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 (Science Education, Environmental Science & Sustainable Development (Clean Water and Sanitation, Affordable and Clean Energy, Sustainable Cities and Communities, Life Below Water, Pollution monitoring and control technologies, Advanced ecological systems analysis and biodiversity conservation, Innovative clean technology and sustainable production methods, Environmental toxicology and risk assessments, Green chemistry and sustainable manufacturing processes), and Applied Science (Applied Chemistry, Applied Physics, Applied Biology, Agricultural Science and Technology, Applied Industrial Technologies, Green Sustainable Science and Technology)). 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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Trends in Ethnoscience Based Learning and Implications for SDGs: A Systematic Literature Review
Purpose of the study: Ethnoscience Based Learning (EBL) integrates indigenous knowledge into science education to promote scientific literacy, cultural identity, and sustainable development. Despite its growing implementation, evidence regarding global publication trends, collaboration patterns, thematic evolution, and its contribution to the SDGs remains fragmented. Therefore, this study aims to systematically map the development of EBL research, identify research gaps, and examine its implications for the SDGs. Methodology: This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. A total of 39 Scopus indexed articles published between 2019 and 2026 were analyzed using bibliometric techniques with VOSviewer to examine publication trends, collaboration networks, research themes, and research gaps. Main Findings: EBL publications increased substantially after 2023, with Indonesia leading publication output and international collaboration. Keyword co-occurrence analysis identified ethnoscience as the central research theme, closely associated with culture, science education, learning models, environmental awareness, and sustainability. The review also revealed several research gaps, including limited international collaboration, inadequate integration of digital technologies, underrepresentation of higher and vocational education, and the absence of comprehensive SDGs oriented evaluation frameworks. Novelty/Originality of this study: Unlike previous reviews, this study integrates systematic literature review and bibliometric analysis to provide a comprehensive overview of global EBL research while explicitly linking its development to the SDGs. The findings offer strategic directions for strengthening multidisciplinary collaboration, digital technology integration, and SDGs oriented evaluation frameworks. This review is limited to Scopus indexed publications, which may not fully represent relevant studies available in other international databases.
Environmental Science & Sustainable Development
Copyright (c) 2026 Rahayu Fuji Astuti, Franklin Untailawan, Mia Aina, Meilani Dhamayanti 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
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
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
The Effectiveness of Respectful Mind Based Sociodrama Group Guidance to Improve Science Students’ Interpersonal Communication
Purpose of the study: This study aimed to examine the effectiveness of Respectful Mind Based Sociodrama Group Guidance in enhancing junior high school students' interpersonal communication. It also explored how integrating the Respectful Mind concept strengthens sociodrama as a theoretically grounded group guidance intervention for developing students' interpersonal communication skills. Methodology: This study employed a quasi-experimental one-group pretest-posttest design involving 40 junior high school science students selected through convenience sampling from four public schools in Bantul Regency, Indonesia. The intervention consisted of five 90 minute Respectful Mind Based Sociodrama Group Guidance sessions. Data were collected using a validated interpersonal communication scale and analyzed through the Shapiro-Wilk normality test and paired-samples t-test using IBM SPSS Statistics. Main Findings: The findings revealed a significant improvement in students' interpersonal communication following the intervention. The mean score increased from 96.33 at pretest to 134.08 at posttest. The paired samples t-test indicated a statistically significant difference between pretest and posttest scores (p < .001), demonstrating that the intervention effectively enhanced students' interpersonal communication. Novelty/Originality of this study: This study extends previous sociodrama research by integrating the Respectful Mind framework into group guidance, providing a theoretical explanation of how reflective role enactment, empathy, perspective taking, and respect for diversity facilitate the development of interpersonal communication. However, the findings should be interpreted with caution because the study employed a one group pretest-posttest design and a relatively small convenience sample, which may limit the generalizability of the results.
Copyright (c) 2026 Ana Fitriana, Budi Astuti https://creativecommons.org/licenses/by/4.0
Development and Validation of an Interactive Pocket Book Based on Sustainable Development Goals to Improve Understanding of Concepts and Sustainability Literacy in Plant Growth and Development Material
Purpose of the study: Integrating the Sustainable Development Goals (SDGs) into biology learning is one way to improve students’ understanding of concepts and sustainability literacy. This study aims to develop and validate an SDG-based interactive pocketbook on plant growth and development. Methodology: The research uses a Research and Development (R&D) method with the 4D model, which includes the stages of define, design, develop, and disseminate. The research subjects consist of one media expert, one material expert, one instrument expert, one biology teacher, and 33 eleventh-grade science students. Data was collected through expert validation sheets, teacher and student response questionnaires, as well as a Two-Tier Multiple Choice (TTMC) test. Main Findings: The study results showed that the SDGs-based interactive pocket book has a very high level of validity, with media validation at 96.55%, material validation at 94.16%, and instrument validation at 83.65%. The practicality of the media is also considered very high, based on teacher responses at 97.50% and student responses at 94.02%. In addition, the media has proven effective in improving learning outcomes, as shown by the increase in average scores from 38.28 in the pretest to 88.79 in the posttest, with an N-Gain score of 0.83 (83.02%) categorized as high. Novelty/Originality of this study: The interactive pocket book based on the SDGs is considered valid, practical, and effective as a biology learning tool to enhance concept understanding while also supporting the strengthening of students’ sustainability literacy in line with the implementation of the Merdeka Curriculum.
Copyright (c) 2026 Widia Azhari Saputri, Rahmadina Rahmadina https://creativecommons.org/licenses/by/4.0
The Effect of Media Crossword Puzzles Based on Polya’s Problem-Solving on Improving Students’ Problem-Solving Skills in the Human Skeletal System Material
Purpose of the study: This study aims to analyze the effect of Polya-based problem-solving Crossword Puzzle media in improving students’ problem-solving skills on the Human Skeletal System material. Methodology: The study uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The research sample consisted of 40 students who were divided into an experimental class and a control class using a total sampling technique. Data collection was conducted using problem-solving ability tests, observations, and questionnaires, while data analysis included normality and homogeneity tests and independent-samples t-tests, all conducted in IBM SPSS Statistics 25. Main Findings: The research results indicate that the developed media is highly feasible, as validated by experts. The average posttest score for the experimental class was 86.25, higher than that of the control class, which was 65.00. The hypothesis test results showed a t-value of 9.920 with Sig. (2-tailed) = 0.000 (<0.05), indicating a significant difference between the two groups. These findings demonstrate that the Polya problem-solving-based Crossword Puzzle media improves students’ problem-solving skills. Novelty/Originality of this study: The novelty of this study lies in integrating the Polya problem-solving steps into the Crossword Puzzle media, so it not only functions as a concept reinforcement tool but also as a means to develop systematic, analytical, and reflective thinking skills in biology learning.
Copyright (c) 2026 Wan Ridha Rasyida, Rohani Rohani https://creativecommons.org/licenses/by/4.0
Smart Card Media Based on Science Literacy in Nervous System Material for 11th Grade High School
Purpose of the study: This study aims to develop Science Literacy-Based Smart Card Media on the nervous system material for 11th-grade science students and to test its validity, practicality, and effectiveness in improving students’ science literacy skills. Methodology: The study uses a Research and Development approach based on the 4-D model, which includes the stages of define, design, develop, and disseminate. The research subjects were 35 11th-grade science students at Budisatrya Private High School, Medan. Research instruments included interview guidelines, expert-validation questionnaires, teacher and student response questionnaires, and pretests and posttests. The data were analyzed descriptively using validity percentages, practicality, N-Gain, and a paired-samples t-test. Main Findings: The research results show that the developed media received a media expert validation score of 96.42% and a material expert score of 89.06%, both of which fall into the very valid category. Practicality tests showed student responses of 95% and teacher responses of 98.14%, both categorized as very practical. Effectiveness tests showed an increase in average scores from 46 on the pretest to 90 on the posttest, with an N-Gain score of 0.81 (80.88%), categorized as high. Novelty/Originality of this study: The novelty of this research lies in integrating PISA science literacy indicators into Smart Card media by presenting scientific phenomena, contextual case studies, data interpretation, and problem-solving activities on the nervous system. Science Literacy-Based Smart Card Media is declared valid, practical, and effective, making it suitable for use as an alternative Biology learning media to support the strengthening of students’ science literacy.
Copyright (c) 2026 Rizky Afifah Alfi, Kartika Manalu https://creativecommons.org/licenses/by/4.0
TGT-Based Biology Snakes and Ladders Learning Media to Enhance Senior High School Students’ Critical Thinking Skills on the Human Movement System
Purpose of the study: This study aimed to develop a Teams Games Tournament (TGT)-based Biology Snakes and Ladders (ULTABI) learning media on the Human Musculoskeletal System and to evaluate its validity, practicality, and effectiveness in improving students’ critical thinking skills. Methodology: The study employed a 4-D development model (Define, Design, Develop, and Disseminate). The research participants consisted of 20 eleventh-grade science students at Al-Wardah Educational Foundation Madrasah Aliyah. The research instruments included a needs-analysis questionnaire, media and materials expert validation sheets, teacher and student response questionnaires, and a critical-thinking skills test based on Facione's critical-thinking indicators. The data were analyzed descriptively using percentage analysis and the Normalized Gain (N-Gain) test. Main Findings: The results showed that the ULTABI learning media achieved a very high level of validity, with scores of 93.18% from media experts and 86.90% from material experts. The media was also rated as very practical by both teachers (97.70%) and students (88.70%). The effectiveness test revealed a significant improvement in students’ critical thinking skills, with the average score increasing from 39.65 on the pre-test to 91.30 on the post-test, resulting in an N-Gain score of 0.845, which falls into the high category. Among the critical thinking indicators, interpretation achieved the highest score, whereas evaluation showed the lowest achievement. Novelty/Originality of this study: The Teams Games Tournament (TGT)-based ULTABI learning media is proven to be valid, practical, and effective in enhancing students’ critical thinking skills on the topic of the Human Musculoskeletal System.
Copyright (c) 2026 Elifia Dwi Utami, Miza Nina Adlini https://creativecommons.org/licenses/by/4.0
STEM-Based Learning in Early Childhood Education: A Systematic Literature Review on Children’s Scientific Literacy
Purpose of the study: This study aims to systematically map the development of global research on STEM-based learning in early childhood education, with a focus on research trends, dominant themes, implementation characteristics, and their contribution to the development of children’s scientific literacy. Methodology: A Systematic Literature Review (SLR) was conducted by integrating bibliometric analysis and thematic synthesis of 158 scientific articles obtained from research databases. The analysis involved mapping publication developments, keyword analysis, research networks, and identifying key themes related to STEM learning and early childhood science literacy. Main Findings: The findings reveal a significant growth in publications on STEM-based learning in early childhood education, reflecting increasing global attention to early scientific literacy development. Bibliometric analysis identifies scientific literacy, STEM education, science education, curriculum, and engineering education as dominant research themes. Thematic synthesis shows that STEM implementation is commonly conducted through play-based learning, exploration, simple experiments, investigation, and problem-solving activities, supporting children’s scientific literacy and 21st-century competencies. Novelty/Originality of this study: This review makes a novel contribution by integrating bibliometric analysis and thematic synthesis to map global research on STEM learning in early childhood education. It expands on previous understanding by identifying research trends, characteristics of STEM implementation, and developing a conceptual framework linking STEM learning ecosystems, authentic experiences, and children's scientific literacy development.
Copyright (c) 2026 Agung Wahyu Hermansyah, Dika Putri Rahayu 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.
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
The Influence of Supervisors' Performance and Madrasah Principals' Leadership on The Quality of Inclusive Schools in the Era of Digital Transformation
Purpose of the study: This study examines the influence of supervisors’ performance and madrasah principals’ leadership on the quality of inclusive schools in the era of digital transformation. Although educational supervision and school leadership are widely recognized as determinants of school quality, empirical evidence regarding their integrated contribution to strengthening inclusive educational management remains limited. Methodology: This study employed a quantitative survey design involving all 16 teachers at Madrasah Aliyah Negeri in Bantaeng Regency, Indonesia, using a saturated sampling technique. Data were collected through a self-developed questionnaire that was validated by experts and demonstrated excellent reliability. Descriptive statistics, simple linear regression, and multiple linear regression analyses were conducted using IBM SPSS Statistics Version 25. Main Findings: The findings indicate that supervisors’ performance has a positive and significant influence on inclusive school quality, explaining 40.2% of the variance, while madrasah principals’ leadership explains 78.4%. Simultaneously, both variables explain 81.9% of the variance, indicating that their combined contribution provides greater explanatory power than either variable individually. These findings demonstrate that collaborative educational leadership strengthens teacher professionalism, organizational innovation, and inclusive educational practices in the digital transformation era. Novelty/Originality of this study: This study proposes the Collaborative Educational Leadership for Inclusive Madrasahs framework, integrating supervisors' performance and madrasah principals’ leadership into a unified model for improving inclusive school quality. The findings provide practical implications for policymakers and educational stakeholders to strengthen instructional supervision, transformational and digital leadership, and collaborative governance through continuous professional development to support sustainable inclusive education.
Copyright (c) 2026 Jumadi Jumadi, Abdul Rachman Sahrani, La Ode Amril, I Made Perdana Skolastika, Firman Muhammad Arif 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
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
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