Integrated Science Education Journal (abbreviated as In. Sci. Ed. J) is a scientific journal published by Cahaya Ilmu Cendekia Publisher. Integrated Science Education Journal is a double peer-reviewed and open-access journal that publishes original research papers (Qualitative, Quantitative, R&D, and mixed methods) and reviews (high-quality systematic reviews and meta-analyses) in Multidisciplinary fields. Integrated Science Education Journal aims to discuss relevant issues in Multidisciplinary subject research in Indonesia and globally. This journal aims to bring together researchers and practitioners from academia and industry to focus on progress in various fields and build new collaborations across these fields. Carrying the spirit of science for the benefit of humanity, this journal consistently publishes multidisciplinary study articles and is expected to make fundamental contributions. The In. Sci. Ed. J aims to provide a means for sustained discussion of relevant issues within the journal's focus and scope. The In. Sci. Ed. J publishes six issues a year in January (first issue), March (second issue), May (third issue), July (fourth issue), September (fifth issue), and November (sixth issue). This journal has adopted a double-blind reviewing policy whereby both the referees and author(s) remain anonymous throughout the process. Indexing: National Accreditation [SINTA 3], Dimension, DOI Crossref
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Problem-Based Learning Enhances Mathematics Engagement: A Multivariate Examination of Motivation and Interest
Purpose of the study: Mathematics learning requires instructional approaches that improve not only cognitive achievement but also affective aspects, particularly students' motivation and interest. This study aimed to examine the effects of PBL on mathematics learning motivation, learning interest, and both variables simultaneously. Methodology: A quantitative quasi-experimental study employing a nonequivalent control group pretest-posttest design was conducted with 71 tenth-grade students selected through cluster random sampling. The experimental group received PBL, while the control group received conventional instruction. Data were collected using the Mathematics Motivation Questionnaire (16 items) and the Interest in Mathematics Questionnaire (20 items) and analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA). Main Findings: The results showed that PBL significantly improved mathematics learning motivation (Partial Eta Squared = 0.761) and learning interest (Partial Eta Squared = 0.581). MANOVA further confirmed a significant simultaneous effect of PBL on both affective variables (Wilks’ Lambda = 0.216, p < 0.001). These findings indicate that authentic problem solving, collaboration, and active learning in PBL foster multiple affective outcomes simultaneously. Novelty/Originality of this study: The novelty of this study lies in the simultaneous examination of mathematics learning motivation and interest using MANOVA while positioning student engagement as the conceptual mechanism underlying PBL effectiveness. The findings provide empirical support for implementing PBL as a student-centered approach to strengthen affective outcomes in mathematics education and offer a foundation for future studies using Structural Equation Modeling (SEM) to examine the underlying mechanisms.
Copyright (c) 2026 Nurina Happy, Zuhri Zuhri, Hery Saputra https://creativecommons.org/licenses/by/4.0
Development of Canva-Based Interactive Multimedia Using the Addie Model to Enhance Engagement and Critical Thinking Skills in Science Learning
Purpose of the study: IPAS learning in primary schools still shows low student engagement and weak critical thinking, partly because the media used are not sufficiently interactive. This study develops Canva-based interactive multimedia that is valid, practical, and effective for improving engagement and critical thinking among IV students. Methodology: The research adopts a Research and Development (R&D) approach using the ADDIE model, which consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. Main Findings: The findings indicate that the Canva-based interactive multimedia meets validity criteria and shows good reliability (Cronbach’s Alpha = 0.864), and is categorized as highly practical in the One-to-One Trial (91%), Small Group Trial (94%), and Field Trial (97.5%). Novelty/Originality of this study: The use of the media significantly increased student engagement (emotionally, cognitively, and behaviourally) and improved critical thinking in IPAS learning. Canva-based interactive multimedia is thus effective and appropriate for primary classrooms. Its novelty lies in systematically integrating interactive activities to strengthen engagement and critical thinking, offering a technology-based innovation that supports more active, student-centred learning.
Copyright (c) 2026 Irma Mulyani, Elly Sukmanasa, Riandi Marisa https://creativecommons.org/licenses/by/4.0
A Study on Vocational Education in the Field of Culinary Arts to Improve Entrepreneurship Skills Based on Sustainable Development: A Non-Formal Education Perspective
Purpose of the study: The purpose of this study is to examine the culinary training model implemented at LKP Ghanesa in improving culinary-based entrepreneurial skills by analyzing its implementation stages, learning process, instructor competence, entrepreneurial knowledge, business assistance, and their contribution to learners’ economic independence. Methodology: This study employed a qualitative descriptive method. Data were collected using observation, interviews, and document study. The research instruments included interview guides, observation guides, and document checklists. Data were analyzed using the Miles and Huberman Interactive Model. Data validity was ensured through source triangulation and technique triangulation. No software, survey, or branded research tools were used. Main Findings: The culinary training model at LKP Ghanesa was implemented through six systematic stages: program socialization, learning preparation, material delivery, application of learning principles, instructor competence, and program monitoring. The program improved culinary competencies, entrepreneurial knowledge, business readiness, entrepreneurial attitudes, and learners’ economic independence through practical training and business assistance. Novelty/Originality of this study: The novelty of this study lies in its analysis of culinary vocational education as a non-formal education strategy for developing entrepreneurial skills among learners. This study was conducted in only one non-formal education institution, therefore the findings may not represent all vocational education institutions.
Environmental Science & Sustainable Development
Copyright (c) 2026 Siti Lutfiah, Norhidayat Norhidayat, Mustangin Mustangin, Wahdatan Nisa https://creativecommons.org/licenses/by/4.0
Antibacterial Activity Test of Sungkai Leaf Endophytes (Peronema canescens J) Against Escherichia coli and Staphylococcus aureus Bacteria as Antidiarrheal Probiotic Candidates
Purpose of the study: This study aims to test the antibacterial activity of endophytic bacterial isolates from sungkai leaves against the two test bacteria as antidiarrheal probiotic candidates. Methodology: The research stages included isolation, morphological characterization, Gram staining, motility testing, catalase testing, and antibacterial activity testing using the well diffusion method. Data were analyzed using Shapiro-Wilk, ANOVA, and Tukey's advanced test. Main Findings: The results of the study obtained five isolates (S-1, S-2, S-3, S-4, S-5) with Gram-positive characteristics, bacilli, and positive in motility and catalase tests. Isolates S-1 and S-2 did not have antibacterial activity. In contrast, isolates S-3, S-4, and S-5 were able to inhibit the test bacteria with moderate to strong categories. The highest activity against Escherichia coli was shown by isolate S-3 (10.3 mm), while against Staphylococcus aureus by isolate S-4 (12.08 mm). Statistical analysis showed a significant difference in antibacterial activity between treatments (p<0.001). It was concluded that isolates S-3 and S-4 have the most potential to be developed as antidiarrheal probiotic candidates and natural antibacterial sources. Novelty/Originality of this study: The originality of this study lies in integrating endophytic bacterial exploration from Peronema canescens leaves with antibacterial screening against Escherichia coli and Staphylococcus aureus to identify potential probiotic candidates for antidiarrheal applications.
Copyright (c) 2026 Septa Pratama, Violin Carrissa, Nazmi Rajali Siregar https://creativecommons.org/licenses/by/4.0
Psychometric Validation of the UCLA Loneliness Scale Version 3: Evidence for a Six-Factor Structure Among Science Teachers
Purpose of the study: This study aimed to evaluate the construct validity and factor structure of the Indonesian version of the UCLA Loneliness Scale Version 3. Methodology: A quantitative methodological validation design was conducted with 132 Indonesian science teachers selected through purposive sampling. The instrument was culturally adapted through forward translation, back translation, expert content validation, and pilot testing. Construct validity was examined using Exploratory Factor Analysis (EFA), including the Kaiser–Meyer–Olkin (KMO) measure, Bartlett's Test of Sphericity, Measure of Sampling Adequacy (MSA), and Principal Component Analysis (PCA) with Varimax rotation. Internal consistency was assessed using Cronbach’s alpha. Main Findings: The Indonesian version demonstrated satisfactory psychometric properties. The KMO value (0.795) and Bartlett's Test of Sphericity (p < .001) confirmed the suitability of the data for factor analysis. All items achieved MSA values and factor loadings above 0.50. EFA identified a six-factor structure, supporting the multidimensional nature of loneliness among Indonesian teachers and providing evidence of acceptable construct validity. Novelty/Originality of this study: The findings indicate that the Indonesian version of the UCLA Loneliness Scale Version 3 is a valid and reliable instrument for assessing teacher loneliness. This study provides the first psychometric validation of the scale among Indonesian teachers. The validated instrument offers practical implications for educational psychology research, psychological assessment, and the development of interventions to promote teachers' psychological well-being.
Copyright (c) 2026 Novi Hidayat, Farah Fadilah Hasyim, Denny Hariyanto, Muhammad jayyid, Dikut Affan Aryansyah https://creativecommons.org/licenses/by/4.0
Student and Teacher Responses to the Use of Media and Teaching Tools in the STEM Boardgame
Purpose of the study: This study aims to determine the responses of students and teachers to the use of media and teaching tools in the STEM Boardgame, an integrated learning tool that combines board games, teaching modules, and worksheets in STEM learning in elementary schools. Methodology: The study used a quantitative descriptive survey design. The subjects consisted of 27 fifth-grade students and one teacher, selected using purposive sampling based on their direct involvement in learning. Data were collected using a Likert-scale questionnaire with 38 items for students and 39 for teachers, each covering aspects of game and teaching devices. The student instrument was tested for reliability, yielding a Cronbach’s Alpha of 0.924. Data were analyzed using quantitative descriptive methods. Main Findings: Students' responses to the game device aspect reached 83.04% (Very Good) and the teaching device aspect 80.93% (Very Good), with an overall average of 81.99% (Very Good). Teacher responses to the game device aspect reached 92.19% (Very Good) and the teaching device aspect 79.35% (Good), with an average of 85.77% (Very Good). Teachers placed greater emphasis on the board-game aspect, while students rated the teaching-device aspect higher. Novelty/Originality of this study: This study specifically evaluates user responses to integrated STEM learning tools that encompass two aspects simultaneously-the game tool (board game) and the teaching tool from two direct user perspectives. Unlike previous studies, which generally examine only one aspect at a time, this study provides a more comprehensive empirical picture.
Copyright (c) 2026 Nur Hasanah, Erna Suhartini, Tri Wahyuningsih, Yana Supriyatna https://creativecommons.org/licenses/by/4.0
Enabling Factor Dominance in Women Farmer Group Participation: Time Availability and Production Resource Access
Purpose of the study: This study analyzed the simultaneous and partial influences of seven internal and external factors: age, education level, motivation, time availability, family support, access to production resources, and group management. Methodology: A census-based quantitative survey enrolled all 40 KWT members as respondents. Structured Likert-scale (1–5) questionnaires were administered and validated through item-total correlation analysis (r-critical = 0.312) and Cronbach's alpha reliability testing (α = 0.897). Ordinal data were transformed to an interval scale using the Method of Successive Intervals (MSI). Data were analyzed using multiple linear regression in SPSS v.25, preceded by normality (Kolmogorov–Smirnov), multicollinearity (VIF), heteroscedasticity (Glejser), and autocorrelation (Durbin–Watson) assumption tests at α = 0.05. Main Findings: All seven variables simultaneously and significantly influenced member participation (F = 11.002; p = 0.000; R² = 70.6%). Partial analysis confirmed that only time availability (β = 0.361; p = 0.005) and production resource access (β = 0.430; p = 0.007) were significant predictors, with production resource access being the strongest. Age, education level, motivation, family support, and group management showed no significant partial effects, with group management exhibiting a negative coefficient attributable to the free-rider effect. Novelty/Originality of this study: This study empirically demonstrates that enabling factors, time availability, and access to production resources dominate psychological, demographic, and managerial factors in determining actual KWT member participation. It simultaneously tests seven internal and external variables in a food-production-based empowerment context, reveals the intention-behavior gap mechanism, and proposes a structural-barrier-reduction framework for empowering agricultural women’s groups.
Copyright (c) 2026 Ivana Nastia Az Zahra, Siwitri Munambar, Endah Puspitojati https://creativecommons.org/licenses/by/4.0
Environmental Impact of Domestic Waste on Soil and Water Quality in St. Thomas Parish, Jamaica
Purpose of the study: This study aimed to analyze the impact of domestic waste on environmental conditions in St. Thomas Parish, Jamaica, from environmental and public health perspectives. Methodology: A mixed-methods approach with a cross-sectional design was employed, combining environmental sampling (soil and water analysis) and field observations with community-based insights. Data were collected from multiple sampling sites representing coastal, residential, and semi-urban areas and analyzed using descriptive statistical and qualitative techniques. Main Findings: The findings revealed that domestic waste is dominated by organic (46–55%) and plastic (30–39%) components, with daily waste volumes reaching up to 35 kg per site. Soil quality showed acidic conditions (pH 5.6–6.2) with moderate to high contamination, while water quality was characterized by elevated turbidity (18–25 NTU) and microbial presence. Environmental assessments indicated degraded to severely degraded conditions, which were supported by community reports of inadequate waste management practices, such as open dumping and burning. Novelty/Originality of this study: This study provides a localized, integrative analysis linking environmental degradation with community waste practices in a less-explored parish-level setting, offering new insights into the intersection of environmental science and public health.
Copyright (c) 2026 Candace Cuthbert, Derwin Ramón Calatayud Márquez https://creativecommons.org/licenses/by/4.0
Effectiveness of Reverse Engineering STEM-ESD on Students’ Creative Problem-Solving Ability: A Quasi-Experimental SDG-12 Topic Study
Purpose of the study: This study examines the effectiveness of a Reverse Engineering-based STEM-Education for Sustainable Development (STEM-ESD) learning model in improving tenth-grade students’ Creative Problem Solving (CPS) Thinking ability on the SDG-12 topic, compared with an Engineering Design Process-based STEM-ESD (STEM-EDP) model and conventional instruction. Methodology: A mixed-methods explanatory sequential design combined a quasi-experimental non-equivalent control-group pretest–posttest design with 108 tenth-grade students in three intact classes (STEM-RE, STEM-EDP, and Control) at a public senior high school in Bandung, purposively selected at the class level, and semi-structured interviews with 9 purposively selected students. Quantitative data were analyzed using normalized gain (N-Gain), the Shapiro–Wilk normality test, the Kruskal–Wallis test, and the Mann–Whitney post hoc test with Bonferroni correction in SPSS; qualitative data were analyzed using Braun and Clarke’s thematic analysis. Main Findings: The STEM-RE group achieved the most consistent improvement in CPS Thinking across all four indicators (N-Gain = 0.255–0.301), with statistically significant differences among the three groups (Kruskal-Wallis and Mann-Whitney, p < 0.05). Idea flexibility was the only indicator to reach the moderate category, while the STEM-EDP group showed fluctuating, low-category gains and the Control group showed negligible or negative change. Novelty/Originality of this study: This study provides indicator-level comparative evidence that a Reverse Engineering-based STEM-ESD sequence, contextually integrated with SDG-12, produces more consistent CPS Thinking gains than an Engineering Design Process-based alternative within the same sustainability context a comparison not previously reported thereby advancing both creative problem-solving pedagogy and sustainability-oriented science education.
Copyright (c) 2026 Syifa Nur Shadrina, Riandi Riandi, Ari Widodo https://creativecommons.org/licenses/by/4.0
Science Learning Through Realia and Manipulative Media: An Application of Bandura’s Social Learning Theory
Purpose of the study: This study explored how realia and manipulative media contribute to students' perceived learning in science, particularly in terms of knowledge retention anchored in Albert Bandura’s Social Learning Theory that investigates how these instructional materials are utilized to gain a deeper understanding of students’ learning experiences and perceptions. Methodology: A phenomenological qualitative research design was used to scrutinize the experiences of eight Grade 10 learners from the St. Pius X section, Holy Trinity College of General Santos City, Philippines. Data were gathered through semi-structured interviews, audio-recorded, transcribed, and analyzed thematically. The interview protocol and ethical guidelines were taken into consideration to ensure the study's trustworthiness. Main Findings: The use of realia and manipulative media enhances learners’ ability to visualize scientific processes, improves memory retention, and increases engagement and interest in lessons. However, challenges such as limited access to materials and lack of guidance were noted as barriers to full participation and effective learning. The findings significantly emphasize the importance of thoughtfully integrating realia and manipulative media into science instruction to promote meaningful, relevant, and responsive learning experiences. Novelty/Originality of this study: The educational benefits of tangible materials are well-documented quantitatively; a critical gap in understanding the lived experiences of learners navigating these tools remains unexplored while explicitly framed within the retention component of Bandura’s Social Learning Theory. Through providing adequate empirical evidence, this study offers paramount insights by capturing the nuanced, firsthand perspectives of students as they socially construct scientific knowledge.
Copyright (c) 2026 Rey Mar Engcong, Nicole Andrea Botes, Marielle Cordova, Elayza Rae Lara, Rey Melitante, Haya Jane Elan https://creativecommons.org/licenses/by/4.0
Comparative Performance Analysis of Monocrystalline and Polycrystalline 50 WP Solar Panels at Varying Solar Radiation Intensities During the Rainy Season
Purpose of the study: This study aims to analyze and compare the performance of monocrystalline and polycrystalline 50 Wp solar panels under varying solar radiation intensity conditions during the rainy season in Surakarta City. Methodology: A field experimental method was used, installing both panels side by side with identical orientation and tilt angles. Measurements were taken every hour from 07:00 to 17:00 WIB for seven days using an INA219 sensor-based data logger connected to an Arduino Uno microcontroller with SD card storage. Main Findings: Polycrystalline panels consistently produced higher power output than monocrystalline under low-to-medium irradiance conditions typical of the rainy season, with peak power of 41.323 W versus 39.338 W. Daily peak power fluctuated dramatically from 41.323 W (sunny) to 8.433 W (heavy overcast). Monocrystalline panels showed superior response during morning irradiance transition hours. Novelty/Originality of this study: This study provides empirical comparative data on both panel types specifically during the Indonesian tropical rainy season in Surakarta, offering practical design recommendations for PLTS systems in high-rainfall tropical regions, including a minimum 75-80% derating factor during rainy season.
Copyright (c) 2026 Fikih Fidulloh Gimasyah, Muhammad Kusban https://creativecommons.org/licenses/by/4.0
Hope as a Mediator in the Relationship between Gratitude and Life Satisfaction among Science Students
Purpose of the study: This study aimed to examine the effect of gratitude on life satisfaction among students and to investigate whether hope mediates this relationship. The study also sought to clarify the psychological mechanism through which gratitude contributes to life satisfaction. Methodology: This quantitative survey involved 475 science students selected using an accidental sampling technique. Data were collected using the Gratitude Questionnaire-6 (GQ-6), Snyder's Hope Scale (SHS), and the Satisfaction with Life Scale (SWLS). Mediation analysis with 5,000 bootstrap resamples was performed using Jamovi version 2.6. Main Findings: These findings suggest that efforts to improve adolescent life satisfaction need to consider developing hope in addition to gratitude. The findings showed that hope significantly mediated the relationship between gratitude and life satisfaction. The indirect effect of gratitude on life satisfaction through hope was significant (β = 0.28379, p < 0.001), whereas the direct effect became non-significant after hope was included in the model (β = −0.00332, p = 0.955), indicating full mediation. These findings suggest that gratitude contributes to students' life satisfaction primarily by strengthening hope. Novelty/Originality of this study: This study provides empirical evidence that hope functions as a full mediator in the relationship between gratitude and life satisfaction among students. The findings extend the application of Hope Theory by clarifying the psychological mechanism through which gratitude enhances life satisfaction and provide practical implications for developing interventions that integrate gratitude and hope to promote students' psychological well-being.
Copyright (c) 2026 Neni Trinovita, Kartika Nur Fathiyah, Halima Halima, Hadi Alhail https://creativecommons.org/licenses/by/4.0
Mapping Research Trends, Themes, and Future Directions of Teaching Factory in Vocational Education: A Systematic Literature Review
Purpose of the study: Despite the growing number of Teaching Factory studies, a comprehensive synthesis of its research development remains limited. Therefore, this study systematically reviews Teaching Factory research in vocational education published between 2017 and 2026 to identify publication trends, methodological characteristics, major research themes, research gaps, and future research directions. Methodology: This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was retrieved exclusively from the Scopus database using predefined search terms related to Teaching Factory and vocational education. Of 64 identified records, 20 peer-reviewed journal articles meeting the inclusion criteria were analyzed using descriptive and thematic synthesis. Main Findings: The findings revealed a fluctuating but increasing publication trend, with quantitative studies representing the dominant research approach. Six major research themes were identified: Teaching Factory implementation and evaluation, employability and work readiness, industry collaboration, entrepreneurship and industrial work culture, model development, and digital transformation. Several research gaps were also identified, particularly regarding empirical validation, longitudinal research, industry partnership evaluation, and Digital Teaching Factory development. Novelty/Originality of this study: Unlike previous reviews that examined specific aspects of Teaching Factory, this study provides an integrated evidence-based synthesis of publication trends, methodological characteristics, thematic evolution, research gaps, and future research directions. It also proposes a future research agenda highlighting the shift from implementation-focused studies toward impact-oriented and digitally driven vocational education research.
Copyright (c) 2026 Sefthy P B Syahailatua, Widihastuti Widihastuti https://creativecommons.org/licenses/by/4.0
Analysis of the TDS Sensor Reading Accuracy Between Arduino Uno and ESP32 Microcontrollers for Water Clarity Measurement
Purpose of the study: This study aims to evaluate and compare the reading accuracy of a TDS sensor when interfaced with Arduino UNO and ESP32 microcontrollers, specifically in the context of water clarity measurement applications, by assessing voltage reading precision, data acquisition stability, and measurement consistency across varying dissolved solids concentrations. Methodology: Hardware used includes a TDS sensor, Arduino UNO (ATmega328P, 10-bit ADC), ESP32 NodeMCU (12-bit ADC), and a calibrated TDS meter as the reference instrument. The study employs the Waterfall methodology with direct laboratory observation, potentiometer testing, and voltage measurement across water samples at concentrations of 101, 201, 300, 406, and 515 PPM, each repeated three times at room temperature (~20–21°C). Main Findings: Arduino UNO demonstrated superior accuracy with average voltage errors ranging from 0.21% to 2.12% across all TDS concentrations, compared to ESP32's errors of 13.1% to 54.32%. The ESP32 critically misread a 101 PPM water sample as 48 PPM, yielding a 54.32% error — a failure that would result in a misclassification of water clarity category. Arduino UNO's standard deviation was 0.064 ADC versus ESP32's 2.019 ADC, confirming 31.5 times greater measurement stability. Novelty/Originality of this study: This study offers a direct, multi-parameter comparison of Arduino UNO and ESP32 specifically for TDS-based water clarity measurement, exposing a critical non-linearity flaw in the ESP32's ADC performance at low-voltage ranges (<10% Vref) that has not been previously documented in this application context.
Copyright (c) 2026 Abdul Rahman, Tindyo Prasetyo https://creativecommons.org/licenses/by/4.0
Women’s Empowerment Through Community-Based Non-Formal Education: Evidence from a Family Medicinal Plants Program
Purpose of the study: This study aims to describe a community-based health education model for women through the Family Medicinal Plants (TOGA) program in Bhuana Jaya Village. The program was developed to improve women’s knowledge, skills, and awareness in utilizing medicinal plants as an alternative health resource, while promoting family health and strengthening community self-reliance through active participation and empowerment activities. Methodology: This study employed a qualitative research approach conducted in Bhuana Jaya Village, Tenggarong Seberang District, Kutai Kartanegara Regency. Data were collected through observation, interviews, and document analysis. Informants included the head of the dasawisma group, the village head, the neighborhood head, and community members involved in the TOGA program. Data analysis followed the Miles and Huberman model, while data validity was ensured through source and technique triangulation. Main Findings: The findings show that the TOGA program was implemented through planning, implementation, and evaluation stages. Program activities included needs identification, training, counseling, mentoring, and monitoring. The program successfully increased women’s knowledge and skills in cultivating and utilizing medicinal plants, strengthened community participation, enhanced empowerment, and encouraged family independence in maintaining health through the use of TOGA. Novelty/Originality of this study: This study contributes to the development of community-based health education by presenting a practical model that integrates women’s empowerment, local resources, and family health promotion through the TOGA program. The study highlights how dasawisma-based participation can strengthen community engagement and support sustainable health education practices, thereby enriching knowledge on community empowerment and health self-reliance at the village level.
Copyright (c) 2026 Gledlys Ela Taruk Allo, Mustangin Mustangin, Sri Wahyuni, Hepy Tri Winarti https://creativecommons.org/licenses/by/4.0
Community Empowerment Model Based on Nonformal Education Through Waste Bank Program to Improve Environmental Management Competencies
Purpose of the study: This study aims to describe an education-based community empowerment model through the Ramli Ceseri Waste Bank Program, a Pertamina CSR program, to improve community environmental management competency. Methodology: The study used a qualitative approach and was conducted at the Ramli Ceseri Waste Bank in Sungai Kunjang District, Samarinda. Data collection techniques included observation, interviews, and document studies. The data obtained were analyzed using data reduction, data presentation, and conclusion drawing techniques. Main Findings: The waste bank community empowerment model operates through three stages. First, awareness-raising uses outreach, group discussions, and social media to improve understanding of waste management. Second, capacity transformation provides training and mentoring on waste sorting, processing, and weighing to develop essential practical skills. Third, capacity building enables the community to manage waste independently, create economically valuable products from recycled materials, and sustain the program over the long term. Novelty/Originality of this study: This study examines a non-formal education-based community empowerment model implemented through the Ramli Ceseri Waste Bank Program, focusing on the empowerment stages of awareness raising, capacity building, and empowerment. The study provides an empirical understanding of how these stages contribute to improving environmental management competencies and fostering community independence.
Copyright (c) 2026 Paruk Maulana Wijaya, Jawatir Pardosi, Husnawati Husnawati, Hepy Tri Winarti https://creativecommons.org/licenses/by/4.0
STEM-ESD Learning Based on Engineering Design Process and Reverse Engineering Toward Student Action on SDG-6
Purpose of the study: This study aims to analyze the effect of STEM-ESD learning—implemented through two engineering approaches, Engineering Design Process (EDP) and Reverse Engineering (RE)—on student action competency related to SDG-6 (clean water and sanitation) among secondary school students. Methodology: Mixed-methods convergent design. Participants: 108 students in three groups (two experimental: EDP and RE; one control; 36 per group). Instruments: action questionnaire, student worksheets, open-ended questionnaires, structured interviews. Analysis: descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, one-way ANOVA, Kruskal-Wallis test. Main Findings: Neither EDP nor RE produced a statistically significant overall improvement in student action compared to the control group. However, at the indicator level: the RE group showed significant gains in competency achievement; the EDP group consistently outperformed others on current action and future action indicators. Both approaches demonstrate distinct, complementary mechanisms of influence. Novelty/Originality of this study: This study uniquely integrates STEM-ESD with two contrasting engineering approaches (EDP and RE) to address SDG-6, revealing their differential effects on student action competency. It advances knowledge by demonstrating that EDP and RE are not interchangeable but serve complementary functions—RE builds conceptual competence while EDP fosters action orientation and behavioral commitment.
Copyright (c) 2026 Ayudya Fitriyani, Rini Solihat, Ari Widodo https://creativecommons.org/licenses/by/4.0
Empirical Correlation of Compressive and Flexural Strengths in 20 Mpa Rigid Pavement Concrete: Effects of Varied Cement Brands and South Sumatra Local Aggregates
Purpose of the study: The study aims to determine empirical conversion coefficients between compressive strength (f'c) and flexural strength (fs) for a 20 MPa rigid pavement concrete design and to evaluate the specific effects of local South Sumatra aggregates combined with three distinct regional cement brands. Methodology: Laboratory experimental methods utilized 18 specimens (9 cylinders, 9 beams). Aggregates underwent sieve analysis, specific gravity testing, and moisture testing in accordance with SNI standards. Mechanical tests used a compressive strength machine and a two-point loading flexural apparatus. Materials comprised Musi River sand, Baturaja gravel, and Baturaja, Tiga Roda, and Dynamix cements. Data analysis used linear regression models. Main Findings: All variations exceeded the 20 MPa design target. Dynamix cement achieved the highest mean compressive strength (26.23 MPa), while Baturaja cement produced the highest mean flexural strength (3.22 MPa). The derived empirical conversion coefficients (fs √f’c) were 0.67 for Baturaja, 0.66 for Tiga Roda, and 0.62 for Dynamix. The collective correlation yielded a linear regression equation of y = 0.0219x + 2.6131 with R² = 0.2731. Novelty/Originality of this study: This study establishes unique, brand-specific empirical conversion factors for pavement concrete formulated with unique South Sumatra regional aggregates. It directly advances existing engineering knowledge by demonstrating how localized combinations of raw materials deviate from generalized national standard formulas, enabling field engineers to confidently perform rapid quality control without resource-intensive on-site beam trial mixes.
Copyright (c) 2026 Efrilia Rahmadona, Kiki Rizky Amalia, Norca Praditya, Rio Marpen, Anadia Septiani, Muhammad Hanif, Nanda Wulandari https://creativecommons.org/licenses/by/4.0
Mapping Students’ Misconceptions in Momentum and Impulse: A Systematic Literature Review of Conceptual Understanding and Instructional Interventions
Purpose of the study: This study aims to identify and analyze students’ misconceptions regarding momentum and impulse through a Systematic Literature Review (SLR), focusing on patterns of misconceptions, difficulties in conceptual understanding, and effective instructional interventions reported in previous studies. Methodology: This study employed a PRISMA-based Systematic Literature Review design. Articles were collected from Scopus-indexed journals, SINTA-accredited journals, ERIC, Taylor & Francis, ResearchGate, and Google Scholar published between 2018 and 2025. The article selection process used purposive sampling based on predefined inclusion and exclusion criteria. From 1,032 identified articles, 8 eligible studies were selected for analysis. Data were collected through document analysis and analyzed using thematic analysis and narrative synthesis. Main Findings: The findings indicate that students’ conceptual understanding of momentum and impulse remains low, while misconceptions persist in force–time–impulse relationships, graphical interpretation, momentum conservation, and momentum–energy integration. Most misconceptions originate from an incomplete understanding of Newtonian mechanics and fragmented conceptual structures. Several instructional approaches, including multiple representations, knowledge integration, cognitive conflict, conceptual change text, and demonstration-based learning, were found effective in reducing misconceptions and improving conceptual understanding. Novelty/Originality of this study: This study provides a focused synthesis of misconception patterns specifically in momentum and impulse topics and emphasizes the importance of conceptual integration-based instruction in reducing persistent misconceptions in physics learning.
Copyright (c) 2026 Dhinar Asri Intantri, Sutopo Sutopo, Nasikhudin Nasikhudin, Sentot Kusairi https://creativecommons.org/licenses/by/4.0
Beyond Mean Comparison: Assessing the Proportional Diostribution of Critical Thinking Mastery in Problem Based Learning on Pressure Concepts Using Chi-Square Analysis
Purpose of the study: The study evaluates the effectiveness of Problem-Based Learning (PBL) in improving students’ critical thinking mastery of pressure concepts by analyzing the proportional distribution of mastery rather than relying solely on mean score comparisons. Methodology: A quasi-experimental pretest-posttest nonequivalent control group design was employed with 60 eighth-grade students selected through purposive sampling from intact classes. Students were assigned to a PBL group (n=30) or a conventional instruction group (n=30). Critical thinking was measured using a validated 10-item multiple-choice test adapted from Ennis’s indicators. Baseline equivalence was tested with the Mann–Whitney U test, within-group mastery shifts with McNemar’s test, and between-group distributional differences with the Chi-square test of independence. Reliability was confirmed (Cronbach’s α = 0.86). Main Findings: The PBL group achieved a significantly higher mastery rate (83%) compared to the conventional group (60%), χ²(1) = 4.02, p = 0.045, with a moderate effect size (Cramer’s V = 0.26). McNemar’s test confirmed a statistically significant mastery transition within the PBL class (p < 0.05). The strongest gains occurred in analytical explanation and inferential reasoning dimensions. Novelty/Originality of this study: Analyzing mastery distribution reveals equitable learning outcomes that mean comparisons obscure. The findings demonstrate that PBL systematically shifts categorical achievement toward competency thresholds, particularly in higher-order cognitive dimensions. In practice, this supports the adoption of distributional analysis in classroom assessment. The study’s novelty lies in its methodological shift from continuous mean scoring to categorical mastery distribution, offering a more pedagogically relevant framework for evaluating instructional equity.
Copyright (c) 2026 Masduki Masduki, Hamdi Akhsan, Sardianto Markos Siahaan, Ketang Wiyono https://creativecommons.org/licenses/by/4.0
Development of the PjBL-SSI-Based Soundwise E-Module for Fifth-Grade Elementary Science Learning on Sound and Its Properties
Purpose of the study: This study aims to develop and validate an e-module based on Project-Based Learning (PjBL) and Socio-Scientific Issues (SSI) for fifth-grade elementary science learning on sound and its properties, and to assess its validity through expert assessments of the material, media, and language aspects. Methodology: This study employed a Research and Development (R&D) approach, using a modified 4D model comprising the Define, Design, and Development stages. The e-module was created with digital design tools and incorporated Project-Based Learning (PjBL) and Socio-Scientific Issues (SSI) approaches. Data collection involved expert validation sheets and questionnaires, which were analyzed using descriptive quantitative methods and percentage calculations. Main Findings: The validation results demonstrated that the developed e-module received high validity scores from experts: 97% from material experts, 92% from media experts, and 95% from language experts. These findings suggest that the e-module is highly valid, suitable, and feasible as a learning resource in elementary science education, especially for the topic of sound and its properties. Novelty/Originality of this study: The novelty of this study lies in the integration of Project-Based Learning and Socio-Scientific Issues within a single interactive e-module design for elementary science learning. This integration provides contextual, inquiry-based learning experiences that connect abstract scientific concepts with real-world issues, thereby enhancing conceptual understanding and supporting meaningful learning in elementary education.
Copyright (c) 2026 Mega Sukima Ardiyanti, Erna Suhartini, Rosita Putri Rahmi Haerani, Hesti Samsulistia Sari https://creativecommons.org/licenses/by/4.0
Validity of a Digital Poster-Based Laboratory Guide on the Effect of Coconut Water on Aloe vera Growth to Foster Students’ Critical Thinking Skills
Purpose of the study: The purpose of this study is to design a valid digital poster-based learning medium on the effects of coconut water on the growth of Aloe vera plants and to describe the validity of the designed digital poster-based learning. Methodology: This study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), but was limited to the Develop stage. The study focused solely on the validity testing phase and did not include testing for practicality or effectiveness. The validation process involved three expert validators, comprising one biology lecturer and two biology teachers, selected through purposive sampling. Data were collected using a validation sheet that assessed content, presentation, language, and graphics. The collected data were analyzed descriptively using percentage-based validity criteria. Main Findings: The digital poster-based laboratory guide on the effect of coconut water on the growth of Aloe vera was categorized as a highly valid resource, with an average validity score of 92.7%. The content aspect scored 93.3%, the organization 90.8%, the language 92.3%, and the graphics 94.4%. These findings indicate that the developed material is suitable for use as a biology learning resource. Novelty/Originality of this study: The novelty of this study lies in the development of digital poster-based practical guidance learning materials that integrate local resources, specifically coconut water and Aloe vera plants, thereby not only presenting information visually but also guiding students towards hands-on activities designed to develop critical thinking skills.
Copyright (c) 2026 Sandi Laili Magfiroh, Imas Cintamulya https://creativecommons.org/licenses/by/4.0
Negative-Worded Items Functioning as Method Artifacts in the Chemistry Identity Scale: Evidence from Exploratory, Confirmatory, and Bifactor Analyses
Purpose of the study: Chemistry identity is an important affective construct in science education because it is associated with learning engagement, academic persistence, and STEM career aspirations. This study aims to evaluate whether negatively worded items represent substantive dimensions of the construct or merely methodological artifacts. Methodology: This study involved 300 senior high school students in Indonesia who completed the Chemistry Identity Scale, consisting of 27 items, including five negatively worded items. Data were analyzed using a comprehensive psychometric approach that incorporated exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and bifactor modeling to distinguish substantive construct variance from method variance attributable to item wording. Main Findings: The findings showed that negatively worded items tended to form a distinct cluster during the exploratory stage, indicating shared method variance. The best-fitting CFA model was the four-factor model with an additional negative wording method factor. Bifactor analysis revealed the dominance of a general chemistry identity factor; however, negatively worded items contributed minimally to the general construct, suggesting that these items function more as sources of method variance than as substantive indicators. Novelty/Originality of this study: The novelty of this study lies in its comprehensive evaluation of wording effects in chemistry identity measurement through the integration of EFA, competitive CFA, and bifactor modeling. These findings have practical implications for educational instrument developers, highlighting the need for greater caution when using negatively worded items, as they may affect score interpretation and lead to less accurate evaluative decisions.
Copyright (c) 2026 Yuleks Juru Mudi, Aeda Kasrianti, Sefthy P B Syahailatua, Nurul Isnaini, Balthasar Eba https://creativecommons.org/licenses/by/4.0
Validation and Practicality of ESD-Based Ecology and Biodeversity Materials in Enchacing Students’ Digital and Evironmental Literacy
Purpose of the study: This study aims to determine the validity and practicality of learning media on ecology and biodiversity, incorporating Education for Sustainable Development (ESD), in improving the digital literacy and environmental literacy skills of lower secondary school students. Methodology: The research method employed was Research and Development (R&D) using Thiagarajan’s development model, which comprises the define, design, develop, and disseminate stages. Experts in media, subject matter, digitalization, and environmental education validated the learning media, whereas 28 Year 7 students and six science teachers at MTsN 2 Karanganyar evaluated its practicality. Main Findings: The study’s results indicate that the learning media received a ‘highly valid’ rating, with validation percentages of 86.75% from media experts, 85.6% from subject matter experts, 82.3% from digitalization experts, and 86.6% from environmental experts. The practicality test yielded 89% ratings from students and 99% ratings from science teachers, both categorized as ‘highly practical’, thus deeming the media suitable for use in junior high school science education. Novelty/Originality of this study: A study on the development of learning media on ecology and biodiversity, designed with learning activities incorporating Education for Sustainable Development. The study addressed gaps in the use of learning media in schools. The implications of this study are that teaching materials on ecology and biodiversity incorporating Education for Sustainable Development (ESD) can be used as a valid and practical alternative learning resource to support science education in lower secondary schools and enhance pupils’ digital and environmental literacy.
Copyright (c) 2026 Tri Utami Setianingrum, Bowo Sugiharto, Sarwanto Sarwanto https://creativecommons.org/licenses/by/4.0
Beyond Content: Constructivist 7E Lessons and Emergence of Critical Thinking, Creativity, and Problem-solving in Ghanaian Senior High Electronics Studies
Purpose of the study: This study explored how 7E-instructed lessons on electronics concepts improved 21st-century skills among Senior High School (SHS) physics students in the Birim North District, Eastern Region, Ghana. Driven by Constructivist Learning Theory, Experiential Learning Theory, and the P21 Framework for 21st-Century Skills, it focused on three questions: students’ proficiency in critical thinking, creativity and innovation, and problem-solving; the impact of 7E lessons on these skills; and the appearance of these skills in students’ post-test responses. Methodology: Using a pragmatist approach, a mixed-methods design with concurrent triangulation was employed, combining a pre-test-post-test quantitative assessment with qualitative content analysis. The study involved 103 SHS 2 physics students from two purposively chosen public schools. Main Findings: The main assessment, a 21st-Century Skills Test on Electronics Concepts, was scored with detailed, task-specific rubrics. Pre-test results indicated that all three skills were at low levels, with average scores below 2.0 on a 4-point scale, highlighting the shortcomings of traditional, teacher-centered teaching. After six weeks of the 7E instructional program, paired-samples t-tests revealed significant improvements across all skills, with large effect sizes: critical thinking (η²<!-- [if gte msEquation 12]><m:oMath><m:r> </m:r></m:oMath><![endif]--> = 0.912), problem-solving (η² = 0.867), and creativity and innovation (η² = 0.834). Qualitative analysis uncovered three themes in post-test responses: enhanced analytical integration, the emergence of feasible novel ideas, and structured procedural coherence. Novelty/Originality of this study: The 7E Instructional Model may be an effective, curriculum-aligned strategy for fostering 21st-century skills among Ghanaian SHS physics students in electronics.
Copyright (c) 2026 Innocent Kwesi Ofori, Eric Appiah-Twumasi, Kenneth Ateko Darko https://creativecommons.org/licenses/by/4.0
Implementation of the Think Pair Share (TPS) Cooperative Learning Model with a Scientific Approach to Student Learning Outcomes
Purpose of the study: This study aims to determine whether there is a significant effect on the application of the Think Pair Share (TPS) cooperative learning model with a scientific approach to the learning outcomes of seventh grade students of SMP Negeri 10 Jambi City. Methodology: This type of research is an experimental research with a quantitative approach. The research design used was a posttest-only control design with two sample classes. The experimental class was taught using the TPS model in order to see its effect on student learning outcomes. The data collection method used test questions and observation sheets. Main Findings: Because tcount > ttable, H1 is accepted and H0 is rejected at the 95% confidence level, so it can be concluded that there are differences in student learning outcomes using the Think Pair Share (TPS) cooperative learning model and learning using direct learning models in class VII SMP State 10 Jambi City. Novelty/Originality of this study: Based on the results of the study, it can be concluded that there is a significant effect between the application of the Think Pair Share (TPS) cooperative learning model with a scientific approach on the learning outcomes of Class VII students of SMP Negeri 10 Jambi City.
Copyright (c) 2022 Hayu Restiani, Euis Mawaddah Sariniwati
Cooperative Learning Model on Atomic Structure Material and It’s Influence on the Scientific Attitude of Class X Students at Senior High School
Purpose of the study: This study aims to analyze the implementation of the Think Pair Share cooperative learning model on atomic structure material and its effect on students' scientific attitudes of class X students at Senior High School 1. Methodology: This study included a quasi-experiment. The sample is determined by a simple random sampling technique. The research instrument was in the form of an observation sheet. The data were analyzed to see the effect of the implementation of the TPS model on students' scientific attitudes using a linear regression test and a significance test with a t-test. Main findings: The implementation of the PjBL model is categorized as good, in terms of teachers and students, with an average of 81.25% and 74.78 %, respectively. Students' scientific attitude is categorized as good, with an average of 73.97% for three meetings. The correlation test results between students' implementation of the TPS model and students' scientific attitudes were obtained r = 0.707. The results of the study proved that the implementation of the TPS-type cooperative learning model went well, and there was an influence between the implementation of the TPS-type cooperative learning model and the students' scientific attitude on atomic structure material for class X at Senior High School 1. Novelty/Originality of this study: The update in research is to complement previous research by proving that the TPS-type cooperative learning model affects students' scientific attitudes. Students' scientific attitude is essential to be developed in the current era of globalization.
Copyright (c) 2023 Fitria Mardiana Mardiana, Netti Yulia Ningsih
Analisis Pengaruh Minat Pembelajaran Fisika Terhadap Hasil Belajar Fisika Kelas X di SMAN 4 Kota Jambi
Tujuan Penelitian: Untuk menganalisis pengaruh minat pembelajaran fisika terhadap hasil pembelajaran fisika. Metodologi: Metode yang digunakan dalam penelitian ini yaitu Deskriptif Statistik dan regresi melalui pendekatan kuantitatif, melalui pemberian angket minat dan soal pilihan ganda dengan menggunakan google form secara online. Selanjutnya data tersebut akan diolah menggunakan program aplikasi pengolah data yaitu SPSS 23. Temuan utama: Dari hasil yang diperoleh dapat diketahui bahwa minat pembelajaran fisika dapat berpengaruh terhadap hasil belajar siswa. Untuk siswa yang bersungguh-sungguh berminat dalam pembelajaran fisika akan lebih mudah untuk mendapatkan hasil yang memuaskan namun untuk siswa yang tidak berminat dalam pembelajaran fisika akan cukup sulit untuk memahami fisika dan akan berdampak pada hasil belajar yang kurang memuaskan. Keterbaruan penelitian: Keterbaharuan pada penelitian mengkomparasikan karakter kreatif dan karakter komunikatif pada kelas yang berbeda-beda.Implikasi pada penelitian ini adalah untuk mendeskripsikan perbandingan karakter kreatif dan karakter komunikatif
Copyright (c) 2022 Haini Safitri, Falentina Loveria Agatha, Hikmah Syiarah, Nadia Natalia Simamora
Analisis Minat Belajar Siswa Terhadap Mata Pelajaran Fisika di SMAN1 Bungo
Tujuan Penelitian: Tujuan penelitian ini adalah untuk mengukur sejauh mana minat siswa SMA Negeri 1 Bungo terhadap pelajaran fisika. Metodologi: Metode yang digunakan adalah metode penelitian studi kasus dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan memberikan angket kepada siswa dan pengolahan data dilakukan dengan menggunakan teknik model Analisis Interaktif. Kemudian buat persentase dari hasil angket siswa. Temuan utama: Berdasarkan hasil analisis data, siswa kelas X MIPA di SMA Negeri 1 Bungo memiliki minat fisika dengan skor rata-rata 91,6%. Berdasarkan hasil analisis menunjukkan bahwa siswa SMA Negeri 1 Bungo memiliki minat terhadap fisika. Keterbaruan penelitian: Setelah dilakukan penelitian didapatkan keterbaharuan dari penelitian ini yaitu mengukur minat belajar terhadap pembelajaran fisika di SMA Negeri 1 Bungo.
Analisis Hubungan Sikap Kemandirian dengan Hasil Belajar Siswa SMA Negeri 1 Batang hari
Tujuan Penelitian: Tujuan dari penelitian ini adalah untuk mengetahui bagaimana hubungan Sikap Kemandirian siswa dengan hasil belajar siswa di SMA Negeri 1 Batanghari Metodologi: Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan metode asosiatif kuantitatif jenis korelasional. Teknik pengumpulan data dalam penelitian ini adalah dengan menggunakan angket atau kuesioner dan soal yang dibagikan kepada siswa dengan sampel 70 orang yaitu siswa kelas XI IPA SMA Negeri 1 Batanghari. Dengan populasi siswa Kelas XI IPA 1,XII IPA 2 dan XI IPA 3 SMA. Analisis data pada penelitian ini menggunakan jenis penelitian kuantitatif dengan menggunakan program SPSS untuk melakukan uji asumsi (normalitas dan linearitas) dan membuat hipotesis melalui uji korelasional Temuan utama: Hasil dari penelitian menunjukkan dengan menggunakan uji korelasi didapatkan nilai pearson correlation 0,04 < 0,05, maka dapat dinyatakan bahwa Ho ditolak atau terdapat hubungan antara Sikap Kemandirian dengan hasil belajar siswa di SMA Negeri 1 Batanghari Keterbaruan penelitian: keterbaruan penelitian ini dilihat dari aspek yang akan ditinjau yakni kemandirian belajar siswa yang ditinjau dari segi empiris belajar siswa