oleh ahli dan memiliki koefisien reliabilitas Cronbach's Alpha sebesar 0,82 (kategori tinggi), serta instrumen tes berupa pretest dan posttest guna mengukur hasil belajar yang telah melalui validasi ahli. Pengolahan data dilakukan melalui uji deskriptif, uji normalitas, paired sample t-test, dan one sample t-test. Rerata motivasi belajar diperoleh sebesar 89,50 dengan kategori tinggi serta menunjukkan perbedaan signifikan (sig. 0,000 < 0,05). Peningkatan hasil belajar ditunjukkan melalui kenaikan skor rata-rata dari 70,04 menjadi 80,17 dengan signifikansi 0,000 < 0,05. Temuan ini mengindikasikan adanya asosiasi positif antara penerapan model dengan motivasi dan hasil belajar dalam kondisi penelitian ini (one-group design, tanpa kelompok kontrol) Model pembelajaran ini berpotensi meningkatkan keterlibatan aktif, kemampuan berpikir kritis, serta kepedulian lingkungan[AN2.1] melalui mekanisme penguatan motivasi intrinsik dan pembentukan tanggung jawab moral. Keterbatasan utama penelitian adalah tidak digunakannya kelompok kontrol, sehingga hubungan sebab-akibat belum dapat ditegaskan secara definitif.
PENGEMBANGAN MODUL PBL BERBASIS SOCIO-SCIENTIFIC ISSUE (SSI) PENGGUNAAN ZAT ADITIF UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH DAN KOLABORASI PESERTA DIDIK SMP
Tujuan dari penelitian ini adalah untuk mengembangkan modul pembelajaran IPA yang mengintegrasikan model Problem-Based Learning (PBL) berbasis Socio-Scientific Issue (SSI) pada materi zat aditif makanan, sekaligus menguji kelayakan serta efektivitasnya dalam memacu keterampilan pemecahan masalah dan kolaborasi siswa. Prosedur penelitian yang diterapkan adalah Research and Development (R&D) dengan alur model 4D, yang terdiri dari tahap define, design, develop, dan disseminate. Evaluasi produk dilakukan melalui uji terbatas dan uji lapangan dengan menerapkan desain nonequivalent pretest-posttest control group. Instrumen pengumpulan data meliputi tes kemampuan pemecahan masalah, lembar observasi, serta kuesioner kolaborasi. Hasil studi mengonfirmasi bahwa modul PBL berbasis SSI ini sangat layak digunakan berdasarkan penilaian ahli dan uji keterbacaan. Efektivitas modul terlihat dari peningkatan keterampilan pemecahan masalah dengan skor N-gain kelas eksperimen sebesar 0,335 (kategori sedang), yang mengungguli kelas kontrol sebesar 0,232 (kategori rendah). Selain itu, rata-rata keterampilan kolaborasi kelas eksperimen mencapai 72,75, lebih tinggi dibandingkan kelas kontrol yang hanya 64,25. Berdasarkan uji statistik, ditemukan perbedaan signifikan di antara kedua kelompok (p<0,05). Dengan demikian, dapat disimpulkan bahwa modul PBL berbasis SSI efektif dalam meningkatkan keterampilan pemecahan masalah dan kolaborasi peserta didik.
GAME-BASED LEARNING BERBASIS SCRATCH 3.0 PADA MATERI KINEMATIKA GERAK: DAMPAKNYA TERHADAP HOTS DAN COMPUTATIONAL THINKING
Penelitian ini bertujuan untuk mengembangkan dan menganalisis dampak game-based learning berbasis Scratch 3.0 pada materi kinematika gerak terhadap peningkatan High Order Thinking Skills (HOTS) dan Computational Thinking (CT) mahasiswa. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Produk yang dikembangkan berupa game edukasi fisika berbasis Scratch 3.0 yang memuat simulasi Gerak Lurus Beraturan dan Gerak Lurus Berubah Beraturan serta kuis interaktif berorientasi HOTS dan CT. Validasi dilakukan oleh ahli media, ahli materi, dan praktisi pembelajaran. Hasil validasi menunjukkan media berada pada kategori sangat valid. Uji coba dilakukan melalui skala perorangan, kelompok kecil, dan uji lapangan. Analisis data menggunakan uji paired sample t-test dan N-Gain. Hasil penelitian menunjukkan adanya peningkatan signifikan kemampuan HOTS dan CT mahasiswa dengan nilai signifikansi < 0,05 dan N-Gain berada pada kategori sedang dan efektif. Dengan demikian, game-based learning berbasis Scratch 3.0 terbukti efektif dalam meningkatkan keterampilan berpikir tingkat tinggi dan berpikir komputasional mahasiswa pada pembelajaran kinematika gerak.
ANALISIS KREATIVITAS SISWA SEBAGAI DASAR NEEDS ASSESMENT PEMBELAJARAN STEM-PjBL: STUDI PENDAHULUAN DI SMPN 2 SOLOKANJERUK
Penelitian ini bertujuan untuk memetakan profil kreativitas awal siswa SMP kelas IX pada konsep rangkaian listrik melalui pendekatan Science, Technology, Engineering, and Mathematics - Project Based Learning (STEM-PjBL). Sebagai sebuah studi pendahuluan, fokus utama penelitian ini adalah mengidentifikasi sejauh mana potensi kreatif siswa dalam merancang solusi rekayasa sebelum model pembelajaran diimplementasikan secara penuh. Metode yang digunakan adalah deskriptif kualitatif dengan partisipan sebanyak 35 siswa yang dipilih melalui purposive sampling. Data dikumpulkan melalui instrumen tes berpikir kreatif yang diadaptasi dari Torrance Tests of Creative Thinking (TTCT), rubrik desain proyek, dan wawancara mendalam. Hasil penelitian menunjukkan bahwa rata-rata kreativitas siswa berada pada kategori "Cukup Kreatif". Secara spesifik, indikator kelancaran (fluency) mencapai skor tertinggi (68%), sedangkan indikator orisinalitas (originality) berada pada tingkat terendah (44%). Temuan ini mengindikasikan bahwa siswa cenderung bergantung pada pola desain konvensional dari buku teks dan memiliki kekhawatiran terhadap kegagalan teknis rangkaian. Implikasi dari penelitian ini menekankan perlunya integrasi tahap desain teknik yang lebih eksplisit dalam modul STEM-PjBL untuk menstimulasi keberanian inovasi siswa pada materi kelistrikan.
PENGEMBANGAN E-BOOK LISTRIK DINAMIS BERMODEL PjBL-STEM BERBANTUAN PhET UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KOLABORASI PESERTA DIDIK SMP KELAS IX
Keterampilan berpikir kritis dan kolaborasi merupakan kompetensi penting abad ke-21 yang masih tergolong rendah pada peserta didik SMP. Penelitian ini bertujuan mengembangkan e-book listrik dinamis bermodel Project-based Learning terintegrasi STEM (PjBL-STEM) berbantuan PhET untuk melatih kedua keterampilan tersebut. Metode penelitian yang digunakan adalah penelitian dan pengembangan (R&D) dengan model ADDIE. Validasi produk dilakukan oleh dua dosen ahli menggunakan Content Validity Ratio (CVR) dan Content Validity Index (CVI). Uji coba terbatas meliputi uji keterbacaan yang dilakukan oleh 15 peserta didik SMP kelas IX dan uji kepraktisan oleh 2 guru IPA. Hasil validasi kelayakan menunjukkan e-book memiliki nilai CVI sebesar 1,00 yang menandakan produk berada dalam kategori esensial dan layak digunakan. Uji keterbacaan memperoleh persentase rata-rata 86% berada dalam kategori sangat baik dan uji kepraktisan oleh guru mencapai 97,9% berada dalam kategori sangat baik. Dengan demikian, e-book yang dikembangkan layak dan praktis digunakan dalam pembelajaran IPA untuk melatih keterampilan berpikir kritis dan kolaborasi peserta didik SMP.
PENGEMBANGAN BAHAN AJAR IPA BERORIENTASI PjBL BERMUATAN BATIK TULIS UNTUK MENINGKATKAN BERPIKIR KREATIF DAN HASIL BELAJAR SISWA SMP/MTs DI LUMAJANG
Penelitian ini bertujuan untuk mengembangkan bahan ajar IPA berorientasi Project Based Learning (PjBL[AN1.1]) yang mengintegrasikan kearifan lokal batik tulis Lumajang serta menganalisis kevalidan, kepraktisan, dan keefektifannya dalam meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa SMP/MTs. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model pengembangan 4D yang meliputi tahap define, design, develop, dan disseminate. Subjek penelitian adalah siswa kelas VII SMP di tiga sekolah, yaitu SMPN 2 Randuagung, SMPN 3 Randuagung Satu Atap, dan SMPN 1 Kedungjajang. Desain uji coba menggunakan One Group Pretest–Posttest. Instrumen penelitian meliputi lembar validasi, lembar observasi keterlaksanaan, angket respon siswa, tes kemampuan berpikir kreatif, dan tes hasil belajar. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memiliki tingkat kevalidan sangat tinggi dengan rata-rata 89%, kepraktisan sangat baik dengan rata-rata keterlaksanaan pembelajaran di atas 89%, serta respon siswa pada kategori sangat menarik. Uji keefektifan menunjukkan peningkatan kemampuan berpikir kreatif dan hasil belajar siswa dengan nilai N-gain berada pada kategori tinggi. Dengan demikian, bahan ajar IPA berbasis PjBL terintegrasi kearifan lokal batik tulis Lumajang dinyatakan valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa SMP/MTs.
KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR SISWA KELAS VII SMP NEGERI 2 KARTASURA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING
Pengembangan keterampilan proses sains merupakan salah satu komponen utama dalam pembelajaran IPA. Berkembangnya keterampilan proses sains diharapkan dapat berdampak positif terhadap hasil belajar. Penelitian ini bertujuan untuk mengetahui efektifitas penerapan pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dan hasil belajar siswa kelas VII SMP Negeri 2 Kartasura T.A 2025/2026. Penelitian ini merupakan penelitian pre-eksperimental dengan desain one group pretest and postest. Penelitian dilaksanakan di SMP Negeri 2 Kartasura T.A 2025/2026. Teknik pengumpulan data menggunakan tes dan observasi. Berdasarkan hasil penelitian dan pembahasan: (1) Rata-rata keterampilan proses sains siswa SMP Negeri 2 Kartasura setelah penerapan model pembelajaran inkuiri terbimbing pada materi klasifikasi masuk dalam kategori [AN1.1]baik dengan skor 67 sedangkan pada materi keanekaragaman hayati masuk dalam kategori cukup baik dengan skor 62.25; serta (2) Penerapan model pembelajaran inkuiri terbimbing efektif dalam meningkatkan hasil belajar siswa kelas VII SMP Negeri 2 Kartasura dengan nilai N-Gain pada materi klasifikasi sebesar 0,43 dan pada materi keanekaragaman hayati sebesar 0,56 yang keduanya termasuk dalam kategori sedang. Hal ini menunjukkan bahwa penerapan model pembelajaran inkuiri terbimbing efektif dalam meningkatkan hasil belajar siswa dengan kategori efektifitas sedang.
EFEKTIVITAS E-BOOK BERBASIS STEM-DEEP LEARNING DENGAN POTENSI LOKAL NANAS PARIGI TERHADAP KETERAMPILAN BERPIKIR KREATIF DAN KOLABORASI SISWA
Penelitian ini bertujuan menganalisis efektivitas e-book berbasis STEM-Deep Learning yang terintegrasi potensi lokal Nanas Parigi dalam meningkatkan keterampilan berpikir kreatif dan kolaborasi siswa pada pembelajaran IPA. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model 4-D yang dilanjutkan dengan uji efektivitas melalui desain pretest–posttest non-equivalent control group. Subjek penelitian melibatkan siswa kelas IX SMPN 1 Dusun Selatan yang terbagi ke dalam kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi tes keterampilan berpikir kreatif dan observasi kolaborasi menggunakan lembar observasi kolaborasi. Data dianalisis menggunakan uji beda (independent t-test untuk berpikir kreatif dan Mann-Whitney U untuk kolaborasi), serta perhitungan N-Gain, dan effect size. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan signifikan pada keterampilan berpikir kreatif dan kolaborasi dibandingkan kelas kontrol (0,000 < 0,05). Nilai N-Gain berada pada kategori sedang, sedangkan effect size pada kategori besar. Temuan ini menunjukkan bahwa e-book berbasis STEM-Deep Learning dengan konteks potensi lokal efektif digunakan sebagai bahan ajar inovatif untuk mendukung pembelajaran IPA yang bermakna dan pengembangan keterampilan abad ke-21.
PENERAPAN ANALISIS MISKONSEPSI SISWA KELAS 4 PADA MATERI GAYA & GERAK MELALUI PENDEKATAN TWO TIER TEST
Penelitian ini bertujuan untuk menganalisis miskonsepsi siswa Sekolah Dasar pada materi gaya dan gerak menggunakan instrumen two-tier test. Two-tier test digunakan untuk mengidentifikasi miskonsepsi siswa secara lebih mendalam dengan mengungkap alasan di balik jawaban mereka. Two Tier Test terdiri dari dua bagian, pilihan ganda untuk menguji pemahaman konsep dan pertanyaan alasan untuk menggali cara berpikir siswa. Penelitian ini melibatkan 11 siswa kelas 5 di MI DDI Teluk Bone. Hasil penelitian menunjukkan bahwa sebanyak 48% siswa mengalami miskonsepsi pada beberapa subkonsep, terutama pada materi gaya dan hubungan antara gaya dan gerakan benda. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian ini menegaskan pentingnya penggunaan instrumen diagnostik dua tingkat dalam pembelajaran IPA untuk mengungkap miskonsepsi secara lebih akurat dan mendalam. Hasil ini dapat menjadi dasar dalam penyusunan strategi pembelajaran remediatif berbasis konflik kognitif. Implikasi dari temuan ini adalah perlunya strategi pembelajaran yang lebih efektif untuk mengatasi miskonsepsi siswa dan meningkatkan pemahaman konsep gaya dan gerak di tingkat SD.
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF IPA BERBANTUAN CANVA DAN WORDWALL DENGAN MODEL ADDIE DI SMP KELAS VIII
Motivasi belajar peserta didik di SMPN 2 Pangkah masih tergolong rendah, terlihat dari hasil observasi yang menunjukkan kurangnya antusiasme dalam mengikuti pembelajaran. Penelitian ditujuankan untuk menghasilkan media pembelajaran meningkatkan motivasi belajar peserta didik kelas VIII SMPN 2 Pangkah dengan menerapkan model pengembangan ADDIE. Penelitian menggunakan metode Research and Development (R&D) yang dibatasi pada tahap analisis, desain, dan pengembangan. Subjek penelitian adalah peserta didik kelas VIII dengan uji coba produk pada 30 siswa. Data diperoleh melalui wawancara, observasi, dan angket. Hasil penelitian menunjukkan adanya kebutuhan media pembelajaran interaktif IPA berbasis Canva serta Wordwall berdasarkan analisis kebutuhan. Setelah tahap desain dan pengembangan, dihasilkan produk media pembelajaran interaktif IPA berbantuan Canva dan Wordwall dinilai sangat layak, rata-rata validasi akhir 94,45%. Produk tersebut juga dinyatakan efektif digunakan sebagai media pembelajaran IPA.
METAKOGNITIF PESERTA DIDIK: ANALISIS AWAL PADA PEMBELAJARAN BIOLOGI DI SMA KABUPATEN TASIKMALAYA
Pendidikan abad ke-21 menuntut siswa memiliki lebih dari sekedar pengetahuan tetapi mereka juga dituntut untuk menguasai kemampuan berpikir kritis, kreatif, dan reflektif. Pada pembelajaran biologi kemampuan metakognitif yang berarti kesadaran terhadap proses berpikir, sangat penting untuk meningkatkan pemahaman dan kemampuan berpikir tingkat lanjut. Penelitian ini dimaksudkan untuk mengkaji kemampuan metakognitif siswa kelas XI di salah satu SMA Negeri di kabupaten Tasikmalaya dalam pembelajaran biologi sebagai dasar pengembangan strategi pembelajaran reflektif. Pendekatan yang digunakan adalah kuantitatif deskriptif dengan instrumen Metacognitive Awareness Inventory (MAI) sebanyak 52 butir pernyataan yang di alih bahasa ke dalam bahasa Indonesia. Mengukur dua dimensi utama yaitu knowledge of cognition dan regulation of cognition. Desain penelitian ini menerapkan pendekatan deskriptif kuantitatif dengan data yang didapat melalui angket dan dianalisis dengan melihat rata-rata nilainya. Hasil menunjukkan bahwa skor metakognitif siswa berada pada kategori cukup atau sedang antara 57,22 hingga 74,51 dengan indikator pengetahuan deklaratif memperoleh skor tertinggi dan manajemen informasi terendah. Temuan ini menunjukkan perlunya penerapan model pembelajaran berbasis refleksi dan intervensi pedagogis untuk meningkatkan kemampuan siswa dalam mengatur proses berpikir dan strategi belajar mereka. Penelitian ini diharapkan memiliki manfaat pada peningkatan kualitas pembelajaran biologi secara fleksibel yang berfokus pada metakognitif untuk mendukung keterampilan berpikir tingkat tinggi.
PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IV SDN 147 PALEMBANG
Tujuan penelitian ini adalah untuk mengetahui seberapa baik pemahaman siswa kelas empat SD Negeri 147 Palembang terhadap ilmu pengetahuan dengan menggunakan paradigma CTL. Penelitian kuantitatif menggunakan desain kuasi-eksperimental tipe Desain Kelompok Kontrol Tidak Setara digunakan. Sebanyak 62 siswa menjadi sampel penelitian, dengan kelas IV A sebagai kelas eksperimen (n = 31) dan kelas IV B sebagai kelas kontrol (n = 31). Instrumen yang digunakan adalah ujian hasil belajar pilihan ganda yang telah dievaluasi validitas, reliabilitas, tingkat kesulitan, dan daya diskriminasinya. Uji t digunakan untuk menilai data menggunakan statistik deskriptif dan inferensial. Nilai Sig. 0,000 < 0,05 menunjukkan adanya perbedaan signifikan antara kedua kelompok, dengan kelas eksperimen menunjukkan peningkatan substansial pada skor posttest dibandingkan dengan kelas kontrol. Hasil ini menunjukkan bagaimana model CTL dapat digunakan untuk meningkatkan hasil belajar sains siswa sekaligus mendorong pemikiran kritis, pemecahan masalah, dan motivasi belajar. Guru disarankan untuk menggunakan model CTL dalam pengajaran sains berdasarkan temuan ini agar proses belajar lebih aktif, kontekstual, dan menyenangkan.
ANALISIS STATISTIK KORELASI CURIOSITY DAN SCIENTIFIC REASONING SISWA SMPN 1 KALISAT JEMBER DALAM PEMBELAJARAN IPA
Penelitian ini bertujuan untuk menganalisis tingkat scientific curiosity dan scientific reasoning peserta didik serta hubungan antara kedua variabel tersebut. Data diperoleh melalui angket dengan indikator curiosity yang mencakup ketertarikan mengeksplorasi fenomena, rasa ingin tahu, eksplorasi, pencarian informasi, dan penerapan pengetahuan. Hasil analisis menunjukkan bahwa curiosity berada pada kategori sedang–tinggi dengan rata-rata persentase sekitar 60%, menandakan bahwa siswa memiliki rasa ingin tahu ilmiah yang cukup berkembang. Kemampuan scientific reasoning juga berada pada kategori cukup baik, dengan beberapa indikator seperti hypothetical-deductive reasoning, conservation reasoning, probabilistic reasoning, dan proportional reasoning mencapai persentase tertinggi. Uji korelasi Spearman menunjukkan hubungan positif dan signifikan antara curiosity dan reasoning (r = 0,654; p < 0,05), sehingga semakin tinggi curiosity, semakin tinggi pula kemampuan penalaran ilmiah siswa. Temuan ini menegaskan pentingnya pembelajaran berbasis inkuiri untuk mengembangkan kemampuan berpikir ilmiah peserta didik.
PROFIL KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI EKOLOGI DAN KEANEKARAGAMAN HAYATI SERTA KLASIFIKASI MAKHLUK HIDUP DI SMPN 4 PATOKBEUSI
Penelitian ini bertujuan mendeskripsikan profil keterampilan berpikir kritis siswa kelas VIII pada pembelajaran Ilmu Pengetahuan Alam di SMP Negeri 4 Patokbeusi. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan 93 siswa yang dipilih melalui purposive sampling. Instrumen berupa tes pilihan ganda 20 soal yang dianalisis berdasarkan lima indikator berpikir kritis. Penelitian ini menunjukkan bahwa keterampilan berpikir kritis siswa secara keseluruhan tergolong dalam kategori cukup (54,6%). Rinciannya, indikator Elementary Clarification 64,7% dan Basic Support 62,3% berada pada kategori tinggi, Inference 54,1% pada kategori cukup, sedangkan Advanced Clarification 45,4% dan Strategies and Tactics 43,0% berada pada kategori rendah. Analisis berdasarkan gender menunjukkan siswa perempuan memiliki capaian yang relatif unggul dengan siswa laki-laki pada hampir seluruh indikator, terutama pada Elementary Clarification (perempuan 67,2%; laki-laki 61,5%) dan Basic Support (perempuan 64,0%; laki-laki 60,5%), sedangkan perbedaan pada indikator tingkat lanjut lebih kecil. Temuan ini mengindikasikan perlunya penguatan keterampilan berpikir kritis tingkat lanjut dengan penerapan metode pembelajaran yang menekankan analisis, evaluasi, dan perancangan strategi pemecahan masalah. Hasil penelitian diharapkan menjadi acuan strategis bagi guru dalam mengembangkan rangkaian aktivitas pembelajaran IPA yang dirancang untuk memfasilitasi penguatan kemampuan berpikir kritis secara menyeluruh dan berkelanjutan.
ANALISIS KEBUTUHAN PEMBELAJARAN STEM BERBANTUAN ARTIFICIAL INTELLIGENCE PADA MATERI GERAK DAN GAYA DI SMPN 21 PEKANBARU
Penelitian ini bertujuan menganalisis kebutuhan guru dan siswa terhadap pengembangan pembelajaran STEM berbantuan Artificial Intelligence (AI) pada materi gerak dan gaya di SMP. Metode yang digunakan adalah survei deskriptif dengan instrumen kuesioner yang diberikan kepada guru IPA dan siswa SMP Negeri 21 Pekanbaru. Data dianalisis secara kuantitatif deskriptif dan diperkuat dengan interpretasi kualitatif. Hasil penelitian menunjukkan bahwa sebagian besar guru belum menerapkan pembelajaran STEM berbantuan AI karena keterbatasan fasilitas, minimnya pengalaman merancang proyek STEM serta kesulitan mengintegrasikan teknologi dalam pembelajaran. Di sisi lain, siswa masih mengalami kesulitan memahami konsep IPA melalui metode konvensional namun menunjukkan minat tinggi terhadap pembelajaran berbasis proyek, AI, dan robotik. Temuan ini menunjukkan bahwa integrasi STEM berbantuan AI berpotensi meningkatkan motivasi belajar dan keterampilan berpikir kritis siswa serta membantu mengaitkan konsep IPA dengan konteks kehidupan nyata. Simpulan penelitian menegaskan perlunya pengembangan pembelajaran STEM berbantuan AI sebagai alternatif pembelajaran inovatif yang sesuai dengan kebutuhan guru dan siswa SMP.
KESELARASAN ATAU KETIMPANGAN? ANALISIS PEMAHAMAN DAN PRAKTIK PEMBELAJARAN IPA BERDASARKAN KONSEP PEMBELAJARAN BERMAKNA AUSUBEL DI SMPN BANJARMASIN
Penelitian ini bertujuan memberikan gambaran awal mengenai pemahaman dan praktik pengajaran guru IPA di SMP negeri Kota Banjarmasin terhadap prinsip pembelajaran bermakna menurut Ausubel. Fokus ini dipilih sejalan dengan kebijakan terbaru pemerintah yang mendorong implementasi pembelajaran mendalam, yang mencakup pembelajaran menyenangkan, bermakna, dan berkesadaran. Di antara ketiga pendekatan tersebut, pembelajaran bermakna memiliki akar paling panjang dalam praktik pendidikan di Indonesia dan secara konseptual beririsan langsung dengan penguasaan pengetahuan. Konteks implementasi kebijakan, perubahan pendekatan pembelajaran saat ini sangat bergantung pada kemampuan guru menginterpretasikan konsep pembelajaran mendalam secara mandiri, mengingat keterbatasan akses pelatihan formal yang hanya menjangkau sebagian kecil guru, khususnya di wilayah lahan basah. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus pada praktik pengajaran guru IPA lulusan FKIP di SMP berlingkungan lahan basah. Data dikumpulkan melalui wawancara dan analisis dokumen jurnal harian dari 12 guru dengan variasi sekolah, gender, dan pengalaman mengajar. Data dianalisis menggunakan analisis tematik reflektif dan tabulasi kesesuaian praktik pembelajaran selama empat pertemuan. Hasil penelitian menunjukkan adanya variasi pemahaman guru tentang pembelajaran bermakna yang tidak selalu selaras dengan konsep Ausubel, serta ketidakkonsistenan dalam praktik pembelajaran di kelas. Temuan ini menegaskan pentingnya observasi langsung dan evaluasi lapangan untuk memahami tantangan nyata dalam upaya transformasi praktik pembelajaran di Indonesia.
ANALISIS STATISTIK KORELASI LINIER ANTARA KREATIVITAS INOVATIF DAN SIKAP PEDULI SOSIAL SISWA SMP DALAM PEMBELAJARAN IPA
Penelitian ini bertujuan menganalisis hubungan antara kreativitas inovatif dan sikap peduli sosial dalam pembelajaran Ilmu Pengetahuan Alam pada siswa SMPN 1 Bangsalsari. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional dan melibatkan enam puluh dua siswa sebagai responden. Instrumen penelitian berupa angket skala Likert dengan delapan belas pernyataan yang terdiri atas delapan pernyataan kreativitas inovatif dan sepuluh pernyataan sikap peduli sosial. Indikator kreativitas inovatif meliputi fluency, fleksibelity, originality, dan elaboration, sedangkan indikator sikap peduli sosial mencakup tolong-menolong, empati, toleransi, aksi sosial, dan akhlak mulia. Data dianalisis melalui statistik deskriptif, uji normalitas Shapiro–Wilk, dan uji korelasi Pearson. [AN1.1]Hasil penelitian menunjukkan bahwa kedua variabel berdistribusi normal, sehingga memenuhi prasyarat penggunaan uji parametrik. Analisis korelasi menghasilkan nilai r = 0,665 dengan p = 0,000 yang menunjukkan hubungan positif kuat dan signifikan antara kreativitas inovatif dan sikap peduli sosial. Dengan demikian hipotesis nol ditolak dan hipotesis alternatif diterima. Temuan ini menegaskan bahwa semakin tinggi kreativitas inovatif siswa, semakin tinggi pula kecenderungan mereka menunjukkan perilaku sosial positif dalam pembelajaran IPA. Penelitian ini memperkuat kajian terdahulu yang menunjukkan keterkaitan antara kreativitas, fleksibilitas kognitif, empati, dan perilaku prososial. Implikasi dari penelitian ini adalah pentingnya strategi pembelajaran IPA yang mengintegrasikan pengembangan kreativitas dan karakter sosial secara simultan.
PROFIL KETERAMPILAN BERPIKIR KOMPUTASIONAL DAN LITERASI DIGITAL SISWA KELAS VIII SMPN 3 SATU ATAP GROBOGAN PADA MATERI GETARAN DAN GELOMBANG
Pendidikan abad ke-21 menuntut penguatan keterampilan berpikir komputasional dan literasi digital sebagai kompetensi esensial dalam pembelajaran sains. Penelitian ini bertujuan untuk mendeskripsikan profil keterampilan berpikir komputasional dan literasi digital siswa Sekolah Menengah Pertama pada materi getaran dan gelombang sebagai dasar pengembangan pembelajaran Ilmu Pengetahuan Alam berbasis Research and Development (R&D). Penelitian menggunakan pendekatan R&D yang difokuskan pada tahap awal research and information collecting dengan desain deskriptif kuantitatif. Subjek penelitian berjumlah 20 siswa SMP yang dipilih menggunakan teknik total sampling. Pengumpulan data dilakukan melalui tes pilihan ganda untuk mengukur keterampilan berpikir komputasional, serta lembar observasi dan angket untuk mengukur literasi digital siswa. Data dianalisis secara deskriptif dengan menggunakan skor, persentase, dan kategori capaian. Hasil penelitian menunjukkan bahwa keterampilan berpikir komputasional siswa berada pada kategori baik dengan rata-rata capaian sebesar 85% dan didukung oleh hasil observasi yang konsisten. Keterampilan literasi digital siswa juga berada pada kategori baik, meskipun beberapa aspek, terutama evaluasi informasi dan etika digital, masih memerlukan penguatan. Temuan ini memberikan gambaran empiris mengenai profil awal keterampilan abad ke-21 siswa yang dapat dimanfaatkan sebagai landasan pengembangan inovasi pembelajaran IPA yang kontekstual dan adaptif.
PENGARUH MEDIA AUDIO VISUAL ANIMASI BERBASIS CANVA MATERI SISTEM PENCERNAAN TERHADAP PENINGKATAN KETERAMPILAN KOMUNIKASI ILMIAH DAN HASIL BELAJAR SISWA SMP
Penelitian ini bertujuan untuk mengetahui pengaruh penerapan media audio visual dengan animasi berbasis Canva terhadap keterampilan komunikasi ilmiah dan hasil belajar peserta didik SMP pada materi sistem pencernaan. Metode yang diterapkan menggunakan metode eksperimen semu dengan desain non-equivalent control group yang terdiri dari dua kelas VIII di SMPN 28 Banjarmasin, masing-masing sebagai kelas eksperimen (media Canva) dan kontrol (media dua dimensi). Data diukur menggunakan lembar pengamatan keterampilan komunikasi ilmiah dan tes hasil pembelajaran. Data dianalisis dengan uji Independent T-Test memperlihatkan adanya perbedaan signifikan pada kedua kelas keterampilan komunikasi ilmiah (Sig. 0,000<0,05) dan hasil belajar kognitif (Sig. 0,000<0,05), dengan rata-rata nilai lebih unggul pada kelas eksperimen. Hasil ini menunjukan keterampilan komunikasi ilmiah dan hasil pembelajaran kognitif meningkat efektif menggunakan media audio visual berbasis Canva.
PEMETAAN KEARIFAN LOKAL PROVINSI SUMATERA SELATAN SEBAGAI SUMBER BELAJAR IPA DI SMP
Penelitian ini bertujuan untuk mengidentifikasi kearifan lokal Provinsi Sumatera Selatan dan mengkaji potensinya sebagai sumber belajar IPA SMP. Penelitian diawali penyebaran angket dengan 40 responden yang bermukim di Sumatera Selatan. Data yang diperoleh dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa kearifan lokal Sumatera Selatan sangat beragam dan masih hidup dalam kehidupan masyarakat. Kearifan lokal yang dominan meliputi kuliner tradisional (pempek sebagai ikon utama), arsitektur tradisional (Rumah Limas), seni dan kerajinan (songket), tradisi adat dan nilai sosial (sedekah dusun, gotong royong), serta kehidupan berbasis sungai dan rawa (Sungai Musi, perahu tradisional, dan sistem pertanian lebak). Kearifan lokal tersebut memiliki keterkaitan yang kuat dengan konsep IPA. Konsep biologi mencakup etnofarmakologi, sistem pertanian tradisional, perikanan, fermentasi, dan konservasi lingkungan. Konsep fisika meliputi fluida, gaya apung, tekanan, perpindahan panas, energi, dan keseimbangan. Sementara itu, konsep kimia meliputi fermentasi, pengolahan makanan, pewarnaan alami, dan pengawetan tradisional. Responden menilai bahwa kearifan lokal penting dijadikan sumber belajar IPA SMP karena mampu membuat pembelajaran lebih kontekstual, bermakna, relevan dengan kehidupan siswa, meningkatkan motivasi belajar, mengembangkan keterampilan berpikir ilmiah dan kritis, serta berperan dalam pelestarian budaya dan kepedulian lingkungan. Penelitian ini menghasilkan 40 objek etnosains yang disinkronkan dengan kompetensi IPA SMP sesuai tingkat kognitif, metode, dan media pembelajaran.
ANALISIS KEBUTUHAN PENGEMBANGAN MODUL HYBRID IPA BERBASIS OIL PALM INDUSTRY TERHADAP KEMAMPUAN LITERASI SAINS SISWA SMP
Kemampuan literasi sains siswa SMP di Indonesia masih rendah, sebagaimana ditunjukkan hasil PISA yang menempatkan Indonesia pada peringkat bawah. Kondisi ini dipengaruhi pembelajaran IPA yang masih dominan teoritis, kurang kontekstual, serta minim inovasi media. Guru cenderung bergantung pada buku paket dan LKPD, sementara pemanfaatan potensi lokal dalam pembelajaran belum optimal. Padahal, siswa lebih mudah memahami IPA jika materi dikaitkan dengan lingkungan sekitar, misalnya industri kelapa sawit yang dekat dengan kehidupan mereka di Riau. Penelitian ini menggunakan metode survei terhadap 45 siswa SMP dan 23 guru IPA di sekitar perkebunan kelapa sawit. Instrumen berupa kuesioner dianalisis deskriptif pada tiga aspek: pembelajaran kontekstual, media pembelajaran, dan literasi sains. Hasil penelitian menunjukkan guru memiliki pemahaman cukup baik mengenai pembelajaran kontekstual, tetapi penerapannya belum merata. Siswa menunjukkan pengetahuan awal, minat tinggi, serta kemudahan belajar ketika materi dikaitkan dengan kelapa sawit, meskipun keterampilan literasi sains seperti observasi, analisis, pemecahan masalah, dan komunikasi ilmiah masih perlu ditingkatkan. Temuan ini menegaskan pentingnya pengembangan modul hybrid IPA berbasis industri kelapa sawit yang menggabungkan cetak dan fitur digital interaktif. Modul ini berpotensi meningkatkan literasi sains siswa melalui pembelajaran yang kontekstual, aplikatif, dan relevan dengan kehidupan nyata.
PENGEMBANGAN BUKU SISWA DISCOVERY DEEP LEARNING BERBASIS POTENSI LOKAL POHON MAYANG UNTUK LITERASI SAINS DAN KOMUNIKASI ILMIAH SISWA SMPN 1 HUAMUAL BELAKANG
Penelitian ini bertujuan untuk mengembangkan buku siswa berbasis Pembelajaran Dalam yang Terintegrasi dengan potensi lokal pohon Mayang, dan untuk mengevaluasi kelayakannya, praktiknya, dan efektivitasnya dalam meningkatkan literasi sains dan komunikasi ilmiah siswa sekolah menengah pertama. Penelitian ini menggunakan metode Penelitian dan Pengembangan (R&D) dengan model ADDIE yang terdiri dari analisis, perancangan, pengembangan, implementasi, dan evaluasi. Uji coba produk dilakukan pada siswa kelas tujuh sekolah menengah pertama (SMP) dengan desain kelompok kontrol non-ekivalen pretest–posttest. Instrumen penelitian terdiri dari lembar validasi ahli, kuesioner keterbacaan siswa, kuesioner praktik guru, tes literasi sains, dan lembar observasi komunikasi ilmiah. Data dianalisis menggunakan analisis deskriptif dan inferensial, termasuk perhitungan N-Gain, uji t sampel independen, dan ukuran efek. Hasil penelitian menunjukkan bahwa buku siswa yang dikembangkan sangat layak digunakan berdasarkan validasi ahli untuk subjek (97,73%) dan media (93,10%). Uji keterbacaan siswa (91,17%) dan praktik guru (95,80%) berada di kategori sangat baik. Uji efektivitas menunjukkan bahwa peningkatan literasi sains dan komunikasi ilmiah siswa di kelas eksperimen lebih tinggi dibandingkan di kelas kontrol, dengan ukuran efek yang besar. Oleh karena itu, buku siswa berbasis pembelajaran-dalam dengan potensi lokal pohon Mayang terbukti layak, praktis, dan efektif dalam meningkatkan literasi sains dan komunikasi ilmiah siswa melalui pembelajaran yang bermakna dan kontekstual.
ANALISIS IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN IPAS: PERSEPSI GURU LULUSAN PPG DI SD TERAKREDITASI A KOTA SUKABUMI
Penelitian ini bertujuan menganalisis implementasi pendekatan deep learning pada pembelajaran IPAS di sekolah dasar berdasarkan sudut pandang guru lulusan PPG. Melalui metode kualitatif dengan pendekatan fenomenologi, data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi terhadap empat guru lulusan PPG di Kota Sukabumi. Analisis data dilakukan dengan bantuan perangkat lunak NVivo 12 untuk memetakan tema-tema esensial. Hasil penelitian menunjukkan bahwa guru mempersepsikan deep learning sebagai transformasi holistik yang mencakup pilar meaningful, mindful, dan joyful learning. Keberhasilan implementasi didukung oleh kompetensi pedagogik, profesional, kepribadian, dan sosial yang diperoleh selama PPG, yang memungkinkan guru berperan sebagai fasilitator melalui strategi scaffolding. Meskipun terkendala oleh manajemen waktu dan kesiapan kognitif siswa, guru menunjukkan strategi adaptif berupa inovasi pedagogik spontan, pemanfaatan media digital, serta gamifikasi. Strategi tersebut efektif dalam meminimalisir kecemasan belajar dan menstimulasi kompetensi 6C siswa. Simpulan penelitian ini menegaskan bahwa profesionalisme guru lulusan PPG menjadi faktor penentu utama dalam mengubah tantangan menjadi pengalaman belajar yang mendalam dan bermakna.
TREN PENELITIAN PEMBELAJARAN OUTDOOR LEARNING DAN PENGARUHNYA TERHADAP KEMAMPUAN PEMECAHAN MASALAH: META ANALISIS 2020-2025
Pendidikan abad ke-21 menekankan keterampilan pemecahan masalah, dengan Outdoor Learning sebagai pendekatan inovatif. Penelitian ini menganalisis tren, dampak sitasi, dan efektivitas Outdoor Learning melalui systematic literature review dan analisis bibliometrik terhadap 48 artikel dari Google Scholar dan Scopus (2020–2025) menggunakan Publish or Perish, VOSviewer, dan Biblioshiny. Artikel yang dianalisis dipilih berdasarkan kriteria inklusi, yaitu jurnal terindeks Scopus, berbahasa inggris dan relevan dengan topik Outdoor Learning. Hasil menunjukkan Amerika Serikat dan Inggris sebagai kontributor utama, dengan Sustainability dan Journal of Outdoor and Environmental Education sebagai jurnal terproduktif. Tren publikasi meningkat signifikan pada 2024. Aktivitas berbasis eksplorasi alam, inquiry-based learning, dan integrasi teknologi (aplikasi geomobile) terbukti meningkatkan kemampuan pemecahan masalah melalui pengalaman kontekstual, kolaborasi, dan berpikir kritis. Outdoor Learning relevan dengan SDGs (Pendidikan Berkualitas dan Penanganan Iklim) namun memerlukan dukungan kebijakan. Rekomendasi mencakup penguatan kurikulum berbasis lingkungan dan kolaborasi multidisiplin untuk optimalisasi dampaknya.
INTEGRASI PEMBELAJARAN SOSIAL DAN EMOSIONAL DALAM MEDIA GOOGLE SITES UNTUK MENINGKATKAN KOLABORASI DAN KREATIVITAS SISWA SMP MATERI ZAT DAN PERUBAHANNYA
Dalam abad ke-21, pembelajaran IPA dituntut untuk menaikkan tingkat keterampilan kolaborasi serta kreativitas peserta didik, yang didukung oleh kompetensi sosial dan emosional mereka. Namun, penerapan pembelajaran IPA di sekolah seringkali berfokus pada aspek kognitif dan belum secara sistematis mengintegrasikan pembelajaran sosial dan emosional (PSE) melalui media digital. Penelitian ini mempunyai tujuan untuk mengembangkan serta menguji media pembelajaran berbasis Google Sites yang terintegrasi PSE dengan model pertanyaan pada materi Zat dan Perubahan. Untuk penelitian ini, metode penelitian serta pengembangan (R&D) ini mempergunakan model Four-D, yang mencakup tahapan definisi, desain, pengembangan, serta penyebaran. Siswa SMP kelas VII, guru IPA, ahli media, serta ahli materi adalah subjek penelitian. Data dikumpulkan melalui tes kreativitas, angket respons guru dan siswa, lembar validasi, dan pengamatan keterampilan kolaborasi. Semua ini dilakukan dengan desain quasi eksperiment pretest-posttest control group. Data diperiksa dengan statistik deskriptif serta inferensial. Temuan ini memperlihatkan bahwasanya media pembelajaran yang terintegrasi dengan Google Sites PSE dinyatakan sangat layak dan sangat praktis. Menurut uji efektivitas, siswa menunjukkan peningkatan keterampilan kolaborasi dalam kategori efek besar (d = 3,44) dan peningkatan kreativitas dalam kategori efek rendah namun dengan kecenderungan positif (d = 0,25). Oleh karenanya, media pembelajaran yang diintegrasikan melalui Google Sites dan PSE layak untuk digunakan sebagai alternatif untuk pembelajaran IPA.
TINJAUAN PRODUKSI BIOETANOL DARI LIMBAH KULIT NANGKA: ANALISIS FERMENTASI DENGAN Saccharomyces cerevisiae: STUDI SLR (2010-2025)accharomyces cerevisiae
Limbah kulit nangka (Artocarpus heterophyllus) merupakan biomassa lignoselulosa yang melimpah dan berpotensi sebagai bahan baku alternatif untuk produksi bioetanol generasi kedua. Tinjauan literatur sistematis ini bertujuan menganalisis secara komprehensif proses produksi bioetanol dari limbah kulit nangka dengan fokus pada fermentasi menggunakan Saccharomyces cerevisiae. Tinjauan sistematis ini dilakukan mengikuti pedoman PRISMA 2020. Pencarian literatur dilakukan pada database Scopus, Science Direct, PubMed, dan Google Scholar untuk artikel yang dipublikasikan tahun 2010-2025. Kriteria inklusi mencakup studi tentang produksi bioetanol dari kulit nangka, penggunaan S. cerevisiae sebagai agen fermentasi, dan artikel terindeks Scopus/Sinta. Dari 847 artikel yang teridentifikasi, 25 artikel memenuhi kriteria inklusi dan dianalisis secara kualitatif. Kulit nangka mengandung 20-28% selulosa, 24% hemiselulosa, dan 1,85% lignin. Perlakuan pendahuluan menggunakan metode alkali (NaOH 4%) dan delignifikasi dengan NaClO₂ efektif meningkatkan aksesibilitas selulosa. Hidrolisis enzimatik menggunakan enzim campuran Trichoderma reesei dan Aspergillus niger menghasilkan gula tereduksi optimal. Fermentasi dengan S. cerevisiae pada kondisi optimum (pH 4,0-5,0, suhu 30-35°C, waktu 72-96 jam) menghasilkan bioetanol dengan konsentrasi 3-10 g/L. Kulit nangka memiliki potensi signifikan sebagai bahan baku bioetanol generasi kedua, namun optimasi proses dan pengembangan teknologi skala industri masih diperlukan untuk meningkatkan efisiensi dan kelayakan ekonomi.
PERAN E-MODUL BERBASIS KEARIFAN LOKAL TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DI INDONESIA: SLR TAHUN 2020-2025
Penelitian ini bertujuan mengungkap peran e-modul berbasis kearifan lokal dan etnosains terhadap peningkatan kemampuan berpikir kritis siswa melalui pendekatan Systematic Literature Review (SLR). Sebanyak 58 artikel jurnal nasional dan internasional terindeks periode 2020–2025 yang memenuhi kriteria inklusi dan dianalisis secara naratif. Hasil menunjukkan bahwa e-modul berbasis kearifan lokal paling banyak diterapkan pada mata pelajaran IPA (biologi, kimia, fisika) di jenjang SMP dan SMA, dengan model pengembangan ADDIE sebagai pilihan utama (36 %) karena sistematis dan memungkinkan validasi bertahap. Integrasi elemen budaya seperti makanan tradisional, praktik pertanian, dan pengetahuan lingkungan terbukti menciptakan pembelajaran kontekstual yang meningkatkan motivasi, retensi, serta kemampuan analisis, inferensi, dan evaluasi siswa. E-modul berbasis kearifan lokal tidak hanya efektif meningkatkan kemampuan berpikir kritis, tetapi juga menjadi strategi dekolonisasi sains yang relevan dengan identitas budaya Indonesia. Penelitian ini merekomendasikan perluasan penerapan ke mata pelajaran lain dan pengembangan repositori nasional kearifan lokal sebagai sumber bahan ajar digital.
DEVELOPMENT OF PBL WORKSHEETS ASSISTED BY THE STELLARIUM APPLICATION TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS' CRITICAL THINKING AND COGNITIVE ABILITIESH SCHOOL STUDENTS' CRITICAL THINKING AND COGNITIVE ABILITIES
This study aims to develop Problem-Based Learning (PBL)-based student worksheets supported by the Stellarium application on solar system materials to enhance students’ critical thinking and cognitive abilities. The research employed a quasi-experimental design with a pretest-posttest control group. Two classes participated: the experimental class used PBL-based worksheets integrated with Stellarium, while the control class used conventional worksheets. Data were collected through pretest and posttest assessments. Validation by three material experts indicated that the developed worksheets were highly feasible. The experimental group demonstrated significantly greater improvement in critical thinking and cognitive abilities than the control group, with medium N-gain scores. Welch's t-test confirmed a statistically significant difference between the groups, and effect size analysis indicated a strong effect of the intervention. Therefore, the PBL-based worksheets supported by Stellarium are effective in improving students’ critical thinking and cognitive abilities.
ANALYZING THE STRENGTHENING OF INTERPRETATION AND EVALUATION THROUGH SCHOOL ENVIRONMENT OBSERVATION IN ELEMENTARY IPAS LEARNING
Research on strengthening critical thinking through contextual learning has rarely examined the dimensions of interpretation and evaluation as distinct constructs, particularly by using school environment observation as the primary learning strategy in elementary education. This study aimed to analyze the process of strengthening these two dimensions in ecosystem-themed IPAS learning. A qualitative approach with a single-case study design was employed. Data were collected through classroom observations, a modified analytic performance assessment rubric adapted from established critical thinking frameworks to assess the interpretation and evaluation dimensions, semi-structured interviews, and documentation. The rubric operationalized each dimension into observable behavioral indicators and was reviewed by experts prior to implementation. Improvements were identified through changes in students' performance across repeated observation activities, triangulated with interview data, classroom field notes, and students' written reports. Data were analyzed using Miles and Huberman's interactive model, including data reduction, data display, and conclusion drawing/verification.The findings indicate that, in the initial phase, students tended to record only general characteristics and experienced difficulty relating observational data. Following repeated school environment observations supported by probing questions, students demonstrated substantial progress in the interpretation dimension by classifying findings based on meaningful patterns, relating soil conditions to plant health, and explaining causal relationships among observed phenomena. Improvement in the evaluation dimension was evident during group and whole-class discussions, where students progressed from expressing unsupported opinions to comparing findings across groups, assessing the credibility and adequacy of evidence, revising their arguments based on agreed criteria, and providing evidence-based justifications for their conclusions. The findings suggest that the synergy of authentic learning experiences, teacher scaffolding, and collaborative social interaction plays a central role in strengthening students' interpretation and evaluation skills within elementary IPAS learning.
PERAN INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN IPA SD-SMP UNTUK MENGEMBANGKAN KETERAMPILAN ABAD KE-21: STUDI SLR 2015-2025
Pembelajaran Ilmu Pengetahuan Alam (IPA) di Sekolah Dasar (SD) dan Sekolah Menengah Pertama (SMP) telah banyak menggunakan teknologi digital. Namun hasil penelitian terkait jenis teknologi digital dan keterampilan abad ke-21 yang dikembangkan masih tersebar dan belum terpetakan. Beberapa penelitian juga menunjukkan terdapat sekolah yang kurang berinovasi terhadap penggunaan teknologi digital dalam pembelajaran IPA. Maka dari itu, penelitian ini bertujuan untuk mengidentifikasi bentuk teknologi digital, menganalisis bentuk integrasinya, serta kontribusinya terhadap pengembangan keterampilan abad ke-21 dalam pembelajaran IPA. Penelitian ini dilakukan melalui Systematic Literature Review (SLR) dengan pendekatan deskriptif berbasis pedoman PRISMA. Penelusuran artikel dilakukan pada empat jurnal internasional bereputasi periode 2015–2025 menggunakan metode hand searching menghasilkan 17 artikel yang dianalisis. Hasil penelitian menunjukkan bentuk teknologi yang digunakan meliputi teknologi imersif, virtual laboratorium, teknologi dengan sumber belajar digital, teknologi berbasis kecerdasan buatan, teknologi berbasis kolaborasi, dan teknologi berbasis perangkat digital. Kemudian teknologi digital diintegrasikan sebagai media pembelajaran, sumber ajar, dan mitra kognitif berbasis kecerdasan buatan. Integrasi teknologi ini mendorong pengembangan keterampilan abad ke-21, seperti problem solving, collaborative problem-solving, collaboration, communication, creativity, critical thinking, HOTS, self-regulated learning, decision making, dan computational thinking. Temuan ini memudahkan guru merancang pembelajaran IPA yang adaptif untuk pengembangan keterampilan abad ke-21.
IMPLEMENTASI PBL UNTUK MENINGKATKAN LITERASI KIMIA: STUDI SLR TAHUN 2015-2025
Perkembangan teknologi yang pesat menuntut sistem pendidikan Indonesia memperkuat keterampilan abad ke-21, khususnya 4C sebagai fondasi menghadapi tantangan global. Kajian sistematis ini bertujuan menganalisis penelitian terdahulu terkait penerapan Problem-Based Learning (PBL) berorientasi literasi kimia. Metode yang digunakan adalah Systematic Literature Review terhadap 603 artikel, dengan 13 artikel yang memenuhi kriteria yang layak dianalisis lebih lanjut bersumber dari Google Scholar dan Scopus periode 2015–2025. Hasil kajian menunjukkan peningkatan signifikan publikasi lima tahun terakhir mengenai PBL berorientasi literasi kimia. Beragam desain penelitian, seperti kuasi-eksperimen, Penelitian Tindakan Kelas, dan Research and Development, menunjukkan fleksibilitas PBL dalam berbagai konteks pembelajaran. Konsep kimia yang dominan meliputi kimia dasar dan kimia analitik, sedangkan kimia lingkungan dan kimia fisik masih terbatas. Materi yang banyak diteliti mencakup laju reaksi, asam basa, redoks dan elektrolisis, ikatan kimia, kimia hijau, hidrolisis garam, larutan penyangga, serta kesetimbangan kimia. Subjek penelitian didominasi mahasiswa dan peserta didik sekolah karena berada pada fase aktif pembelajaran kimia. Temuan juga menunjukkan rendahnya literasi kimia dipengaruhi keterbatasan komunikasi, partisipasi belajar rendah, faktor psikologis, hambatan teknis, dan minimnya pelatihan guru. Secara umum, PBL efektif meningkatkan literasi kimia, terutama pada materi yang menuntut kemampuan analisis dan perhitungan tingkat tinggi, khususnya ketika diintegrasikan dengan pendekatan pembelajaran.
ANALISIS BIBLIOMETRIK PENELITIAN E-MODUL INTERAKTIF BERBASIS INQUIRY PADA PEMBELAJARAN KEANEKARAGAMAN HAYATI TAHUN 2020-2025
Penelitian ini bertujuan menganalisis perkembangan publikasi ilmiah terkait e-modul interaktif berbasis inkuiri pada pembelajaran keanekaragaman hayati selama periode 2020–2025. Metode bibliometrik digunakan dengan sumber data Google Scholar, kemudian dianalisis menggunakan perangkat lunak VOSviewer untuk memetakan tren publikasi, jenis dokumen, serta pola keterkaitan topik penelitian. Hasil analisis menunjukkan peningkatan jumlah publikasi secara konsisten dengan puncak produktivitas pada tahun 2025. Jenis dokumen didominasi oleh artikel jurnal dan prosiding konferensi. Visualisasi jaringan memperlihatkan keterhubungan kuat antara topik e-modul, keanekaragaman hayati, literasi sains, dan kognitif, sedangkan visualisasi overlay dan kepadatan menegaskan pergeseran fokus penelitian menuju integrasi potensi lokal, etnosains, dan isu keberlanjutan. Secara keseluruhan, hasil penelitian menunjukkan bahwa kajian e-modul interaktif berbasis inkuiri berkembang pesat dan menjadi fokus utama dalam inovasi pembelajaran biologi, khususnya pada materi keanekaragaman hayati.
AUGMENTED REALITY DALAM PEMBELAJARAN KIMIA: KAJIAN SISTEMATIS TENTANG DAMPAKNYA TERHADAP MOTIVASI DAN SIKAP BELAJAR SISWA (TAHUN 2020–2025)
Penelitian ini bertujuan mengkaji pengaruh Augmented Reality (AR) terhadap motivasi, minat, dan sikap belajar siswa dalam pembelajaran kimia melalui pendekatan Systematic Literature Review. Pencarian dilakukan pada database Scopus, Taylor & Francis, dan ACS Publications dengan batas waktu 2020–2025. Proses seleksi menghasilkan delapan artikel yang memenuhi kriteria inklusi, seluruhnya merupakan penelitian empiris pada jenjang sekolah dan mengukur aspek afektif pembelajaran. Analisis menunjukkan bahwa AR secara konsisten meningkatkan attention, relevance, confidence, dan satisfaction melalui visualisasi tiga dimensi, interaksi manipulatif, serta pengalaman belajar yang imersif. Selain itu, efektivitas AR terbukti sangat dipengaruhi oleh strategi implementasi yang digunakan. Empat strategi utama yang teridentifikasi adalah AR manipulatif 3D, AR berbasis permainan, AR kontekstual–multimodal, dan AR eksploratif, masing-masing berkontribusi pada peningkatan keterlibatan afektif melalui mekanisme yang berbeda. Hasil kajian menegaskan bahwa keberhasilan AR tidak hanya bergantung pada teknologinya, tetapi pada desain pedagogis yang menyertainya. Temuan ini memberikan dasar empiris bagi guru dan pengembang kurikulum untuk memanfaatkan AR sebagai media pembelajaran kimia yang mampu memperkuat motivasi dan sikap positif siswa.
ANALISIS BIBLIOMETRIK PENGGUNAAN E-TESTLET UNTUK MENGUKUR LITERASI SAINS DALAM PEMBELAJARAN IPA SMP BERBASIS VOSVIEWER (TAHUN 2017-2025)
Penilaian pembelajaran sains yang relevan dengan tuntutan abad ke-21 memerlukan pendekatan evaluasi yang tidak hanya mengukur penguasaan konsep tetapi juga keterampilan berpikir ilmiah dan literasi sains siswa. Artikel ini bertujuan untuk menganalisis tren penelitian terkait penggunaan e-testlet sebagai instrumen penilaian digital dalam mengukur literasi sains siswa sekolah menengah pertama melalui pendekatan bibliometrik. Sebanyak 760 artikel dikumpulkan menggunakan perangkat lunak Publish or Perish dan disaring menjadi 36 artikel yang relevan. Analisis dilakukan menggunakan Microsoft Excel dan VOSviewer untuk mengungkap pola hubungan kata kunci, kolaborasi penulis, dan tren publikasi. Hasil analisis menunjukkan peningkatan signifikan dalam jumlah publikasi tentang tema e-testlet sejak tahun 2019, mencapai puncaknya pada tahun 2024. Jenisjenis penelitian didominasi oleh pendekatan Penelitian dan Pengembangan (R&D), diikuti oleh metode kuantitatif, kualitatif, dan campuran. Visualisasi jaringan dan overlay menunjukkan pergeseran fokus dari aspek teknologi ke pengembangan konten dan adaptasi terhadap kesulitan belajar siswa. Hasil ini menegaskan bahwa E-Testlet telah menjadi instrumen potensial dalam penilaian literasi sains yang terintegrasi secara digital dan adaptif terhadap kebutuhan pembelajaran sains di tingkat sekolah menengah pertama.
THE EFFECT OF AN INTEGRATED STEM APPROACH WITH DEEP LEARNING ON STUDENTS' CRITICAL THINKING ABILITIES IN RENEWABLE ENERGY MATERIAL
Critical thinking is an essential 21st-century competency that remains insufficiently developed in physics learning, particularly in renewable energy topics. Integrating the Science, Technology, Engineering, and Mathematics (STEM) approach with Deep Learning is considered a promising strategy to address this issue. This study aimed to analyze the effect of the STEM-integrated Deep Learning approach on students' critical thinking abilities`, determine the improvement in these abilities, and describe students' responses to the learning approach. A quantitative method with a quasi-experimental design using the Nonequivalent Control Group Design was employed. The sample consisted of 68 tenth-grade students, including 34 students in the experimental class and 34 in the control class, selected through purposive sampling. Data were collected using an essay-based critical thinking test and a student response questionnaire and analyzed using normality and homogeneity tests, an Independent Samples t-test, and N-gain analysis. The results indicated a significant effect of the STEM-integrated Deep Learning approach on students' critical thinking abilities (p = 0.001). The experimental class achieved a higher average N-gain score (0.56, moderate) than the control class (0.46, moderate). Students also showed positive responses (89%). Therefore, the STEM-integrated Deep Learning approach is effective in improving students' critical thinking abilities in renewable energy learning.
VALIDATION OF PROJECTILE MOTION THEORY IN CLASSICAL MECHANICS USING PhET PROJECTILE MOTION SIMULATION
Projectile motion is a fundamental topic in classical mechanics that explains the motion of an object influenced solely by gravity. This study investigates the consistency between the results of the PhET Projectile Motion simulation and the theoretical model of ideal projectile motion. Simulations were performed by varying the launch angle, initial velocity, as well as the type and mass of the projectile under conditions without air resistance. Consequently, the findings are limited to ideal projectile motion scenarios and are based exclusively on simulation data. The parameters analyzed were the time required to reach the highest point, the maximum horizontal range, and the maximum height attained. The findings indicate that larger launch angles increase both the time to reach the apex and the maximum height, while the greatest horizontal range is achieved at a 45° launch angle, reaching 10.19 m. An increase in initial velocity from 5 m/s to 25 m/s results in the maximum range rising from 2.53 m to 63.65 m. In contrast, changes in projectile mass and type have no effect on the motion characteristics under ideal conditions. Comparison of simulation data with theoretical calculations produced an average error below 1%, showing excellent agreement. Overall, the results confirm that the PhET Projectile Motion simulation effectively represents and validates projectile motion concepts in classical mechanics.