Innovations in Science Education and Practice
Journal title : Innovations in Science Education and Practice Initials : ISEP Editor in Chief : Riezky Maya Probosari Managing Editor : Muhammad Nur Hudha Frequency : 2 Issues every year (June & December) ISSN (online) : 3108-9097 Publisher : Universitas Sebelas Maret Journal Summary Innovations in Science Education is a free biannual scientific journal which publishes articles related to Science Education in Universitas Sebelas Maret. Every submitted manuscript will be doble blind reviewed by our editorial boards and all of feasible papers will be published every June and December. Before submitting your manuscript, please assure your paper is prepared using the template of Innovations in Science Education and Practice journal. Upcoming publication schedule is Vol 2 No 1 2025. For authors who interested in submitting the manuscript, kindly register yourself in our open-access journal.
Enhancing scientific inquiry: Using AI to promote critical thinking and creativity in secondary school biology education
This systematic literature review examines the role of artificial intelligence (AI) in enhancing critical thinking and creativity within secondary school biology education, emphasizing the integration of inquiry-based learning (IBL) and Bloom’s Taxonomy. A total of 48 peer-reviewed articles published between 2015 and 2025 were analyzed using the PRISMA framework. The review addressed four key objectives: (1) to identify effective applications of AI tools in supporting IBL; (2) to evaluate the impact of AI on students’ critical thinking; (3) to explore the role of AI-enhanced instruction in fostering creativity; and (4) to investigate the combined influence of Bloom’s Taxonomy, IBL, and AI integration on student engagement and learning outcomes. Findings indicate that AI technologies such as adaptive learning systems, virtual laboratories, and intelligent tutoring platforms significantly promote higher-order thinking by enabling personalized feedback, hypothesis testing, and iterative experimentation. When aligned with Bloom’s cognitive hierarchy, AI-supported IBL substantially improves students’ analytical and creative problem-solving skills. The review concludes that AI integration serves as a reinforcing pedagogical mechanism, where dynamic questioning and adaptive feedback loops elevate student engagement and achievement. Recommendations include targeted teacher training in AI pedagogy, investment in educational infrastructure, and the development of ethical guidelines for AI use in classrooms. These findings underscore the transformative potential of AI, when strategically combined with IBL and Bloom’s Taxonomy, to revolutionize biology education in secondary schools.
Copyright (c) 2026 Innovations in Science Education and Practice https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of the Group Investigation (GI) learning model to increase collaboration skills and science literacy of junior high school students
Students' low levels of collaboration skills and scientific literacy pose challenges in science learning at the junior high school level. Science instruction in Indonesia tends to rely on lectures and minimal practical work. This study aims to analyze the effect of the Group Investigation (GI) learning model on the collaboration skills and scientific literacy of junior high school students. The study used a quasi-experimental method with a nonequivalent control group design, involving eighth grade students of junior high school in Gondangrejo in the 2024/2025 academic year. The research instruments included a GI syntax observation sheet, a collaboration skills observation sheet, and a written science literacy test. The results showed that the application of GI syntax was in the very good category (average 95.5%). The Independent Sample T-Test showed a significance value <0.05, which means the GI model has a significant effect on collaboration skills (sig. 0.000) and students' scientific literacy (sig. 0.024). These findings indicate that the GI model is effective in science learning to improve students' collaboration skills and scientific literacy.
Managing cybersafe futures: Safeguarding Nigeria’s growth in an era of digital acceleration in the 4th industrial revolution
Cybersecurity and data protection are no longer technical afterthoughts; they are now core pillars of national resilience, economic confidence, and institutional credibility. Technical safeguards such as encryption, identity controls, and network security must work in lockstep with strong legal and regulatory frameworks that protect data rights and enforce accountability. Although the Nigerian government has established various policies and laws, continual updates to the laws governing cybersecurity are required to address emerging threats. However, as cyber threats continue to evolve, so too must our strategies for safeguarding information integrity and user privacy. This study is anchored on the sociotechnical systems (STS) theory and Economic theories propounded by Eric Trist and Fred Emery at the Tavis stock institute in the 1950s to demonstrate that work should be designed to balance technical efficiency with human needs, promoting autonomy and adaptability for better performance and well-being. This paper examines how Nigeria can move decisively from digital expansion to digital assurance. This paper also discusses the current cybersecurity and regulatory landscape in Nigeria, identifies key challenges, and proposes comprehensive strategies for managing a cybersafe future for Nigeria one that protects innovation, safeguards citizens, and sustains long-term economic growth. It is a literature review-based paper.
Integration of Artificial Intelligence (AI) for effective teaching and learning of chemistry in colleges of education in South East Nigeria
The study assessed the integration of Artificial Intelligence (AI) for effective teaching and learning of Chemistry in colleges of education in South-East Nigeria, particularly Anambra and Ebonyi State. The research design was descriptive survey research design. The study was guided by three research questions and two hypotheses. The population of the study was 226, which consisted of both lecturers and students from two colleges of Education in Anambra and Ebonyi states; 115 from Nwafor Orizu College of Education Nsugbe and 111 from Federal college of Education Technical, Isu. purposive random sampling technique was used to select 180 lecturers and students for the study. The study used 165 final year undergraduate students (68 male students and 97 female students) and 15 lecturers (6 male and 9 female). The instrument for data collection was a structured questionnaire “Integration of Artificial Intelligence in Teaching and Learning of Chemistry in Colleges of Education” (IAITLCCE). To ensure the validity of the instrument the researcher submitted the questionnaire to two experts each from department of Chemistry and department of Psychology (measurement and evaluation specialist), both in Nsugbe and Isu. The reliability coefficient was established as 0.81 using test-retest method. Mean and standard deviation were used to answer the three research questions, while t-test statistic was used to answer the hypotheses at 0.05 level of significance. The findings of this study among others showed that both students and lecturers perceived that Artificial Intelligence (AI) is integrated to a moderate extent in the teaching and learning of Chemistry in Colleges of Education in South-East Nigeria. Also, the challenges encountered by institutions towards incorporating AI into the chemistry education are the high cost of AI tools, insufficient resources, poor training of teachers and students, difficulty in integrating AI into the existing curriculum and poor knowledge of the ethical considerations of AI. Although, the study reveals a generally positive perception of the benefits of AI in Chemistry education. Conclusion and recommendations were made among others is the establishment of partnerships with technology companies to provide students with internship opportunities and lecturers with professional training focused on AI and its usage in education.
Effect of peer tutoring instructional strategy on secondary school students’ achievement in physics in Awka South Local Government Area, Anambra State
Academic achievement is strongly influenced by instructional strategies that promote collaboration and active knowledge construction. Based on this premise, this study examined the effective of peer tutoring instructional strategy (PTIS) among secondary school students’ academic achievement in physics in Awka South Local Government. Two research questions and two hypotheses tested at 0.5 level of significance guided the study. A pretest-posttest quasi-experimental design was employed. The sample of the study was 105 Senior Secondary School Two (SS2) students selected through multi-stage sampling approach from a population of 1.493 during the 2024/2025 academic session. Data were collected using physics Achievement Test (PAT) validated by relevant experts in education. The reliability of the instrument was established using Kuder-Richardson 20 (KR-20) which yielded a reliability index of 0.70. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed among others that students taught with PTIS achieved significantly higher than those taught using the lecture method. Further, gender had no significant influence on student’s academic achievement in physics. Drawing from the study’s findings, it is recommended that physics teachers receive sustained professional development through seminars and workshops, alongside adequate financial support, to enhance the adoption and effective implementation of PTIS in secondary school physics instruction.
Peer Tutoring Instructional Strategy (PTIS
Assessment of the bioactive qualities of chemical substances (chromenes) present in ageratum conyzoides
Ageratum conyzoides is a medicinal plant widely utilized in traditional healthcare systems and recognized for its diverse bioactive compounds. This study assessed the bioactive qualities of chromene-based chemical substances present in Ageratum conyzoides. Fresh leaves, roots, and flowers were extracted using chloroform equilibrated with a basic aqueous solution to enhance the extraction of moderately polar metabolites. The resulting extracts were analyzed using Gas Chromatography Mass Spectrometry (GC–MS). Nineteen compounds were identified in the leaf extract, fifteen in the roots, and eight in the flowers, with considerable compositional similarities observed between the root and flower extracts. Prominent compounds identified in the leaves included N-2-fluorenyl acetamide and isoheptadecanol, alongside coumarin derivatives. Several chromene compounds were detected exclusively in the fresh leaves, including 7-methoxy-2,2-dimethylchromene, 6-(1-methoxyethyl)-7-methoxy-2,2-dimethylchromene, 6-vinyl-7-methoxy-2,2-dimethylchromene, and 6-(1-ethoxyethyl)-7-methoxy-2,2-dimethylchromene. Root and flower extracts contained lipid-related isomeric compounds such as butyric acid decyl ester. Additionally, n-butoxyretrocine and two previously reported isomeric pyrrolizidine alkaloids were identified, confirming these as the only alkaloids present in the plant. The predominance of chromenes and lipid compounds highlights the potential non-food and pharmacological applications of Ageratum conyzoides and provides valuable insight into its bioactive chemical profile.
Continuous assessment as predictor of student's academic achievement and interest in chemistry
The study investigated continuous assessment as predictor of student’s academic achievement and interest in chemistry in secondary schools within Awka Education Zone of Anambra State, Nigeria. Four research questions guided the study and four hypotheses tested at 0.05 level of significance. A correlational design was adopted for the study. The population of the study comprised of five hundred and ninety-eight (598) SSII chemistry students from all the sixty-four (64) senior secondary schools in Awka Education Zone, Anambra State. Multi-stage sampling procedure was used to select one hundred and fifty (150) SSII Chemistry students, eighty (80) female students and seventy (70) male students from population to serve as the sample. Four-point scale structured questionnaire of 25 items was used as instrument for samples interest's data collection. A Cronbach's Alpha coefficient of 0.85 was obtained for the SICQ, indicating a good level of internal consistency reliability for the instrument. This suggests that the items consistently measure students' interest in Chemistry. Students’ academic achievement and continuous assessment data were collected from post primary services commission, Awka. Pearson products moment were used for data analysis while the null hypothesis was tested using ANOVA statistical tool. Findings from the study revealed a moderate positive relationship between continuous assessment and students’ academic achievement in chemistry, a moderate positive relationship between continuous assessment and students’ interest in chemistry, there is also a moderate positive relationship between continuous assessment and interest in chemistry as moderated by both gender respectively and finally there is a moderate-to-strong positive relationship between the combined predictors (continuous assessment, academic achievement, interest, and gender) in students’ performance outcomes in chemistry. Based on the findings, recommendations were however made.
Student's Academic Achievement Interest in Chemistry
Model validation and sensitivity analysis of regression-based downtime predictive systems
Reliable predictive models are essential for optimizing maintenance strategies in manufacturing environments; however, their adoption is often hindered by inadequate model validation and limited understanding of parameter influence on prediction robustness. This study presents an in-depth validation and sensitivity evaluation of previously developed regression-based downtime predictive models for plastic manufacturing production lines. The validation framework integrates statistical performance metrics, including Mean Absolute Error (MAE), Root Mean Square Error (RMSE), Mean Absolute Percentage Error (MAPE), coefficient of determination (R²), Pearson correlation, and hypothesis testing using the Analysis of Variance (ANOVA) F-test. The results confirm strong predictive accuracy, high correlation between predicted and experimental downtimes, and statistically significant model structures at 5% significance level. Furthermore, a One-At-A-Time (OAT) sensitivity analysis was conducted to quantify the relative influence of key process parameters (uptime, product weight, cycle time, and quantity) on predicted downtime. Findings reveal that the developed regression models exhibited strong predictive performance, for the Cup model, MAE = 1.46min, RMSE = 1.92min, R² = 0.976, for the Plate model, MAE = 1.83min, RMSE = 2.40min, R² = 0.987, plus the ANOVA results for both models, indicates a high level of reliability. Sensitivity analysis revealed that uptime and cycle time were the most influential variables affecting downtime behavior, while quantity and weight demonstrate comparatively lower contributions. The combined validation and sensitivity framework establish model reliability, demonstrates robustness under parametric variation, and provides deeper insight into parameter significance, thereby supporting confident deployment of the models for predictive maintenance decision-making in industrial environments.
Food and kitchen hygiene practices and foodborne disease prevention
Foodborne diseases remain a significant public health challenge globally, particularly in low- and middle-income countries where inadequate food and kitchen hygiene practices persist. This systematic review examines existing literature on food and kitchen hygiene practices and their role in preventing foodborne diseases. The review synthesizes evidence on major types of food contaminants, including biological, chemical, and physical hazards, and highlights core principles of food safety essential for reducing contamination risks. Emphasis is placed on personal hygiene and its impact on food safety, alongside broader health and hygiene practices adopted by food handlers in domestic and food service settings. The review further explores kitchen hygiene practices, effective food storage techniques, and the application of the First In, First Out (FIFO) method as critical strategies for maintaining food quality and safety. Key stages of food preparation and cooking are examined to demonstrate how proper temperature control and handling practices contribute to pathogen reduction. In addition, the study reviews relevant food safety regulations and standards that guide hygiene practices and ensure compliance within food systems. Common challenges associated with food and kitchen hygiene are identified, and practical approaches for addressing these problems are discussed. The review underscores the importance of integrated food and kitchen hygiene practices in preventing foodborne illnesses and promoting public health. The findings highlight the need for continuous education, strict adherence to safety standards, and strengthened regulatory enforcement to reduce the burden of foodborne diseases.
Copyright (c) 2025 Innovations in Science Education and Practice https://creativecommons.org/licenses/by-nc-sa/4.0
The impact of Project Based Learning (PjBL) on creativity, critical thinking skills, and science learning outcomes of grade 7 student
This study is a quantitative research that aims to: (1) examine the influence of the Project-Based Learning (PjBL) model on students’ creativity, (2) examine the influence of the Project-Based Learning (PjBL) model on student’s’ critical thinking skills, and (3) examine the influence of the Project-Based Learning (PjBL) model on students’ psychomotor learning outcomes. This study adopted a pretest-posttest control group design involving seventh-grade students at junior high school in Surakarta as study population. Data collection techniques included pretest and posttest, questionnaires, observations, and interviews. Prerequisite tests included validity test, homogeneity tests, and normality tests. Hypothesis testing was conducted using the independent sample t-test and the Mann-Whitney test. The results of the study are as follows: (1) there was no significant influence of the PjBL model on students’ creativity, with a sig. (2-tailed) value of 0.384 > 0.05 and the average observation score of the experimental class was 69.33, which was lower than that of the control class, 78.92. (2) there was a significant influence of the PjBL model on students’ critical thinking skills, with sig. (2-tailed) values of 0.000 < 0.05 and 0.001 < 0.05. (3) there was significant influence of the PjBL model on students’ learning outcomes, with a sig. (2-tailed) value of 0.007 < 0.05 and the average observation score of the experimental class was 78,49, which was higher than that of the control class, 73.93.
Student response to the extreme cold weather phenomenon in East Java
The phenomenon of extreme cold air is known as the peak of the dry season, which feels cold with scorching heat. Students of the Faculty of Mathematics and Natural Sciences (FMIPA) who focus on the world of science need to understand the processes and causes of the phenomenon that occurs with adaptive and complex responses. The study aims to examine the responses of FMIPA students to the phenomenon of extreme cold air in East Java as a form of awareness. Using a qualitative descriptive method involving 126 students, data was collected through a questionnaire on the Google Forms platform for physics majors at Surabaya State University. The results showed that FMIPA students understood the causes of extreme cold weather phenomena. FMIPA students' activities in July-August differed from those in the previous month, with students wearing jackets during the dry season. Thus, temperature is an important factor in daily life adaptation because adaptive awareness and scientific understanding of extreme cold temperatures can enhance ethnophysics in a tangible way. Therefore, students can relate to the local wisdom of the people of East Java in predicting temperature and weather changes.
Scientific literacy in school assessments: An analysis of competency and knowledge aspects
This study aims to analyze the profile of science literacy, viewed from the competency and knowledge aspects, in the Final Semester Assessment (PAS) Science questions for grades 7th and 8th at SMP Salafiyah Pekalongan, based on the PISA 2025 framework. The novelty of this research lies in the analysis of local school assessment instruments (PAS) against global science literacy standards, which is rarely conducted in the context of final semester evaluations. This research uses a descriptive qualitative method. The primary data are the PAS Science questions for grades 7 and 8 in the 2024/2025 academic year. The data analysis technique employed the Miles & Huberman model, involving the grouping of test items and calculating the percentage of attainment of science literacy sub-indicators. The results show that the PAS questions have a strong foundation in measuring Content Knowledge (P1) and the basic competency of Explaining Scientific Phenomena (K1). However, there is a significant imbalance, where test items for higher competencies such as Interpreting Data (K2), Evaluating and Designing Inquiry (K3), as well as Procedural Knowledge (P2) and Epistemic Knowledge (P3) are very limited or non-existent. It is concluded that the assessment instrument is not yet comprehensive in measuring all dimensions of PISA science literacy. The implication of this research is to provide evaluation material for Science teachers to review and revise the question instruments to cover the unmeasured science literacy dimensions, thereby improving the quality of Science learning continuously.
Final semester assessment knowledge aspect
Analysis of the use of Artificial Intelligence (AI) in lectures of science education students faculty of teacher training and education UNS
This research aims to know the views of science education students at faculty of teacher training and education UNS on the use of Artificial Intelligence in lectures. The sampling technique used is purposive random sampling. This study uses a quantitative approach with a descriptive type of research and is included in the category of non-experimental research. The data collection technique used a questionnaire survey. Data analysis uses descriptive statistical analysis techniques. The results of the study indicate that science education students at faculty of teacher training and education UNS have a very positive view of the use of AI in lectures. A good level of AI literacy allows for the use of diverse AI among students of faculty of teacher training and education UNS science education. The use of this technological advancement is to help in lectures and in preparing for learning in the classroom. The use of AI with many conveniences does not escape the impact received, such as data bias and the absence of accurate references, making it necessary for faculty of teacher training and education UNS science education students to anticipate it. Wise use is necessary to continue to take advantage of these technological advancements that are and will continue to evolve. This research is expected to be a reference and evaluation material for students, especially education students who are also prospective educators in the future.
The effect of using the problem-based learning model on the cognitive learning outcomes and motivation of students at junior high school
Problem Based Learning (PBL) is a learning approach that emphasizes active student involvement in solving real-world problems, and is expected to enhance conceptual understanding and learning enthusiasm. The research method used is quantitative with a quasi-experimental design. The research subjects were eighth-grade students at a junior high school in Junior high school, divided into an experimental class and a control class. The instruments used included a cognitive learning outcomes test and a learning motivation questionnaire. The data analysis technique employed was the t-test to compare learning outcomes and motivation between the two groups. The results showed a significant difference between students who learned using the PBL model and those who learned through conventional methods. Students taught using the PBL model had higher cognitive learning outcomes and learning motivation. These findings demonstrate that the PBL model has a positive effect on the cognitive learning outcomes and motivation of junior high school students.
The effect of the PjBL-STEAM model on students' creative thinking and scientific communication skills in biotechnology
This study aims to examine the effect of the Project Based Learning (PjBL) model integrated with the STEAM approach on students’ creative thinking and scientific communication skills in biotechnology learning. The research was motivated by the uneven development of these skills among junior high school students in science learning. A quantitative approach was employed using a Posttest Only Control Group Design. The sample consisted of two ninth-grade classes at SMP Negeri 9 Surakarta selected through random sampling. The experimental class was taught using the PjBL-STEAM model, while the control class used the Problem-Based Learning (PBL) model. Data were collected through descriptive tests assessing creative thinking and scientific communication skills, and analyzed using MANOVA after confirming normality and homogeneity. The results showed that the PjBL-STEAM model had a significant positive effect on both skills, with a Wilk’s Lambda value of 0.446, F = 46.24 for creative thinking, F = 44.47 for scientific communication, and a significance level of p = 0.000 (< 0.05). The experimental class achieved higher average posttest scores (82 for creative thinking and 73 for scientific communication) compared to the control class (63 and 55, respectively). These findings indicate that the PjBL-STEAM model effectively enhances students’ creative thinking and scientific communication skills in biotechnology, highlighting its potential as an innovative and integrative learning approach in science education.
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Effect of steam approach with engineering design process on students' critical thinking in vibration topic
Critical thinking skills are essential for students to face 21st-century challenges. The STEAM approach based on the Engineering Design Process (EDP) is considered a potential solution to enhance these skills. This study aims to examine the effect of implementing the STEAM approach based on EDP on students' critical thinking skills in vibration material. The research uses a quantitative method with a quasi-experimental design. The population consisted of 118 eighth-grade students at SMP Negeri 24 Surakarta during the 2024/2025 academic year, divided into four classes (VIII A–VIII D). The sample was selected using cluster random sampling, with class VIII B (29 students) as the experimental class and class VIII C (29 students) as the control class. Data were collected through a 12-question essay test validated by two experts and through observations. The research design used was a pretest-posttest non-equivalent control group design. The experimental class received treatment using the STEAM approach based on EDP, while the control class was taught using the Problem Based Learning model. Data were analyzed using an independent sample t-test at a 0.05 significance level. The results showed a significance value of 0.001, indicating that the STEAM approach based on EDP significantly improved students' critical thinking skills in vibration material.
Application of ethnoscience-project-based learning to improve students' critical thinking skills
This study aims to improve critical thinking skills using Ethnoscience-Project Based Learning in science learning. This research is qualitative research. The type of this research is Classroom Action Research which is carried out in 2 cycles. The subjects of this study were 30 students from class VII of a junior high school in Surakarta, Central Java, Indonesia. The data collection techniques used is the tests method (critical thinking skills tests) and non-tests (observation sheets for syntax and documentation). The data validity test technique used is the triangulation method. The data analysis technique used is a qualitative description. The results showed that the percentage of each aspect of the skills had increased. The percentage of score on the Interpretation aspect from 26.67% to 83.33%, the Analysis aspect from 35% to 68.33%, the Explanation aspect from 23.33% to 91.67%, the Conclusion aspect from 41.67% to 96.67%, the Evaluation aspect from 33.33% to 90%, the Self-control aspect from 30% to 93.33%. The result of each cycle had increased according to the target of 20%. The conclusion of this study is the implementation of Ethnoscience-Project Based Learning can improve critical thinking skills of grade VII students of a junior high school in Surakarta.
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Increase in students’ activeness by implementing lesson study with the team games Tournament Learning Model (TGT)
This study aims to (1) increase student learning activity through the implementation of Lesson Study with the Team Games Tournament (TGT) learning model, and (2) describe the process of implementing Lesson Study with the TGT model in the classroom. The research employed a descriptive qualitative approach. The data sources included learning activities, informants (a biology teacher and 26 students of class X MIA 2), and supporting documents such as syllabi, lesson plans, and learning recordings. The sampling technique used was purposive sampling. Data were collected through observation, interviews, and document analysis. The research team consisted of expert lecturers, a model teacher, and observers. The validity of the data was ensured through triangulation of methods and data sources, while data were analyzed using descriptive qualitative techniques. The results showed that Lesson Study-based learning using the TGT model and varied learning media worksheets in the first cycle, quiz cards in the second cycle, and gift boxes in the third cycle was effective in increasing student learning activity. Students became more active in discussions, competitions, and collaborative tasks. The main obstacles encountered were scheduling difficulties between researchers and experts, limited classroom facilities such as the absence of an LCD projector, and the small classroom size which hindered observation. To overcome these issues, the researcher recorded learning sessions and shared videos through social media platforms like WhatsApp, allowing expert teams and students to access and evaluate the learning process effectively.
The correlation between science process skills and scientific literacy with learning outcomes of vibrations, waves, & sound
This study aims to determine the correlation between science process skills and scientific literacy with learning outcomes of vibrations, waves, & sound. The study uses a quantitative approach with correlational research. Sampling technique using simple random sampling with data collection techniques using multiple choice questions tests. The independent variables used are science process skills and scientific literacy and the dependent variable used is student learning outcomes. The subjects of this study were students of classes VIII B and VIII C at SMP Al-Islam 1 Surakarta for the 2023/2024 academic year with a total sample of 59 students. The bivariate correlation test between science process skills and learning outcomes obtained a calculated r of 0,538 and the bivariate correlation test between scientific literacy and learning outcomes obtained a calculated r of 0,544. The multiple correlation test obtained a calculated r of 0,614 (r table = 0,256). Based on the results of the study, it can be concluded that there is a correlation between science process skills and scientific literacy with learning outcomes of vibrations, waves, & sound.
Implementation of Problem-Based Learning with peer teaching using web gamification to increase students' critical thinking on acid-base material
The problems faced include a dominant teacher-centered learning method, a lack of understanding of acid-base material, unattractive learning media, low problem-solving skills, and low motivation and interest in learning. This study aims to apply a problem-based learning model with peer teaching using web gamification to improve students' critical thinking skills in Class XI MIPA. This study uses a mixed methods method with an embedded design, where 70% of the data is quantitative and 30% qualitative. The results showed that the average pre-test score in the experimental class was 67,67 and in the control class was 60,39. The average post-test score in the experimental class reached 85,03, while in the control class it was 75,73. The analysis of the independent sample T-test showed a significant difference between the experimental and control classes with a value of 0,001. The average comparison of the N-gain test showed that the N-gain result in the experimental class (63,63%) was higher than that of the control class (40.34%). The students' responses indicated that 93,93% strongly agreed, 80% agreed, and 3,63% disagreed. In conclusion, the implementation of PBL with peer teaching and web gamification is effective in improving students' critical thinking skills.
Examining the influence of the Problem Based Learning science, environment, technology, society model on 7th grade students' science literacy competencies
This study aims to analyze the effect of the PBL model integrated with SETS on the science literacy skills of 7th-grade junior high school students in understanding ecology and biodiversity. This pre-experimental research used a one-group pretest-Post-test design. The sample was selected using convenience sampling. Data were collected through multiple-choice tests with science literacy indicators. Descriptive and inferential data analysis techniques were employed. The results showed that students who learned using the PBL model integrated with SETS experienced a significantly higher improvement in science literacy. A significance value (sig) of 0.000 was obtained, indicating that the application of this model is effective in improving science literacy. Learning with the PBL-SETS model enhanced students' competence in explaining scientific phenomena, evaluating and designing scientific research, and interpreting scientific data. The science knowledge aspect, including content, procedural, and epistemic knowledge, improved, although the context aspect remained low. Factors influencing students' science literacy include textbook selection, teaching models, and reading habits.
Analysis of students' misconceptions using three-level cognitive diagnostic assessment on the concept of vibration and waves
This research aims to: (1) determine the level of students' misconceptions in science learning using a three-level cognitive diagnostic assessment on the concept of vibrations and waves, (2) determine the profile of students' misconceptions in science learning based on a three-level cognitive diagnostic assessment on the concepts of vibrations and waves. The sampling technique in this study uses the Random Sampling technique. This study uses a quantitative approach with a descriptive type of research and belongs to the category of non-experimental research. Data collection techniques used multilevel multiple choice questions and interviews. Data analysis using descriptive statistical analysis techniques. The results of the research showed that the level of misconceptions experienced by students at SMPN 11 Surakarta and SMPN 27 Surakarta regarding the concept of vibrations and waves using a three-level cognitive diagnostic assessment was divided into three categories, including students with false positive conditions of (18.8%) who were included in the category low, false negatives were (14.4%) which were included in the low category, and pure misconceptions were (39.2%) which were included in the low category. The profile of misconceptions experienced by students in each sub-concept of vibration and waves includes students' misperceptions of physical phenomena, errors in connecting between concept attributes, errors in analyzing object motion, errors in understanding the meaning of concept attributes, errors in analyzing the wave propagation process, and wave propagation medium. This study is expected to be an evaluation of learning for science teachers so that they can create meaningful learning for students.
Development of a Jigsaw-based E-Module on the topic of matter and its changes using google sites for students
This development research was conducted because students felt bored during lessons and struggled to understand the material, as they were only learning through printed materials rather than technology-based resources. The objective of this research is to describe the development of an electronic module, evaluate its suitability for daily use, assess its feasibility in terms of media, content, and language, and measure its effectiveness in improving student understanding. The use of the e-module aims to facilitate students' understanding of the learning material. This electronic module was created using Google Sites. The research employed a development research type with the ADDIE model. The subjects of the study were 24 students and teachers from Grade IV at SDN Ketapanrame 1. The data analysis methods included both qualitative and quantitative approaches. In this study, Google Sites was used for Grade IV to create a jigsaw-based electronic module on the topic of matter and its changes. The results of the feasibility test by media experts showed a score of 90%, categorized as "very feasible," while the content expert evaluation yielded a score of 90.9%, also categorized as "very feasible." The language expert gave a score of 85%, which falls under the "feasible" category. Meanwhile, the practicality score from teachers was 95%, categorized as "very practical," and the students' score was 95.3%, also categorized as "very practical." Based on the effectiveness test, the e-module scored 84.5%, falling under the "very effective" category.
The effect of the Inside Outside Circle (IOC) learning model based on audiovisual media on IPAS learning outcomes
The current implementation of IPAS (Integrated Science) learning in elementary schools lacks active student invoIvement in the Iearning proces, resulting in passive students and impacting their learning outcomes. This study aims to examine the effect of using the Inside Outside Circle (IOC) model, coupled with audiovisual media, on the learning outcomes of IPAS students. This research adopts a Quasi-ExperimentaI Design with a quantitativ aproach. The popuIation consists of all fourth-grade students, totaling 89 students. Sampling technique employed test of homogeneity, resulting in two homogenous classes: Class IV C (control group) and IV D (experimental group). Data from pre-tests and post-tests were analyzed using the t-test. The t-test results yielded a significance value (Sig. 2 taiIed) of (0.000) < 0.05, indicated a significant difference in the average student Iearning outcome for the experimental cIass, with an average pre-test score of (67.27) and an average post-test score of (83.64). Thus, it can be concIuded that the lnside Outside CircIe (lOC) Iearning model with audiovisual media has a significant impact on the IPAS learning outcomes of fourth grade student at Taman Siswa EIementary School, Turen, in the academic year 2023/2024.
Application of investigation through Cooperative Problem Solving (ITCPS) learning model to improve science process skills
This study aims to determine the application of the Investigation Through Cooperative Problem Solving (ITCPS) learning model in class VIII in terms of the implementation of the ITCPS learning model syntax, and to determine the improvement of science process skills of class VIII students with the application of the ITCPS learning model in science learning. The research method used is Classroom Action Research (CAR) which consists of two cycles. The subjects of this study were students of class VIII 4 SMPN 3 Surakarta in the academic year 2023/2024, totaling 31 students. The data collection method in this study used instruments in the form of written test questions, observation sheets, and interview guidelines. The data analysis technique used in this study used qualitative descriptive analysis. The aspects of science process skills that were assessed were observing, formulating hypotheses, experimenting, interpreting data, inferring, and communicating. Based on the results of the study, it can be concluded that the syntax of ITCPS learning model including problem identification, problem formulation, investigation, explanation, and reflection. The level of implementation increased from 91.30% in the first cycle to 100% in the second cycle. The application of the ITCPS model improves the science process skills of students in class VIII 4 SMP Negeri 3 Surakarta, after students carry out a series of learning processes through practicum related to vibrations and waves because practicum provides direct experience for students. In addition, the application of the ITCPS learning model can also create an interactive and collaborative learning environment.
Analysis of junior high school students' questions based on bloom's revised taxonomy in terms of gender and school achievement level
Active involvement of students in the learning process is needed to make it easier for students to understand science material and to increase student curiosity. One of the important abilities to be developed is the skill of asking questions by students. In this study, researchers analysed the quantity and quality of students' questions in terms of gender differences and school achievement levels. This study aims to determine the profile of student questions in terms of gender and school achievement level and to find out whether there is a relationship between the level of student questions with gender and the level of student questions with school achievement level. The population of this study was 3 junior high schools / MTs in Ngemplak District, Boyolali Regency. The sampling technique used was cluster random sampling. The data collection technique used observation technique. The data analysis technique was descriptive and correlation test. The results of descriptive data analysis showed that there were differences in the profile of questions asked by students of different genders and students from schools with different levels of achievement, both in terms of the number, level and indicators of questions. As seen from the correlation test results, a significance value of 0.470 was obtained; meaning that there is no significant relationship between the level of questions and gender. The results of the correlation test between the level of questions and the level of school achievement also showed that there was no significant relationship between the level of questions and the level of school achievement, with a significance value of 0.531. These results may occur due to several other factors outside of gender and school achievement level, including the school zoning system and different learning time factors that make the difference in the level of questions based on gender and school achievement level insignificant.
The effectiveness of the STEAM-based PjBL model on students’ creative thinking skills and cognitive load in terms of self-efficacy
This study aims to (1) analyze the effectiveness of the STEAM-based PjBL model on students' creative thinking skills and cognitive load on light and optical devices (2) analyze the effect of self-efficacy on students' creative thinking skills and cognitive load on light and optical devices (3) investigate the interaction of STEAM-based PJBL models and self-efficacy on students' creative thinking skills and cognitive load on light and optical devices. This research is quasi-experimental research with a pretest-posttest control group design. The population of this study was VIII grade students at one public junior high school in Blora Regency for the 2022/2023 academic year, totaling 252 students. The sample was determined using the cluster random sampling technique; the experimental class consisted of 32 students using the PjBL STEAM learning model, and the control class consisted of 31 students using the Discovery learning model. Data collection was carried out using test techniques in the form of creative thinking skills essay questions and non-tests in the form of cognitive load and self-efficacy questionnaires. The validity test technique used is content validity. The data analysis used was the MANOVA test. In the hypothesis test, it was found that H0A was rejected (sig. 0.002 <0.05), H0B was rejected (sig. 0.001 <0.05), and H0AB was accepted (sig. 0.139 > 0.05). The conclusions obtained are (1) the learning model has an effect on creative thinking skills with the STEAM PjBL model, which has a better effect than discovery learning, (2) the learning model has an effect on students' cognitive load scores with the STEAM-PjBL model which can minimize cognitive load values which is better than the discovery learning model, (3) self-efficacy does not affect creative thinking skills but affects students' cognitive load, (4) and there is no interaction between learning models and self-efficacy on students' creative thinking skills and cognitive load. The research results can be used as study material and references for similar research on the effectiveness of STEAM-based PjBL learning models to improve students' creative thinking skills and minimize cognitive load scores in terms of self-efficacy levels for different materials.
Problem-based learning model on the collaboration and computational thinking skills
Current education follows the skills available in the 21st century in order to create students who are ready for the future. Students can learn these skills during classroom learning activities using innovative learning models that the teacher has designed. The research aims to determine the effect of problem-based learning (PBL) on the collaboration and computational thinking skills of class VIII and to test the effectiveness of using problem-based learning on the collaboration and computational thinking skills of class VIII. This research is quantitative, quasi-experimental research. The population used in this research was class VIII 2023/2024 students. The sample in this study consisted of 2 classes. The experimental class uses a problem-based learning model, and the control class uses the model used by the teacher. Data collection uses observation sheets, survey instruments for collaboration skills, as well as test instruments for computational thinking skills. Test the research hypothesis using the one-way ANOVA test with the research results. The results of the research are that problem-based larning influences the collaboration and computational thinking skills of class VIII. The problem-based learning model is effective in empowering collaboration and computational thinking skills of class VIII students.
Improving collaboration skills through the implementation of differentiated learning with a discovery learning model in junior high schools
The learning process designed and implemented by science teachers has not been optimal in improving collaboration skills. This class action research aims to analyze the improvement of collaboration skills through the implementation of differentiated learning using cooperative learning models. The subjects of this class action research were 30 students of class VIIA SMPN 27 Surakarta. This research was conducted in the odd semester of the 2023/2024 academic year with the material of the Nature of Science and the Scientific Method in Natural Science subjects. The research instruments used were rubrics and questionnaires for collaboration skills observation sheets and learning implementation observation sheets. The steps of this research include the action planning stage, the action implementation stage with observation, and the reflection stage. The results showed that the implementation of differentiated learning using the discovery learning model improved collaboration skills as indicated by an increase in the percentage of collaboration skills scores. The percentage value of collaboration skills in the pre-cycle was 58.88% in the moderate category, in cycle I was 69.21% in the high category, and in cycle II was 73.33% in the high category. Differentiated learning using the discovery learning model improves collaboration skills.