Integrated Science Education Journal

Meta-analysis: Validity of Atlas Development as a Supplement to High School Biology Teaching Materials

2025-01-18T21:03:14+07:00

Purpose of the study: This study aims to analyze the validity and effectiveness of the Learning Atlas as a supplementary teaching material in Biology education. Supplementary teaching materials, such as the Learning Atlas, provide an alternative medium for enhancing students' comprehension of biological concepts by presenting information visually, without requiring direct observation of the phenomena. The Atlas is designed to help students engage with and absorb complex material more effectively, supporting traditional classroom learning.

Methodology: The research employs a meta-analysis approach by systematically reviewing source articles obtained via Google Scholar. The sample includes 12 journals and theses related to the development and validation of the Learning Atlas and similar booklets as educational tools in Biology. Data from these sources were synthesized to assess the validity and impact of the Atlas.

Main Findings: The validity of the Learning Atlas as a teaching supplement was found to be 95.55%, categorizing it as “very valid.” Additionally, the reviewed studies highlight that the Atlas effectively enhances students’ conceptual understanding and engagement in Biology learning, making abstract ideas more tangible and accessible.

Novelty/Originality of this study: This research provides new insights into the use of the Learning Atlas as a practical and highly valid supplementary tool for Biology education. Unlike conventional resources, the Atlas integrates visual and textual content to support independent and classroom learning, offering educators a reliable and innovative way to enhance students’ mastery of biological concepts. It also underscores the potential for the Atlas to improve learning outcomes in diverse educational settings.

Development and Validation of a Taxonomy for Specific Questions Based on Deficiencies in Logical Reasoning

2025-01-18T21:03:10+07:00

Purpose of the study: This study aims to develop a taxonomy of specific questions based on deficiencies in three types of logical reasoning: inductive, deductive, and hypothetical reasoning. The study also seeks to validate the quality of this taxonomy.

Methodology: This study is a developmental research project that utilized a “three-level model” combining deductive approaches with empirical data analysis to develop and validate a taxonomy of questions. A convenience sampling method was employed, whereby 57 questions were selected from 1,164 posed by graduate students at a university in Japan. The question data were categorized by two raters. Descriptive statistics and the kappa coefficient method was employed to verify the quality of the categorization.

Main Findings: The taxonomy of specific questions comprised nine categories, with three categories assigned to each type of logical reasoning. The comprehensiveness assessment results showed that all questions were assigned to one category, with at least one question included in each category. The results for exclusivity and objectivity revealed high kappa coefficients, indicating a high degree of agreement between raters. However, there was some confusion among question categories within the same reasoning method during the categorization process.

Novelty/Originality of this study: The development of a taxonomy of specific questions based on logical reasoning deficiencies. This framework facilitates the design of strategies that enable learners to generate specific questions. The proposed method of assigning questions enables an objective assessment of learners’ proficiency in formulating specific questions and is expected to more effectively guide the support process.

Integrating Scientific Attitude to Realize Pancasila Learner Profile in Science Learning

2025-01-18T21:03:04+07:00

Purpose of the study: Investigate the integration of scientific attitudes in Natural Science learning and its impact on the character development of Pancasila Students. With the increasing need to form a generation that is not only academically intelligent but also has a strong character, this study focuses on how scientific attitudes can be integrated into the science curriculum to support Pancasila values.

Methodology: This study used a literature review approach by analyzing 40 relevant articles and studies published between 2014 and 2024. Data were collected through searches in academic databases, and qualitative analysis was conducted to identify key themes related to integrating scientific attitudes and character.

Main Findings: This study found that integrating scientific attitudes in Natural Science learning is very important to shape students' characters under Pancasila values. Effective learning models, such as project-based learning and group discussions, can increase student engagement and understanding of science concepts and encourage positive behaviors such as tolerance and cooperation. These findings align with previous studies showing active and collaborative learning approaches can increase student engagement.

Novelty/Originality of this study: The holistic approach that combines scientific attitudes and the character of Pancasila Students in Indonesia's education context. The results of this study provide important implications for educators and policymakers to adopt a learning model that integrates scientific attitudes and character education in the curriculum. Thus, this study contributes to the development of better educational practices relevant to the needs of the times and prepares students to become responsible and ethical individuals in society.

The Effects of Chemistry Virtual Laboratories in Academic Achievement of Secondary Level Learners: A Meta-Analysis

2025-01-18T21:03:00+07:00

Purpose of the study: Chemistry education is continuously improving to provide appropriate learning for the students. The dynamic shaping of technology in the education induces innovative strategies including the utilization of virtual laboratories. This study explores the topic of examining the effectiveness of virtual laboratories in improving learner’s academic achievement in secondary level chemistry.

Methodology: To facilitate the meta-analysis, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used. Only 17 studies that met the inclusion criteria were included in the study. Using the Review Manager Version (RevMan) 5.4 software, the standardized mean difference (SMD) was used to measure the effect of virtual laboratory in enhancing learners’ achievement.

Main Findings: The meta-analysis discovered the effect size of SMD = 0.98 which can be interpreted as positively large effect size of virtual laboratories in the academic achievement. Sub-groping was also utilized in this study due to the heterogeneous collected data which revealed the effect sizes according to the region, grade level, topic in chemistry, and duration of implementation.

Novelty/Originality of this study: This study aims to synthesize current studies on the use of virtual laboratories in chemistry that focus on secondary-level students. This meta-analysis provides a comprehensive overview for the teachers, researchers, and policy-makers as a basis for the effectiveness of virtual laboratory integration in education. This may help the chemistry instructors design appropriate strategies for utilizing virtual simulations.

Autoethnographic Projection of Climate Change Education through Project-Based Learning: Perspectives from Early Career Scholars

2025-01-18T21:03:07+07:00

Purpose of the study: Project-based learning (PBL) is an effective pedagogical strategy for climate change education. This paper investigates the support early scholars receive and the challenges they face while conducting educational interventions using project-based learning (PBL) pedagogy for high school students’ environment and climate change education.

Methodology: A collaborative autoethnographic approach was used to analyze the narratives from the projects conducted by two early scholars regarding their experiences educating high school students on environmental and climate education in Pittsburgh and Indiana, in Western Pennsylvania, US. Convenience sampling was used in this study. This research's primary data collection method includes personal narratives, reflective journals, and field notes accumulated throughout the project. A thematic deductive qualitative analysis was conducted.

Main Findings: The findings demonstrate the effectiveness of PBL supported by institutional and community partnerships. The narratives reveal that universities and administrators have greater outreach capabilities than independent project leaders. Additionally, the study found that teachers’ contributions were instrumental in enhancing student engagement. Collaboration between local universities, schools, and community organizations creates opportunities for project leaders that might otherwise be challenging to access.

Novelty/Originality of this Study: The study offers valuable strategies for project leaders to implement PBL successfully in diverse educational settings.

Integrating Thinking Styles into Differentiated Instruction: Enhancing Learning Outcomes in Science Education

2025-01-24T14:04:45+07:00

Purpose of the study: This research aims to advance science education by integrating Gregorc’s Thinking Style Model into differentiated instruction, thereby accommodating students’ diverse cognitive needs and improving their academic performance and learning outcomes in science education.

Methodology: This study employed a quasi-experimental design conducted at MTs Al-Khairaat Bora, involving 70 students (36 male and 34 female). Thinking styles were identified using the Gregorc Thinking Style Inventory. Differentiated learning modules were developed and implemented, supported by pre-test and post-test assessments, classroom observations, and feedback surveys analyzed quantitatively and qualitatively.

Main Findings: This study investigated the distribution of cognitive styles among 70 students, finding that Abstract Random (30.22%) and Concrete Random (28.30%) were the most predominant, followed by Abstract Sequential (16.48%) and Concrete Sequential (11.54%). Instruction tailored to these cognitive styles resulted in an increase in post-test scores for the experimental group (from 65 to 85), surpassing the control group (from 64 to 70).

Novelty/Originality of this study: This study integrates Gregorc’s Thinking Style Model with differentiated instruction, offering a novel approach to adapting science education. By identifying students' thinking styles, it enhances engagement and understanding, aligning teaching methods with cognitive preferences. The study contributes to improving educational practices by fostering better learning outcomes for diverse student groups.

Unveiling STEM Education Conceptions: Insights from Pre-Service Mathematics and Science Teachers

2025-02-01T20:08:17+07:00

Purpose of the study: This study aims to analyze STEM education conceptions among pre-service mathematics and science teachers, focusing on their perceptions, understanding, and readiness to implement STEM education. The research seeks to identify gaps in STEM comprehension to inform teacher preparation program development.

Methodology: This descriptive quantitative study describes the STEM concept among prospective science and mathematics teachers using an online questionnaire with Likert scale and open-ended questions. Data were analyzed using descriptive statistics, such as mean and standard deviation, and validated with Gregory's content validity formula, and Cronbach's alpha.

Main Findings: Main findings indicate that 14.58% of respondents demonstrated very high STEM conception with scores exceeding 112.37, while 31.25% exhibited high conception within the range of 98.83 to 112.37. Conversely, 41.67% showed low conception with scores between 85.33 and 98.82, and 12.50% had very low conception, scoring below 85.33. Overall, only 45.83% of pre service teachers possessed adequate STEM conception, highlighting that 54.17% require strengthening in their understanding of STEM. Mathematics is seen as an essential foundational element in STEM education, with technology integration being key to improving learning outcomes. This study highlights the need for curriculum revision and professional development to improve STEM readiness among preservice teachers.

Novelty/Originality of this study: This study identified a lack of STEM concepts among preservice mathematics and science teachers, and highlighted the urgency of revising the curriculum with an interdisciplinary approach that connects theory and practice. Limitations include self-reported data and a limited focus, so a larger study is needed.