Integrated Science Education Journal

Advancing Brackish Water Aquaculture: Salinity Optimization for Superior Hatching and Survival of Tilapia (Oreochromis niloticus)

Nurul Fasihah Razak — 2026-03-22

Purpose of the study: The purpose of this study is to determine the effects of different salinity levels on the hatching success and early survival of Nile tilapia (Oreochromis niloticus) and to identify the optimal salinity range for improving seed quality in brackish-water aquaculture.

Methodology: This study used a Completely Randomized Design with four salinity treatments. Incubation utilized fiberglass tanks (100 L), a Milwaukee MA887 refractometer, Hanna HI98107 pH meter, Lutron DO-5509 DO meter, and digital thermometers. Fertile eggs from the Kunti strain broodstock were acclimated and incubated. Data were analyzed using Shapiro–Wilk, Levene, One-Way ANOVA, LSD/Tukey tests in SPSS 26.

Main Findings: Shapiro–Wilk and Levene tests confirmed that the data were normal and homogeneous. One-Way ANOVA showed significant effects of salinity on hatching rate and survival. The 10 ppt treatment produced the highest hatchability and larval survival, significantly outperforming the 0,5, and 15 ppt groups. Post-hoc LSD identified 10 ppt as the optimum level. Overall, moderate salinity consistently yielded the best early-performance outcomes for Oreochromis niloticus larvae.

Novelty/Originality of this study: This study provides new insights by identifying the optimal salinity range for maximizing hatchability and early larval survival of Oreochromis niloticus using controlled embryonic incubation. Unlike previous works, it integrates precise salinity treatments, standardized hatchery instrumentation, and rigorous statistical testing to define an evidence-based salinity benchmark. The findings advance seed-production strategies for brackish-water aquaculture systems.

From Variables to Conclusions: Analysis Three Indicators of Science Process Skills in High School Physics Learning

Sarah Pramitha — 2026-03-23

Purpose of the study: This study aims to analyze the development of Science Process Skills (SPS) in high school physics learning through a systematic review of international research published between 2017 and 2025.

Methodology: This study employed a Systematic Literature Review (SLR) design guided by the PRISMA. Data were collected through a structured literature search of two international academic databases, Taylor & Francis Online and SpringerLink. Using purposive sampling based on predefined inclusion and exclusion criteria, a total of 30 peer-reviewed journal articles were selected for analysis from an initial pool of 300 identified records. Data were analyzed using qualitative thematic analysis to identify research trends, dominant SPS indicators, and instructional approaches applied in high school physics education.

Main Findings: The synthesis reveals that inquiry-based learning, project-based learning, and virtual laboratory approaches are the most consistently reported strategies for enhancing students’ science process skills. Among the three SPS indicators, identifying variables and analyzing data are most frequently emphasized, while drawing conclusions remains less explicitly developed. Strengthening SPS through these approaches improves students’ scientific reasoning, experimental accuracy, learning engagement, and motivation in physics learning.

Novelty/Originality of this study: This study provides an updated and systematic synthesis of global research on science process skills development in physics education up to 2025. By mapping instructional strategies and SPS indicators across international contexts, this review offers new conceptual insights into how inquiry-based and technology-supported learning can foster sustainable scientific thinking and support students’ readiness to meet 21st-century learning demands.

Enhancing Field Activity Reporting through a Real-Time Telegram Chatbot Integrated with the Google Sheets API

Khansa Nabila — 2026-03-23

Purpose of the study: This study aims to design and develop a Telegram chatbot integrated with the Google Sheets API as a smart evidence reporting solution to improve the efficiency, accuracy, and timeliness of field activity reporting.

Methodology: This study employed the Design Thinking approach as a user-centered system development method, consisting of five stages: empathize, define, ideate, prototype, and test. Data were collected through observations and interviews with staff involved in the field activity. A Telegram chatbot prototype was developed using the Telegram Bot API and integrated with Google Sheets through Google Apps Script. System evaluation was conducted using Black Box Testing to assess functionality and User Acceptance Testing (UAT) to measure user perception and acceptance.

Main Findings: The results show that the developed chatbot system functions effectively as a smart evidence reporting tool. The integration enables real-time, automated, and structured storage of field activity data in Google Sheets. Black Box Testing confirmed that all system functions operated as expected, while User Acceptance Testing indicated a high level of user satisfaction, with an acceptance rate of 88%. The chatbot successfully supports fast data input, reduces reporting errors, and improves operational efficiency during field activities.

Novelty/Originality of this study: The novelty of this study lies in the use of a widely adopted messaging platform as the primary interface for structured field activity reporting. By leveraging Telegram as a conversational interface and integrating it directly with cloud-based data storage, this study presents a lightweight, low-cost, and easily deployable reporting solution.

Integrating Augmented Reality into the FERA (Focus-Explore-Reflect-Apply) Learning Model to Improve Students’ Conceptual Understanding of Atomic Theory

Arjuna Pramana — 2026-03-24

Purpose of the study: This study aims to examine the effectiveness of the FERA (Focus-Explore-Reflect-Apply) learning model integrated with Augmented Reality (AR) in improving students' conceptual understanding of atomic theory.

Methodology: This was a pre-experimental study employing a one-group pretest–posttest design. The sample was 32 tenth-grade students selected through cluster random sampling from ten classes in the public high school in East Kalimantan. The instruments consisted of essay-based pretest and posttest questions, teacher and student observation sheets, and AR-integrated reading materials. The data were analyzed by using descriptive statistics, normality test, Wilcoxon Signed Rank Test, normalized gain (N-Gain), and effect size (r).

Main Findings: The results indicated a statistically significant improvement in students’ conceptual understanding after the intervention. The average N-Gain score was 0.67 (moderate category). Meanwhile, the effect size (r = 0.88) showed a large effect. The greatest improvement was found in the classification indicator, whereas the application indicator demonstrated relatively lower gains. Overall, the integration of FERA and AR effectively improved conceptual understanding of atomic theory.

Novelty/Originality of this study: The novelty of this study lies in systematically embedding augmented reality within the structured stages of the FERA (Focus-Explore-Reflect-Apply) learning model to improve the students’ conceptual understanding of atomic theory. Unlike previous studies that often employ augmented reality as a supplementary visualization tool, this study integrated AR into a coherent pedagogical framework, aligning interactive 3D representations with specific cognitive processes in each instructional stage.

Development of Scientific Literacy Skills Test Instruments in Elementary School: Analysis of The Rasch Model

Milan Nur Familia — 2026-03-25

Purpose of the study: This study aims to develop and evaluate a context-based scientific literacy assessment instrument on the topic of global warming for sixth-grade elementary school students, employing the Rasch model to examine its validity, reliability, item difficult levels, and Differential Item Functioning (DIF).

Methodology: The research design followed a systematic instrument development procedure supported by Rasch model analysis. The instrument comprised 20 multiple-choice items based on the OECD scientific literacy framework and was piloted with 26 sixth-grade students. Data were analyzed using Ministep to examine validity, reliability, item difficult, and Differential Item Functioning (DIF).

Main Findings: The findings show that most items satisfied the validity criteria based on Outfit MNSQ, ZSTD and PTM Corr indices. Item difficulty levels were proportionally distributed from very easy to very difficult. Reliability analysis yielded a person reliability of 0.70, an item reliability of 0.72, and a Cronbach’s alpha of 0.78. DIF analysis indicated that all items were free from gender bias. As a pilot study with a limited sample from one school, these results represent preliminary evidence rather than as a final validation of the instrument.

Novelty/Originality of this study: This study aims to develop and evaluate a scientific literacy test specifically designed for elementary school students on the topic of global warming using Rasch analysis, an area that remains limited in prior research. The instrument integrates real-life contextual situations aligned with current curriculum demands and has the potential to strengthen scientific literacy assessment practices at the elementary education level.

Mapping the Landscape of Critical Thinking Assessment in STEM Education: A Systematic Review of Psychometric Properties, Contextual Implementation, and Future Directions

Yuleks Juru Mudi — 2026-03-25

Purpose of the study: This study aims to systematically map the landscape of critical thinking assessment in STEM education, with a particular focus on psychometric characteristics, contextual implementation, and emerging research trends.

Methodology: A Systematic Literature Review (SLR) was conducted following the PRISMA protocol using the Scopus database as the primary source. A total of 58 studies published between 2018 and 2025 were analyzed through bibliometric mapping using VOSviewer and thematic synthesis.

Main Findings: The findings indicate a substantial increase in research on critical thinking assessment in STEM education since 2020, aligning with growing global attention to 21st-century competencies. However, most studies continue to position assessment primarily as a tool for evaluating learning outcomes or the effectiveness of pedagogical interventions, such as project-based, problem-based, and inquiry-based learning. Only a limited number of studies systematically examine the psychometric quality of assessment instruments, including evidence of construct validity, reliability, and multidimensional structure. This pattern reveals a clear gap between assessment practices in STEM education and established standards for educational measurement, which may lead to weak or potentially misleading conclusions about students’ critical thinking abilities.

Novelty/Originality of this study: This review integrates bibliometric and thematic analyses to identify conceptual and methodological gaps in the existing literature and proposes a coherent direction for the development of critical thinking assessments that are both psychometrically robust and contextually relevant within STEM education.

Hydroponic Innovation: The Effect of Magnetic Field Treatment on Water on Vegetable Growth

Kibebew Tsehai — 2026-03-25

Purpose of the study: Determine the effect of the implications of water processed by magnetic fields on the growth of vegetable seeds by farming using a hydroponic system and the physical properties of the water (including pH, temperature, conductivity).

Methodology: This study used a laboratory experimental design with a power supply (1–3 A), PVC pipe, and 0.7 mm enamel wire to generate a magnetic field. Measuring instruments included a digital pH meter, a digital thermometer, and a digital conductivity meter. Statistical analysis was performed using SPSS 16.0 for Windows with a one-way ANOVA test. The hydroponic media were cotton and water from the Regional Drinking Water Company, with caisim, pak choi, and lettuce seeds.

Main Findings: The water treated with a magnetic field showed significant changes in pH and conductivity, while the temperature remained stable due to environmental influences. Hydroponic growth showed good results for Chinese cabbage and lettuce, while pak choi yielded less than optimal results. This variation is directly related to the suitability of the magnetically treated water for supporting nutrient absorption and plant physiological processes.

Novelty/Originality of this study: This research provides new insights into the role of magnetic field treatment on water properties and its implications for hydroponic farming. Unlike previous research, this study highlights the specific responses of vegetables to magnetized water, demonstrating its potential to improve growth efficiency in certain crops. These findings contribute to sustainable agricultural practices and offer a low-cost innovation for increasing hydroponic productivity.

Reconstruction of Teachers' Strategies in Cultivating Honest Character through Physics Learning: A Systematic Synthesis Based on Values, Affective, and Cognitive

Raden Muhammad Afrialdi — 2026-03-26

Purpose of the study: Study aims to systematically synthesize teachers' strategies in developing students' honest character through physics learning and to identify effective strategy patterns, research gaps, and directions for developing character-based learning in the modern learning era.

Methodology: This study used a Systematic Literature Review (SLR) approach with the PRISMA protocol. A total of 29 reputable journal articles published between 2020 and 2025 were analyzed, sourced from Google Scholar, ERIC, Scopus, and DOAJ. Data were analyzed using thematic synthesis to group findings based on pedagogical strategies, teacher roles, assessment design, and affective and moral dimensions in physics learning.

Main Findings: The study results show that honest character can be effectively developed through project-based learning, authentic assessment, experimental reflection, formative feedback, and the integration of moral values into the scientific process. Teachers act as value facilitators, connecting cognitive, affective, and moral dimensions. Furthermore, digital literacy and ethical technology policies are important supporting factors in maintaining academic integrity.

Novelty/Originality of this study: The novelty of this research lies in the formulation of an integrative conceptual framework that positions honesty as a core value in scientific process-based physics learning. Limitations of this research include its reliance on secondary sources and the paucity of long-term empirical research specifically examining the impact of honesty-based physics strategies.

Science Self-Efficacy (SSE) Relationship on Cognitive Learning Outcomes amongst The Ecology Concept

Marsha Hemalia Putri — 2026-03-26

Purpose of the study: Science Self-Efficacy (SSE) is important for students because it is directly related to their belief in their ability to learn and complete science tasks. Students with high SSE tend to be more confident, do not give up easily when faced with difficulties, and have greater motivation and involvement in the science learning process. This study aims to determine the effect of SSE on students’ cognitive learning outcomes in the Ecology concept, focusing solely on identifying the relationship between these two variables.

Methodology: This research utilized a quantitative ex post facto correlational design with Simple Random Sampling. The instruments used were a 30-item Science Self-Efficacy (SSE) questionnaire and a cognitive learning test. Data were analyzed using descriptive statistics and Spearman’s rank correlation in SPSS version 27 to determine relationships among variables.

Main Findings: The study revealed that students’ Science Self-Efficacy (SSE) was predominantly categorized as High, with 60% of participants reaching this level. The Spearman correlation coefficient of 0.623 and the significance value of 0.001 indicated a positive, significant relationship between SSE and cognitive learning outcomes. These findings confirm that higher levels of SSE strongly contribute to improved cognitive performance in learning the Ecology concept.

Novelty/Originality of this study: This studies rarely examine Science Self-Efficacy (SSE) as a domain-specific construct related to higher-order cognitive outcomes in Ecology, its dimensions (magnitude, strength, and generality), or evidence from multicultural contexts such as Indonesian schools abroad.

Podcasts and Papers: Using AI to Engage Undergraduates in Scientific Literacy in Biology

Shem Unger — 2026-03-26

Purpose of the study: Artificial Intelligence (AI) is emerging as a valuable tool for science education, for both students and instructors. This study was conducted to investigate the efficacy of using AI-generated podcasts to introduce undergraduates to primary scientific literature as a teaching pedagogy.

Methodology: Google NotebookLM was used to generate audio podcasts on ten different scientific journal articles for an undergraduate ecology course. Students were surveyed on how engaging, informative, and helpful podcasts were, and whether they helped introduce them to the research article. Data were collected from Likert-scale questionnaires and short responses and analyzed both quantitatively and qualitatively.

Main Findings: The majority of students found AI-generated audio podcasts an engaging and effective learning method for increasing science literacy and understanding. No change was noted across the class in student perceptions of podcasts, indicating that the majority of students found AI podcasts helped them learn about scientific research, with ~35% not realizing the podcast was AI. These findings reveal the potential to increase science literacy through our methodology if incorporated across various fields of science education.

Novelty/Originality of this study: This study provides evidence that AI-generated podcasts can be used as a new method to introduce biology students to peer-reviewed scientific articles. Other educators can use similar free audio podcasts across subjects to engage undergraduate students in science. The findings add to our body of knowledge on AI and on how educators can utilize podcasts as a powerful pedagogical tool for teaching science.

Teacher Efforts To Improve Science Process Skills: Observation, Classification, and Data Table Making

Gita Salsabilla Nurma Yahya — 2026-03-26

Purpose of the study: This study aims to systematically identify, analyze, and synthesize various teacher strategies used in science learning to develop students' Science Process Skills (SPS). The study focuses on developing indicators for observation, classification, and data tabulation as basic and integrated scientific skills.

Methodology: This study employed a Systematic Literature Review (SLR) method, adhering to the PRISMA 2020 guidelines. The unit of analysis was scientific articles, not human participants. Thirty articles meeting the inclusion and exclusion criteria were selected through identification, screening, and eligibility assessment. They were then analyzed using document analysis and thematic synthesis.

Main Findings: The study results indicate that active, experiential, and inquiry-oriented learning strategies, such as Guided Inquiry, Experimentation, and Project-Based Learning (PjBL), have proven effective in improving basic Science Process Skills, particularly the observation and classification indicators. However, this systematic review also revealed significant strategic weaknesses in the data table creation indicator. These weaknesses are caused by teachers' limitations in designing learning activities that explicitly involve data processing, visualization, and representation as the basis for students' scientific argumentation.

Novelty/Originality of this study: The novelty of this research lies in the systematic mapping of the development gaps in data table creation indicators in science learning practices. This study provides a conceptual contribution by confirming that strengthening data processing and representation skills is a crucial component that bridges basic Science Process Skills to more complex and meaningful integrated science process skills.

Teachers’ Soft Skills on Students’ Science Process Capabilities and Academic Performance

Jonathan P Mellona — 2026-03-26

Purpose of the study: This study aimed to determine the influence of the teachers’ soft skills on science process capabilities and academic performance of grade 11 students in public high schools in clusters IV and V during the S.Y. 2021 – 2022. This study also sought to determine the significant difference between the science process capabilities and academic performance of male and female grade 11 students in Earth and Life Science.

Methodology: Explanatory sequential research design was utilized. The respondents included 33 science teachers and 376 grade 11 students. Data were collected through validated surveys, observation checklists, academic records, and interviews. Analysis was conducted using statistical software for quantitative data and thematic review for qualitative responses.

Main Findings: Teachers strongly utilized their soft skills. Students demonstrated effective science process capabilities. Academic performance in Science was outstanding. No significant difference in science process capabilities between male and female students. However, female students performed better academically in Earth and Life Science. Moreover, significant positive relationships were found between teachers’ soft skills and students’ science process capabilities and academic performance.

Novelty/Originality of this study: This study highlights the impact of teachers’ soft skills on both science process capabilities and academic performance in the new normal. Moreover, this study contributes to the limited empirical evidence linking teachers’ soft skills with both science process capabilities and academic performance in the post-pandemic blended learning context, offering insights for enhancing teaching strategies and professional development in senior high school science education.

Cultivating Environmental Sustainability Awareness in Students Through ECO-SETS: Implementation of Science, Environment, Technology, and Society (SETS)-Based Worksheets on Climate Change Topics

Evelina Astra Patriot — 2026-03-26

Purpose of the study: This study aims to develop the ECO-SETS Worksheet (Environment and Climate Oriented through Science, Environment, Technology, and Society), an innovative student worksheet that integrates the SETS approach with simple coding simulations to train students’ ESA on climate change topics.

Methodology: The research employed the ADDIE development model, consisting of five stages. The study involved Grade X and XI students from several schools in South Sumatra. Data collection included teacher interviews, expert validation by three experts, student practicality questionnaires involving nine students, and effectiveness testing through pretest–posttest assessments with 60 respondents. Instruments consisted of Likert-scale questionnaires, open-ended feedback forms, and concept mastery tests. Data were analyzed using the Guttman scale for validity, the Likert scale for practicality, and N-gain and t-tests for effectiveness.

Main Findings: The results indicate that ECO-SETS LKPD is highly valid, with average validation scores of 90.7%, and very practical, with student response scores of 97.14% (one-to-one trial) and 96.50% (small-group trial). In terms of effectiveness, the LKPD significantly improved students’ environmental sustainability awareness, evidenced by an N-gain score of 0.65 in the experimental class and statistically significant differences compared to the control group.

Novelty/Originality of this study: The novelty of this study lies in the integration of SETS-based contextual learning with simple coding simulations within a structured LKPD framework, bridging environmental education and computational thinking. This integrative approach not only strengthens conceptual understanding but also equips students with adaptive skills to address real-world environmental challenges, offering a new direction for sustainable science education.

Comparative Analysis of Sensor Reading Accuracy Between Arduino and ESP32 Microcontrollers for TDS Sensor Measurements

Abdul Rahman — 2026-03-27

Purpose of the study: This study aims to compare the performance of Arduino UNO and ESP32 microcontrollers in TDS sensor measurements, evaluating reading accuracy, response speed, and reading stability to recommend the most suitable microcontroller platform for water quality monitoring applications.

Methodology: Tools & Hardware: TDS sensor, Arduino UNO (ATmega328P, 10-bit ADC), ESP32 NodeMCU (12-bit ADC), TDS meter (reference instrument). Methods: Waterfall methodology, literature review, direct observation, potentiometer testing, and voltage measurement. Water samples tested at 101, 201, 300, 406, and 515 PPM concentrations, each with three repetitions at room temperature (~20–21°C).

Main Findings: Arduino UNO achieved average voltage errors of 0.21%–2.12% across all TDS concentrations, compared to ESP32's 13.1%–54.32%. ESP32 misread 101 PPM as 48 PPM (54.32% error). Arduino UNO's standard deviation was 0.064 ADC versus ESP32's 2.019 ADC 31.5 times more variable confirming Arduino UNO's superior accuracy and stability for TDS sensor measurements.

Novelty/Originality of this study: This Arduino UNO achieved average voltage errors of 0.21%–2.12% across all TDS concentrations, compared to ESP32's 13.1%–54.32%. ESP32 misread 101 PPM as 48 PPM (54.32% error). Arduino UNO's standard deviation was 0.064 ADC versus ESP32's 2.019 ADC — 31.5 times more variable confirming Arduino UNO's superior accuracy and stability for TDS sensor measurements.

Ethnophysics of Tua Reta Lou Dance: Mapping Equilibrium, Torque, and Circular Motion for Contextual Physics Learning

Egidius Dewa — 2026-03-28

Purpose of the study: This study explores and identifies physics concepts embedded in the Tua Reta Lou dance as a form of local wisdom from Sikka Regency, East Nusa Tenggara, Indonesia, with a focus on motion-dynamics constructs that can be used as contextual resources for physics learning.

Methodology: This study employed a qualitative exploratory (ethnophysics) design. Data were collected through (i) field observations of Tua Reta Lou performances, (ii) photo/video documentation of key movement components and dancer bamboo interactions, and (iii) semi-structured interviews with dancers and cultural practitioners selected using purposive sampling (information-rich participants). Data were analyzed iteratively through qualitative reduction–display–conclusion procedures and analytical mapping of observed phenomena to mechanics constructs.

Main Findings: The Tua Reta Lou dance embodies key mechanics concepts, including rigid-body equilibrium and center of mass (balancing on the bamboo tip), torque and rotational equilibrium (force regulation through hands/feet and supporting dancers), moment of inertia (stability strategy via limb extension), and circular motion represented through centripetal force and angular momentum. These concepts are consistently represented through recurrent movement components during the performance.

Novelty/Originality of this study: This study provides a structured ethnophysics mapping of Tua Reta Lou into explicit motion-dynamics constructs and outlines a curriculum-aligned pathway to transform local cultural practice into contextual physics learning resources.

Exploring the Role of Improvisation and Implementation Challenges in Science Teaching: A Standard-Based Curriculum Study

Charity Esenam Anor — 2026-03-29

Purpose of the study: Standards-based curriculum reforms emphasise competency development and learner-centered pedagogy, yet implementation in resource-constrained contexts remains underexplored. While research has documented general curriculum implementation challenges, limited empirical evidence exists on specific challenges in science teaching and how teachers employ improvisation to bridge resource gaps in competency-based science education.

Methodology: A qualitative case study design was employed involving five science teachers purposively selected from five government basic schools in Ghana. Data were collected through semi-structured interviews, audio-recorded and transcribed. Thematic analysis identified patterns and themes. The interview protocol was adapted from established curriculum implementation instruments and validated through expert review with trustworthiness ensured.

Main Findings: Four major challenges emerged as inadequate teacher training in competency-based pedagogy, insufficient instructional resources and laboratory equipment, difficulties implementing authentic assessment, and challenges adapting curriculum content to local contexts. Teachers employed systematic improvisation using locally available materials, which enhanced student engagement, facilitated conceptual understanding of abstract concepts, and aligned with learner-centered objectives. However, improvisation was constrained by time limitations, lack of institutional support, and absence of formal training in material adaptation.

Novelty/Originality of this study: This study provides empirical evidence that teacher improvisation constitutes a deliberate pedagogical strategy rather than a compensatory response to resource scarcity, as systematically improvised materials significantly enhance engagement and conceptual understanding. The key implication calls for a policy shift prioritising formal improvisation training, institutional time allocation for material adaptation, and professional recognition of improvisation as valid pedagogy.

Design and Validation of a Contextual Project-Based Organic Chemistry Practicum Module for Undergraduate Learning

Pino Ramadani — 2026-03-30

Purpose of the study: This study aims to design and validate a project-based organic chemistry practicum module that integrates a contextual approach, which is designed to facilitate students’ conceptual understanding, practical skills, engagement, learning motivation, and overall learning experience during laboratory practicum activities.

Methodology: This study employed the Research and Development (R&D) method utilizing the ADDIE model specifically for the Analysis, Design, and Development stages. It represents early development phase focused on design and expert validation. Data were collected through interviews and questionnaires. Module validation carried out by subject matter and media validators using Likert scale instruments and Gregory matrix calculations to ensure validity.

Main Findings: This study’s project-based, contextually integrated organic chemistry practicum module operationalizes PjBL through structured stages. Contextual learning integrates authentic phenomena with real-world applications. Validation involved two subject matter and two media validators, yielding Gregory coefficients of 1.00 for both. The module is highly valid, and future studies should test its effectiveness and practicality in enhancing conceptual understanding or 21st-century 4C skills.

Novelty/Originality of this study: This study developed an organic chemistry practicum module that systematically integrates contextual phenomena across all PjBL phases. Unlike previous PjBL modules lacking contextual integration or conventional recipe-style modules with limited learning impact. This module addresses gaps in conceptual reasoning, contextual relevance, and competency, while reducing procedural learning and enhancing conceptual understanding, practical skills, 21st-century skills, and integrated science learning.

Development of Interactive Puzzle Media Based on Critical Reasoning Games for Fine Arts Material for Grade 5 Elementary School

Krisna Trijati Suryono — 2026-03-31

Purpose of the study: This study aims to develop and evaluate the feasibility of a game-based interactive puzzle learning media designed to foster critical thinking skills in fifth-grade elementary students. The media are used in the instructional topic “Creating Artworks from Household Waste Materials” to enhance students’ critical reasoning abilities.

Methodology: This research employed a Research and Development (R&D) approach based on the ADDIE framework, comprising analysis, design, development, implementation, and evaluation stages. The participants were 20 fifth-grade students. Data were gathered through expert validation forms, teacher and student questionnaires, and pretest–posttest instruments, and then analyzed using Likert-scale scoring and N-Gain testing.

Main Findings: The validation results indicated an average score of 4.56 from the material expert, 4.57 from the media expert, and 4.46 from the practitioner, all categorized as highly feasible. Teacher responses reached 97%, while student responses in the limited trial and field trial were 100% and 99%, respectively, indicating a very high level of practicality. The effectiveness of the media was demonstrated by N-Gain scores of 81.90% in the limited trial and 79.28% in the field trial, both of which were classified as high.

Novelty/Originality of this study: This study introduces a game-based interactive puzzle media integrated with critical thinking indicators in elementary school visual arts instruction. The media emphasizes not only creativity but also the development of students’ critical thinking skills through contextual problem-solving activities that use household waste materials.

Development of Super Deformed Digital Manga Comic Media Using Microsoft Paint to Improve Learning Outcomes and Learning Motivation of Junior High School Students on the Earth and Solar System Material

Muhammad Fahmi Alfarisi — 2026-03-31

Purpose of the study: Learning media used in teaching must increase student interest and motivation. An example is comics. This research on the development of digital super deformed manga comics has several objectives: to assess the media's validity, to test its practicality, and to test its effectiveness.

Methodology: The research used is a type of Research and Development (R&D) research that provides validation of the developed product to be used in the learning process. The development model used in this study is the 4D model, which consists of 4 stages: defining (define), planning (design), developing (development), and disseminating (disseminate).

Main Findings: The study achieved a validity level of 91.5% and was deemed valid. The results of the practicality of comic media in increasing learning motivation were 91.875% in the first school, 90.625% in the second school, and 92.5% in the third school. Meanwhile, the N-Gain scores indicating an increase in learning outcomes were 0.81 in the first school, 0.63 in the second school, and 0.69 in the third school.

Novelty/Originality of this study: A super deformed digital manga comic was created using Microsoft Paint. This super deformed digital manga comic, in addition to using a chibi or super-deformed style, also imitates the drawing style of Masashi Kishimoto, the creator and writer of the Naruto series. This novel comic medium has successfully improved student learning outcomes and motivation.

From Curiosity to Active Engagement: The Teacher’s Role in Physics Learning

Sri Suryati — 2026-03-31

Purpose of the study: This study aims to analyze how teachers foster students' curiosity and engagement in physics learning by identifying effective pedagogical patterns that simultaneously support active participation and enhance students’ intrinsic motivation.

Methodology: This study employed a qualitative approach using a Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines. Data were collected from Taylor & Francis, Springer, and MDPI databases. Purposive sampling selected 29 articles (1984–2025). Data were analyzed using thematic analysis with document extraction sheets.

Main Findings: Teachers act as facilitators, motivators, and learning designers in fostering curiosity and engagement. Effective strategies include inquiry-based learning, project-based learning, contextual approaches, and open-ended exploration. These strategies enhance intrinsic motivation and support cognitive, emotional, and social engagement, while promoting deeper conceptual understanding, scientific character development, and sustained curiosity through inquiry, experimentation, and reflective dialogue.

Novelty/Originality of this study: This study integrates student curiosity and engagement into a unified analytical framework in physics education, offering a perspective that has rarely been addressed in prior research. This PRISMA-based SLR provides a systematic synthesis of evidence and advances understanding of how adaptive and collaborative teaching practices foster scientific curiosity in contemporary learning contexts.