Integrated Science Teaching Research Articles

Development of Integrated Science Teaching Materials of Al-Quran Verses in Improving Students' Religious Attitudes in Madrasas

Various previous studies have responded to the study of the challenges of moral degradation in the digital era. However, the focus of the study has not yet been found in the form of the integrality of Qur'anic verse-based Learning with a locus in Madrasah Tsanawiyah. It is believed that this integrality fosters students' religious attitudes. This study aims to develop a product of integrated science teaching materials of the Qur'anic verses to improve students' religious attitudes in madrasah. This type of research is research and development (R&D), adapting the Borg & Gall model with the ADDIE stages, analysis, design, development, implementation, and evaluation, because it is considered relevant to describe the chronology of Learning product development from the beginning. The results of this study found that science teaching materials integrated with al-Qur'an verses are valid and very feasible to use in student science Learning at MTsN Konawe Regency with an average value of 91.98% of the validity test results. Then, science teaching materials integrated with al-Qur'an values have a practicality value to be applied at MTsN Konawe Regency, marked by the average score of 1.64 small groups and 1.79 large groups. Science teaching materials integrated with al-Qur'an values are effectively used in science Learning after being developed in small and large groups with a probability value (r) Sig. = 0.000 <a = 0.05, meaning there is a significant difference in students' spiritual attitudes before and after treatment using science teaching materials integrated with the Qur'an. Thus, it is concluded that the product of science teaching materials integrated with al-Qur'an verses is appropriate for improving students' religious attitudes in madrasah.

Teaching Sustainability in Science Education: Pre-Service Science Teachers’ Perceptions of the Role of Indigenous Knowledge

Encouraging sustainability in science education demands a collaborative approach, involving the integration of diverse knowledge systems, including indigenous and formal scientific knowledge. Nevertheless, educators’ perceptions of these knowledge systems are crucial factors to consider. This study investigated the perceptions of pre-service science teachers about the role of indigenous knowledge in promoting sustainability science education. The study was conducted at the Department of Integrated Science Education University of Education Winneba, Ghana and predominantly adopted a qualitative approach. A sample size of 54 Level 300 undergraduate pre-service science teachers were purposively chosen. These pre-service teachers have engaged with the science curriculum and syllabus through on-campus peer teaching and are prepared to take their internships in the country’s various second-cycle institutions. Emphasis is laid on the teaching of science to promote education for sustainable development in these institutions. Data were collected through an online questionnaire comprising open- and closed-ended items. The closed-ended items were quantified and analysed for clearer inference whereas thematic analysis was employed for qualitative data. The findings of the study established pre-service teachers’ affirmation of the potential of indigenous knowledge in providing education for sustainability if integrated into the teaching of science. The study recommended targeted interventions including the integration of indigenous knowledge into pre-service science teachers’ curriculum, training programmes, workshops, courses and campaigns aimed at increasing awareness, fostering positive attitudes, and promoting understanding and appreciation of indigenous knowledge and its role in sustainability.

DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA

Genetics is a fundamental aspect of biological education, crucial for understanding heredity, variation, and molecular mechanisms in life. Despite its importance, student engagement in genetics courses at the University of Education, Winneba (UEW) varies widely. This study investigates the factors influencing undergraduate students' interest and engagement in the study of genetics, focusing on the perceived relevance of genetics, pedagogical approaches, challenges faced by students, and misconceptions. A descriptive survey design was used, with data collected from 150 undergraduate students enrolled in the Biology and Integrated Science Education programs. Results indicate that the perceived relevance of genetics to students’ lives, including its application in health and global issues like food security, is the most significant predictor of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on activities and interactive learning methods were also found to enhance engagement. However, students faced moderate challenges in understanding genetic concepts, which reduced their overall engagement. Misconceptions about genetics were less impactful but still contributed to shaping students’ attitudes. The findings suggest that aligning teaching strategies with real-life applications and addressing student misconceptions can improve student engagement in genetics education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0115/a.php" alt="Hit counter" /></p>

Profile of Science Literacy and Cultural Awareness of Students and the Need for Science Teaching Materials Integrated with Local Potential of STEAM-PBL Based Petis in Sumenep

Science literacy is a must have ability for students in the 21st century and cultural awareness is needed so that students can selectively choose outside cultures. However, in Indonesia science literacy and cultural awareness are low. This study aims to determine the profile of science literacy and cultural awareness of students and the need for STEAM-PBL-based local potential integrated science teaching materials. This research is a descriptive research. The research sample amounted to 93 junior high school students in 3 Sumenep District schools selected by purposive random sampling technique. Data collection used tests to measure science literacy, questionnaires to determine cultural awareness and need STEAM-PBL-based local potential “petis” integrated science teaching materials. Data analysis using quantitative descriptive analysis techniques. The results showed; 80.65% of students were in the low category and 19.35% were in the medium category, the lowest student ability was to explain phenomena scientifically; 88.17% of students' cultural awareness was in the low category and 11.83% of students were in the medium category. Based on the results of the study, it is concluded that students' science literacy and cultural awareness are low and it is necessary to develop teaching materials integrated with the local potential of STEAM-PBL-based petis.

Exploring the Difficulties of Integrated Science Education in Rufunsa District: A Study of Selected Secondary Schools

This study aims to investigate the difficulties faced in integrated science education in Rufunsa District, focusing on selected secondary schools. The research identifies and examines specific challenges encountered by both teachers and students, assesses the availability and adequacy of teaching and learning materials, and evaluates the overall teaching and learning conditions within these schools. Additionally, the study explores the impact of these difficulties on educational outcomes in integrated science. By highlighting the key barriers to effective science education, the research offers recommendations to improve the quality and delivery of integrated science education in Rufunsa District, ultimately enhancing student learning and performance in this critical subject area.

The practicality of connected type-based science teaching materials on simple plane principles in human movement systems

The aim of this research is to determine the practicality of science teaching materials based on the connected type. This research uses a method of testing the level of practicality of teaching materials on simple aircraft and human movement systems. Data and information collection was carried out through interviews with science teachers regarding the teaching materials used for learning. The data collection technique consists of classroom management which can be determined from the results of the teacher's overall observations according to the number of students that have been determined and student response questionnaires are used to determine student responses to Integrated Science Teaching Materials. Meanwhile, data analysis techniques consist of classroom management analysis and student response analysis. The practicality of integrated science teaching materials is stated to be practical to apply. The results of the analysis of class management from all meetings obtained grades in the very good category and the questionnaire analysis of student responses in the learning process obtained results with good criteria.

Play with Butterfly

This article explores the role of play in early childhood education, specifically in the context of project-based science learning at Thammissalam Kindergarten in Thailand. Playing is considered important because it helps develop children's concentration, creativity, motor skills, and cognitive development. Project-based learning is seen as an effective approach to integrating science education into the curriculum, stimulating children's critical and creative thinking. This research uses a qualitative, case study type. Data was taken at Thammissalam Kindergarten, Thailand. We made observations on children in Thammissalam Thailand when the project was carried out. We conducted interviews with teachers and the headmaster about this project. This project was carried out for 1 year. The result of this project is that children understand scientific and cognitive processes because they know the growth of butterflies from the beginning of metamorphosis. Children learn to manage their emotions because they understand that this project will not last for a short time. They also learn cooperation because butterflies need a home. They prepared it all. The project can be implemented in the classroom in stages, for example, when children see caterpillars, they will learn about caterpillars, what caterpillars eat, and how caterpillars move to practice gross motor skills. Maybe it could be researched more deeply about evaluating the long-term effects of project-based learning on child development. Measuring the lasting impact of project-based learning on children's cognitive, social, and emotional development over the longer term. It can also be related to technology. Explore how technology can enhance children's engagement and learning in a project context. It can also be researched further on the differences between using technology and not.

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

The study took place in the Sunyani municipality, the capital of the Bono region of Ghana. The purpose of the study was to investigate public and private junior high school pupils’ perceptions of classroom assessment and academic performance in integrated science. The study employed the descriptive survey research design involving 200 second-year pupils. A questionnaire was used to collect data on their perceptions of classroom assessment while the national BECE examination results for three consecutive years were used to determine pupils’ performance in the subject based on school type. Mean scores, standard deviations and t-test were used to analyze the data. The study concludes that pupils had a positive perception on transparency of assessment, application and their capabilities. However, the pupils had a neutral perception towards congruence with planned learning. Private JHS pupils performed higher than public JHS pupils. To address the pupils’ neutral perceptions of congruence with planned learning, it is recommended that the teachers from the sampled schools be open to the pupils and inform them of the mode of assessment to be taken. Since the private JHS pupils performed better than the public JHS pupils, it is recommended that the district and municipal education directors and circuit supervisors keep close eyes on the work of the public integrated science teachers in the municipality to bridge the gap between the performance of public and private junior high school pupils in integrated science.

TEACHING PRACTICE: A CORE EDUCATIONAL PLANNING ATTAINMENT FOR STUDENTS CHALLENGES AND PROSPECTS

This study was on teaching practice, a core educational planning attainment for students, challenges, and prospects. The purpose of the study was to find the perceptions of students about teaching practice and the challenges facing student–teachers during teaching practice exercises. The study was guided by two research questions and two hypotheses. The study employed a descriptive survey research design in which only existing variables were investigated without manipulating them. The targeted population for the study were students’ teachers, numbering a total of 188 from our five units of the Department of Science Education. The study employed simple random sampling to select participants. A total of 100 participants were randomly selected from Integrated Science Education, Mathematics Education, Physics Education, Chemistry Education, and Biology Education in the Faculty of Education, Akwa Ibom State University, Ikot Akpaden. The instrument used for the collection of data for the study was a questionnaire tagged teaching practice questionnaire (TPQ). Mean scores, standard deviation, and t-tests were used for the analysis of the collected data. A mean score above 2.50 indicates high while a mean below 2.50 indicates low. In conclusion, teaching practice is in constant practice and is the foundation of teaching. Based on this, it was recommended, among others, that a proper orientation for student teachers should be carried out using efficient means of communication like seminars, workshops, conferences, and discussion before they go for teaching practice.

Community-Based Project Learning: Empowering Students' Self-Regulated Learning and Creativity

<p style="text-align:justify">Changes and challenges in the highly dynamic world of education require postgraduate students to manage their learning well and create something from their creative thinking according to the needs of the field. One of them is the activity of students in developing integrated natural science teaching materials is very necessary because learning at the primary level still uses integrated or thematic learning. Furthermore, students also need to be encouraged to be adaptive to these challenges by empowering their independence in learning. The ability to manage learning and creativity to create something new is highly prioritized for college graduates to contribute generously to their environment. This study aims to describe the empowerment of self-regulated learning and student creativity in developing natural science teaching materials in collaboration through community-based project learning. This study used a quasi-experimental design with a single-subject design type. The instruments used to retrieve data are creativity assessment rubrics and self-regulated learning questionnaires. The conclusion is that students are intrinsically and extrinsically motivated to fulfill the given tasks. Learning is essential for increasing competence, and learning strategies have been adjusted to the material's complexity or the difficulty level of the studied content. The aspect of student creativity in developing Integrated Science teaching materials shows the existence of change from stage one to the next and good categories.</p>

The InSciEdRS View: A User-Friendly and Accessible Microscope with Easy-to-Follow Companion Curricula.

Microscopes are essential for research and education in science. Unlike computers and online learning tools, however, microscopes are not currently a fixed element in K-12 classrooms, due to steep cost, needless complexity, and often requiring a prohibitive level of staff training to effectively deploy. In a collaboration with Area 10 Labs, Integrated Science Education Outreach (InSciEd Out) developed a state-of-the-art alternative microscope, the InSciEdRS View, to reduce the financial barrier, prohibitive per-student cost, unnecessary complexity, and extensive staff training. Utilizing a 1080p camera and a lunchbox-style case, this Wi-Fi- and USB-connectable microscope comes with all necessary components for visualization of microscopic specimens (10 × -50 × magnification). While built to handle the rigors of classroom use, its imaging capability and battery-operation can make it flexible for a laboratory or fieldwork as well. We further highlight here K-12 curricula that we have developed using larval zebrafish to enable teachers, science outreach leaders, and parents to support active hands-on science observations. The InSciEdRS View microscope and the InSciEd Out curricula are readily scalable, translatable, and accessible for traditional and neurodiverse students and integrating these in various settings can be an efficient way to achieve better outcomes in science education.

An Analysis of Education Implementation for the Improvement of Education for Sustainable Development (ESD) of Pre-service Science Teachers: Focusing on the Integration of Sustainable Happiness and Complexity Theory – A Secondary Publication

In this study, class demonstrations conducted integrating science education and ‘Education for Sustainable Development (ESD)’ by preservice science teachers were analyzed, focusing on the concept of ‘sustainable happiness’ and the main elements of ‘complexity theory.’ In addition, changes before and after participating in such education implementation were analyzed from various angles. Through this, preservice science teachers tried to derive implications for developing multidimensional teacher professionalism in ESD. The main findings are as follows. First, as a result of peer evaluation of class materials and class demonstrations designed by preservice science teachers, the average of the integration for ‘sustainable happiness’ was relatively high. Next, it was analyzed that the elements of ‘sustainable happiness’ and ‘complexity theory’ generally had a positive correlation with ESD. In addition, after participating in the study, preservice science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, preservice science teachers thought it was necessary to deal with the concept of ‘sustainable happiness’ in science education to understand a sustainable way of life. It was analyzed that the elements of ‘sustainable happiness’ and ‘complexity theory’ generally had a positive correlation with ESD. It was found that preservice science teachers’ confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that preservice science teachers have come to think more about the role of teachers who can communicate with students and think about happy lives together than before. Overall, it is thought that preservice science teachers have come to think of multidimensional science teacher professionalism by applying the perspective of the teaching and learning strategy of the new ESD, which integrates the concept of ‘sustainable happiness’ and elements of ‘complexity theory.’

Implementing an integrated natural sciences course in Ukrainian high schools: A nationwide experiment from 2018-2022

From 2018 to 2022, Ukraine conducted a significant nationwide experiment to implement an integrated natural sciences course for students in grades 10-11 of general secondary education institutions. This review paper provides a comprehensive overview of the context, design, implementation, and outcomes of this initiative, drawing on the final report and case studies of participating schools. The integrated course sought to develop students' scientific worldview and understanding of cross-cutting relationships between the natural science disciplines of biology, physics, chemistry, astronomy, geography, and ecology. Results indicate the experiment had a positive impact on students' motivation and performance in science. However, ongoing challenges include the need for more teacher training, resources, and alignment with university entrance exams. The Ukrainian experience offers valuable lessons for other countries seeking to reform science education through curriculum integration. This paper discusses the experiment's design, implementation process, outcomes, and implications for future research and practice in integrated science education.

Development of Comic-Based Integrated Science Teaching Materials for Fifth Grade Elementary School Students

Development of Comic-Based Integrated Science Teaching Materials for Fifth Grade Elementary School Students

Exploring The Implementation of the Merdeka Curriculum: A Case Study of Integrated Science Teaching Materials with ESD and Ethnoscience

This study analyzes the science teaching materials integrated with ESD and Ethnoscience based on teachers' teaching experiences and educational qualifications. This case study research involved six junior high school science teachers in Cimahi City who participated voluntarily in a teacher training program. Data collection techniques in this research used observation, in-depth interviews, and documentation. The data analysis employed a descriptive narrative approach by reducing data, presenting data, and drawing conclusions. Then, triangulation is also performed for data validation. Based on the research findings, teaching materials prepared by novice teachers with less than five years of teaching experience tend to be textbook-oriented, and the language used still needs to be suitable for the cognitive level of junior high school students. However, the materials they prepared have an attractive appearance. Meanwhile, experienced teachers elaborate and provide contextual examples, using easily understandable language and incorporating tables or graphs to enhance students' literacy and numeracy skills. Out of the six teachers, four have a Biology/ Biology Education background, and two have qualifications in Physics Education at the bachelor's level. Teachers choose teaching materials that align with their educational background because they feel more confident in delivering scientific concepts. Through this research, it is described that teachers still tend to develop teaching materials based on the 2013 curriculum, whereas, at present, the preparation of teaching materials should be aligned with the principles of the Merdeka curriculum.

Implementasi IPA Terpadu Berbasis Komik di Kelas V SDN Paya Kalui Aceh Timur

Student involvement in science learning is very minus if the learning provided is not meaningful and less attractive to students. Conventional learning carried out by teachers does not provide confidence in the learning process has not had an impact on learning outcomes. This research aims to provide descriptive information about comic-based integrated science implemented in grade V of SD Negeri Paya Kalui East Aceh. This type of research is qualitative descriptive. Data were collected through observation and interviews. The stages of data analysis used are data reduction, data presentation, and conclusions. The results of data analysis showed that teachers made integrated science teaching media based on comics, namely by making picture books and having words and colors from the figure of someone who seemed to be talking, thinking, and doing something. The teacher demonstrates how cartoons speak in different tones and voices as if in a story there are many who play a role, but it is the teacher who speaks, exemplifying with different tones of voice and accents. Comic-based integrated science learning has a good impact and provides a unique and fun learning nuance for students so that learning looks meaningful and gives its own meaning to students.

PELAKSANAAN PEMBELAJARAN DI MA DAN MTs AISYIYAH PALEMBANG

The use of learning models can help realize an effective learning process, but whether all teachers in the online or face-to-face learning process are limited to implementing learning models. The purpose of this study was to determine the methods and models of learning as well as what obstacles in the application of learning models during face-to-face were limited. The subjects in this study were Integrated Biology and Science teachers at MA and MTs Aisyiyah Palembang. While the samples of this study were one Biology teacher at MA Aisyiyah Palembang and two Integrated Science teachers at Mts Aisyiyah Palembang. Data collection techniques using observation, interviews and documentation. The results of this study are the learning methods in MA and MTs Aisyiyah Palembang, namely the lecture, discussion, question and answer and scientific methods. While the demonstration method is not applied. The learning models used by biology teachers at MA and MTs Aisyiyah Palembang are the Discovery Learning, Program Based Learning and PjBL models. The problem is that the teacher has difficulty managing the time, that is, one hour lesson is only 30 minutes, so it is difficult to apply the model syntax. So the solution is that the teacher must be creative in choosing the right model and have skills in managing the class so that learning objectives can be implemented. Keywords: Learning Methods and Models, Biology Teachers, Obstacles in the application of learning models

Profile of Students' Environmental Literacy and the Needs of Science Teaching Materials Integrated with the Local Potential of Rawa Bento Based on Problem Based Learning

The achievement of environmental literacy of students in Indonesia still faces various problems. Even though environmental literacy is one of the important literacy for students to have. This study aims to determine the profile of environmental literacy among junior high school students and the need for integrated science teaching materials based on problem based learning (PBL) at Rawa Bento. The population of this study consists of junior high school students from six schools in Kerinci Regency. The research sample includes 90 students selected using a purposive random sampling technique. Data collection is conducted through instruments such as tests to measure environmental literacy and student response questionnaires to determine the need for integrated science teaching materials based on PBL at Rawa Bento. The data in the study are analyzed using quantitative descriptive analysis techniques. The research findings are as follows: 1) the majority of students have low to moderate levels of environmental literacy. 38.9% of students still have a low level of environmental literacy, 54.4% fall into the moderate category, and only 6.7% are in the high category; 2) the lowest ability of students is in analyzing the impacts resulting from environmental issues; 3) there is a need for the development of integrated electronic teaching materials based on PBL at Rawa Bento to enhance students' environmental literacy. Based on the results of the study, it can be concluded that the environmental literacy of students from six schools in Kerinci Regency is in the medium category

Repositioning Integrated Science Curriculum for National Growth and Development

The importance of Integrated Science curriculum to nation’s development cannot be overemphasized. In Nigeria, issues such as poor academic performance of students, low quality of graduates, inadequate funding, lack of equipped laboratory and workshops, low quantity, quality, and commitment of teachers, inappropriate curriculum are prevalent in Integrated Science education provision. To improve the state of science and technology from its status quo and reposition it for the 21st century, adequate funding, provision and furnishing of laboratory and workshop, provision of scholarships and bursaries for students, regular review of science and technology curriculum, provisions of ICT in teaching and learning, recruitment of more qualified science and technology teachers, as well as motivation of science and technology teachers are recommended.

Impact of Science Learning Materials Integrating Natural Disasters and Disaster Mitigation on Students' Learning Outcomes: A Meta Analysis

This research is a meta-analysis to determine the impact of science teaching materials integrated with natural disasters and disaster mitigation on students' learning outcomes. The method used is meta-analysis with research samples, namely scientific articles that have been published through Google Scholar on a national and international scale in 2012-2022, which discuss integrated science teaching materials on natural disasters and disaster mitigation on student learning outcomes. The results of the study showed that science teaching materials integrated with natural disasters and disaster mitigation had a large effect on student learning outcomes. In the category of teaching materials, the science module, which integrates natural disasters and disaster mitigation materials, has the highest effect. In the category where natural disaster materials and disaster mitigation are integrated, disaster mitigation materials have the highest effect compared to natural disaster materials. And in the school level category, the application of integrated science teaching materials on natural disasters and disaster mitigation has a high effect when applied to the Junior and Senior High School Levels, with a higher impact on the Junior High School level