This study aimed to develop and evaluate a Problem-Based Learning (PBL) science module supplemented with Mind Maps on the topic of elements, compounds, and mixtures to enhance the critical thinking skills of eighth-grade students. The research objectives were to: 1) describe the module's characteristics, 2) examine its feasibility, and 3) test its effectiveness. The development followed the Borg and Gall procedure, comprising ten systematic steps. The module's feasibility was assessed using the Aiken’s V validity test, while its impact on critical thinking skills was analyzed using ANCOVA. The results demonstrated that: 1) The developed module possesses distinctive characteristics, integrating PBL with Mind Maps, which promotes active student engagement and provides direct learning experiences to foster critical thinking. 2) The module is highly feasible for classroom use, supported by a strong Aiken’s V validity value of 0.85. 3) The module is statistically effective in improving students' critical thinking skills. This conclusion is substantiated by the ANCOVA test results, which showed a highly significant value of p <0.001, confirming a notable enhancement in critical thinking abilities after the implementation of the module. The study successfully validates the module as a viable and effective learning tool.

Academic self-efficacy is a critical psychological construct consistently linked to student success. However, the extensive body of research is fragmented, necessitating a systematic synthesis to understand the key factors, outcomes, and underlying mechanisms associated with student’s self-efficacy. The purpose of this systematic literature review is to synthesize and evaluate the current evidence on the effect of self-efficacy on academic achievement and learning engagement. Following the PRISMA guidelines, a comprehensive search was conducted across Science Direct database. The review synthesized findings from 25 articles, focusing on empirical studies that examined the antecedents and consequences of self-efficacy in relation to academic outcomes. The findings reveal that self-efficacy serves as a significant predictor of academic achievement and learning engagement. Results indicate that students with high self-efficacy demonstrate greater persistence, set more ambitious goals, and exhibit higher resilience in challenging subjects. The discussion highlights that this relationship is mediated by both social support and cognitive engagement strategies. In conclusion, developing self-efficacy is essential for optimizing educational outcomes

Hypertension is a major global health concern and a leading risk factor for cardiovascular mortality. Conventional treatment with ACE inhibitors like captopril is effective but often causes adverse effects including cough, dizziness, and renal impairment. This study evaluated the antihypertensive effects of rice bran in DOCA-salt-induced hypertensive rats. In vitro analysis revealed 45.58% soluble fiber and rich amino acid content, including 2.121 mg L-Arginine, a nitric oxide precursor promoting vasodilation. Male Wistar rats were divided into five groups: negative control, positive control, captopril treatment (5 mg/kg BW), and rice bran supplementation at 1% and 2% of 25 g feed. The 2% rice bran group significantly (p < 0.05) reduced renal iNOS expression by 88.32% compared to hypertensive controls, surpassing captopril's 22.96% reduction. Histopathological examination revealed notable renal protection with complete absence of fatty degeneration and minimal glomerular inflammation in the 2% rice bran group. These findings demonstrate potent antihypertensive activity through ACE inhibition, enhanced nitric oxide bioavailability, and mitigation of oxidative and inflammatory stress, establishing rice bran as a promising natural therapeutic alternative for hypertension management

Rapid urbanization and shifting agricultural practices are reshaping watershed sustainability in Indonesia, yet their spatial and hydrological implications in the Rejoso Watershed (East Java) remain insufficiently quantified. This study evaluates land-use/land-cover (LULC) dynamics over 2005–2024 using multi-temporal Landsat imagery from five observation years (2005, 2011, 2015, 2020, and 2024). A hybrid classification (ISODATA clustering combined with visual interpretation) was validated using 250 ground points and confusion matrix metrics (overall accuracy and Kappa). Vegetation declined from 54.72% (197.11 km²) in 2005 to its minimum in 2020 at 38.06% (137.09 km²), then recovered to 41.28% (148.70 km²) in 2024. Agricultural land expanded from 32.14% (115.77 km²) to 52.28% (188.32 km²) in 2020 before contracting to 46.96% (169.14 km²) in 2024, indicating a notable post-2020 trend reversal with vegetation regrowth and reduced cropland extent. Built-up areas increased steadily (4.14% to 7.54%), while open land fluctuated and water bodies remained <1% with a slight decline. The 2020 map achieved the highest accuracy (95.83%; κ=0.96). These findings highlight upstream LULC reconfiguration and continued downstream urbanization, supporting integrated watershed management, upland rehabilitation, and stricter spatial planning.

High reliance on rice and limited national production drive the need to develop sorghum as an alternative food crop. This development requires high-quality seed and rapid, reliable testing methods. This study evaluated the effect of germination methods on radicle emergence (RE), assessed varietal differences in RE rate, and examined the ability of the RE test to estimate germination percentage (GP). The experiment used a nested design with germination method as the main factor, between paper and top of paper, and five sorghum varieties nested within each method, namely Mandau, Super 1, Bioguma 1, Bioguma 2, and Bioguma 3, with four replications. Top of paper detected radicle emergence earlier than between paper, with the optimal observation time at 48 hours. Super 1 showed the highest RE and GP, followed by Bioguma 3, while Mandau and Bioguma 2 showed lower performance. Regression analysis between RE and GP produced the equation y = 1.038x − 3.32 with R² = 0.7474, indicating a strong positive relationship. These results demonstrate that RE observation at 48 hours provides a rapid and accurate indicator of sorghum seed viability and supports the selection of superior varieties for seed production

Using a quantitative correlational design, this predictive research was based on secondary EDOM data. The first episode of the school year 2024/2025 served as the data collection period. The target population of this research are the lecturer subjected to students’ evaluations from Universitas Al-Irsyad Cilacap. After processing the data and cleaning and aggregating, a total of 594 records of the lecturer were analyzed with a census technique. K-Means was used to detect the presence of latent patterns of performance in the teaching, professional, personality and social dimensions of the lecturer. The Random Forest model was used to predict the performance category of the lecturer from both the baseline and hybrid models. The results of the study showed that the hybrid models were able to predict with a high measure of accuracy, and of the two, the hybrid model was the most robust when compared to the baseline model with a manual high-defined grouping of performance levels. The baseline model was able to completely and perfectly classify the group, the hybrid model with high performance was able to analyze the data in a general way, revealing a structure of performance that was hidden in the data. This means that, there is greater analytical value to the data. This analysis of EDOM data is of high analytical value. The developing of the hybrid model of lecturer performance analysis provides a positive contribution in data-driven quality assurance and decision-making to higher education. Objectives were met.

The diversity of student characteristics is a challenge for educators in the learning process. Therefore, the ability of teachers to accommodate these differences is a key factor in creating effective and meaningful learning. Differentiated learning has emerged as an adaptive and meaningful approach. Differentiated learning has emerged as an adaptive approach designed to optimally meet students' learning needs. This study aims to describe the implementation of differentiated learning in science subjects in class V of SD Negeri 03 Garagarhan, focusing on three main aspects, namely planning, implementation, and learning assessment. This research uses a qualitative approach with descriptive methods. Data were collected through interviews, observations, and documentation with instruments in the form of interview guidelines, observation guides, and documentation. Data analysis techniques were carried out through the stages of data reduction, data presentation, and drawing conclusions. The implementation of differentiated learning in science subjects in class V of SD Negeri 03 Geragahan has been carried out in a structured and collaborative manner. Planning involves teachers, principals, and parents by considering the learning needs of students from academic and socio-cultural aspects. The implementation begins with a diagnostic assessment and is outlined in a teaching module that adjusts the learning method, media, and environment. Assessment is carried out in a sustainable and adaptive manner. However, this process still faces obstacles such as time constraints, as well as the potential for social jealousy between students. Nevertheless, the school still shows a commitment to realizing inclusive and student-centered learning.

This study examines the effect of the STEM-based 5E Learning Cycle model on science literacy and learning outcomes of preservice elementary teachers. A quasi-experimental one-group pretest–posttest design was employed involving 29 first-semester students in an Elementary Teacher Education program. The intervention was implemented through STEM-integrated learning activities using hydraulic media across the five phases of the 5E learning cycle. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon signed-rank test, normalized gain (N-gain), and effect size analysis. The results showed a significant improvement in students’ science literacy, with mean scores increasing from 63.45 to 91.72 (p < 0.001). The average N-gain value of 0.7817 indicated a high level of learning improvement, while the effect size analysis revealed a very large effect (Cohen’s d = 2.619). Qualitative findings supported the quantitative results, indicating that hands-on inquiry, structured exploration, and contextual STEM tasks enhanced students’ conceptual understanding and scientific reasoning. In conclusion, the STEM-based 5E Learning Cycle model is effective in improving science literacy and learning outcomes among preservice elementary teachers and holds strong potential for broader application in teacher education.

Climate change is a global issue that requires scientific understanding and pro-environmental awareness, making scientific literacy and student perceptions important factors. This study analyzes the scientific literacy and perceptions of junior high school students in Medan City regarding climate change and the relationship between the two based on the PISA 2025 framework. The research design uses a quantitative descriptive approach with a correlational method, involving 130 students from five junior high schools selected through purposive sampling. The instruments included perception questionnaires (cognitive, affective, and conative dimensions) and scientific literacy tests (explaining phenomena, designing investigations, and evaluating information). The results showed that students' conceptual understanding and pro-environmental behavior were high, but their motivation and concern were moderate. Scientific literacy was strongest in evaluating and using information, while the ability to explain phenomena and design investigations still needed improvement. Correlation analysis showed a weak and non-significant positive relationship between perception and scientific literacy (r = 0.113; p = 0.201), indicating that perception alone was not a major factor in achieving scientific literacy. These findings emphasize the need for inquiry-based science learning, projects, problem-based learning, and the use of local contexts, which integrate the strengthening of knowledge, attitudes, and real practices. These strategies are expected to improve scientific literacy as a whole and shape students as agents of change in facing the challenges of climate change.