Integrated Science Education Journal

Solar System Learning Innovation through Augmented Reality: Increasing Student Concept Solar System

2025-12-21T09:15:10+07:00

Purpose of the study: Students’ conceptual understanding of Solar System topics remains low due to the abstract nature of astronomical phenomena and the limited use of interactive visual learning media. This study aims to develop AR-based Solar System learning media that are valid, practical, and effective in improving students’ conceptual mastery.

Methodology: The research employed a Research and Development approach using the 4D model. Participants comprised 46 eighth-grade students from Muhammadiyah 1 Junior High School in Palembang, selected through purposive sampling. Data collection involved teacher interviews, expert validation (3 experts), student practicality questionnaires (9 students) and pretest-posttest assessments (46 respondents),. The instruments included closed-ended Likert-scale items, open-ended feedback, and concept mastery tests. Data analysis was conducted using the Guttman scale for validity, the Likert scale for practicality, and the N-gain test for effectiveness.

Main Findings: The developed AR learning media achieved a validity score of 100%, a practicality score of 96.82% (very practical), and high effectiveness, with an average N-gain of 0.71. Students’ posttest scores showed substantial improvement compared to pretest results, indicating enhanced understanding of planetary motion, rotation, and revolution.

Novelty/Originality of this study: The findings confirm that AR-based learning media effectively facilitate conceptual change by transforming abstract Solar System concepts into concrete, interactive experiences. The novelty of this study lies in integrating realistic 3D visualization, curriculum-oriented design, and effectiveness testing. The results imply that AR media can serve as a viable instructional innovation in science education, particularly for abstract topics that require spatial reasoning.

The Effect of Experimental-Based Problem-Based Learning on Undergraduate Students’ Scientific Writing and Presentation Skills in a Basic Physics Course

2025-12-21T09:15:07+07:00

Purpose of the study: This study aims to examine the effect of experimental-based Problem-Based Learning (PBL) on students’ scientific writing and presentation skills in a Basic Physics course.

Methodology: The study employed a quasi-experimental posttest-only control group design involving 73 undergraduate students from the Biology Education program. Participants were divided into an experimental group receiving experimental-based PBL instruction and a control group receiving conventional learning. Data were collected using validated rubrics for scientific writing and scientific presentation skills. Data analysis was conducted using descriptive statistics, independent samples t-tests, One-Way ANOVA, and the Mann–Whitney U test.

Main Findings: The results show that students in the experimental group achieved significantly higher scientific writing scores (M = 562.97) than those in the control group (M = 518.19), with significant differences across most writing components (p < 0.05). One-Way ANOVA results indicate a very large effect size (Partial Eta Squared = 0.970). In addition, scientific presentation skills were significantly higher in the experimental group across all assessed indicators, including contribution, collaboration, confidence, content mastery, and communication (p = 0.000).

Novelty/Originality of this study: This study provides empirical evidence that experimental-based PBL effectively enhances both scientific writing and presentation skills in an interdisciplinary Basic Physics learning context. The findings highlight the role of inquiry-oriented and experimental learning in strengthening scientific communication skills and offer practical implications for improving scientific literacy in higher education.

Augmented Reality–Based Flashcard Media: A Study of Foster Senior High School Students’ Critical Thinking Skills on Atomic Models

2025-12-21T09:15:03+07:00

Purpose of the study: This study aimed to develop augmented reality–based flashcard learning media for teaching atomic models and to examine its validity, practicality, and effectiveness in fostering senior high school students’ critical thinking skills.

Methodology: This study employed a research and development approach using the Rowntree model, comprising planning, development, and evaluation stages, with formative evaluation adapted from Tessmer. Data were collected through expert validation sheets, practicality questionnaires, and critical thinking skills tests. Data analysis included CVR and CVI for validity, descriptive analysis for practicality, and N-gain analysis for effectiveness.

Main Findings: The results indicated that the augmented reality–based flashcard media achieved excellent content validity, with S-CVI/Ave and S-CVI/UA values of 1.00, categorized as very valid. The media was considered practical, with mean practicality scores of 3.9 in the one-to-one evaluation and 4.1 in the small group evaluation. Additionally, the field test showed an improvement in students’ critical thinking skills, with an N-gain value of 0.56, indicating moderate effectiveness.

Novelty/Originality of this study: The novelty of this study lies in integrating augmented reality technology into flashcard-based learning media to foster students’ critical thinking skills in learning atomic models. Unlike previous studies that mainly emphasize visualization or conceptual understanding, this research focuses on developing higher-order thinking skills through interactive, mobile-supported learning media to address abstract physics concepts.

An Integrative Model of Green Sustainable Science, Environmental Awareness, and Eco-Friendly Practices in Community Life

2025-12-21T16:38:09+07:00

Purpose of the study: Sustainable community life requires aligning scientific knowledge, environmental awareness, and daily eco-friendly behavior. However, the connection between what communities know, believe, and practice often remains inconsistent. This study aims to examine how Green Sustainable Science is integrated into community life, assess environmental awareness levels, and identify environmentally friendly practices that support sustainability in daily activities.

Methodology: This study used a qualitative case study approach. Data were collected through in-depth interviews, participatory observation, and documentation. The instruments included semi-structured interview guides, observation sheets, and documentation notes. Data analysis employed the Miles and Huberman interactive model with reduction, display, and conclusion stages.

Main Findings: Findings show that sustainability concepts have been integrated into community routines, although understanding varies and tends to be practical in nature. Environmental awareness ranges from moderate to high among active groups but remains inconsistent in others. Eco-friendly behaviors such as waste sorting, reducing plastic use, and saving energy are present but constrained by limited facilities and policy support. These findings reveal that sustainable behavior emerges from the interaction between knowledge, awareness, and structural conditions, highlighting the need for stronger community programs and better environmental infrastructure.

Novelty/Originality of this study: This study provides new insights into how communities integrate sustainability concepts beyond formal education and policy frameworks. Its originality lies in examining the direct link between scientific knowledge, awareness, and daily life practices. The findings contribute to advancing strategies for community empowerment and contextual environmental programs.

A Deep Learning–Based Electronic Module for Global Warming: An Analysis of Validity and Readability to Support Critical Thinking Skills

2025-12-22T14:11:50+07:00

Purpose of the study: This study aims to analyze the validity and readability of a deep learning–based electronic module (e-module) designed to improve students’ critical thinking skills on global warming material.

Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed e-module integrates deep learning principles—mindful, meaningful, and joyful learning—into a Google Sites platform and is enriched with multimedia elements, including videos, animations, interactive worksheets, Padlet, and a carbon footprint calculator. The validity of the e-module was evaluated by six experts, including media experts, subject matter experts, and linguists, using Aiken’s V formula.

Main Findings: The results showed that all validation aspects achieved Aiken’s V values ranging from 0.83 to 1.00, exceeding the minimum validity threshold (V > 0.78), indicating that the e-module is highly valid. Readability testing involved ten junior high school students and two science teachers and was analyzed using percentage-based criteria. The readability scores ranged from 88% to 100%, categorized as excellent across content, format, presentation, and language aspects. These findings indicate that the deep learning–based e-module is not only valid but also highly readable and user-friendly.

Novelty/Originality of this study: The developed e-module has strong potential to be implemented as an innovative digital teaching material to support science learning and foster students’ critical thinking skills, particularly in addressing contextual and global environmental issues such as global warming.

Integrating Financial Literacy, Financial Technology, and MSME Performance with Moderated Networking to Support Sustainable Production Methods

2025-12-22T15:49:32+07:00

Purpose of the study: This study aims to analyze the influence of financial literacy and financial technology on the performance and sustainability of MSMEs, with performance as a mediating variable and networking as a moderating variable.

Methodology: The research method used was explanatory research with a quantitative approach. Data were obtained from 80 food and beverage MSMEs in Genuk District, Semarang, using a Likert-scale questionnaire and analyzed using multiple linear regression, the Sobel test, and Moderated Regression Analysis (MRA).

Main Findings: The research results show that financial literacy and financial technology have a positive and significant impact on the performance and sustainability of MSMEs. MSME performance has also been shown to improve business sustainability. However, networking does not strengthen the relationship between financial literacy and performance; instead, it only enhances the influence of financial technology on MSME performance.

Novelty/Originality of this study: This finding provides a theoretical contribution by emphasizing that the sustainability of MSMEs is not only determined by financial literacy and the use of fintech, but also by the synergy between business performance and the social networks owned by MSME actors.