This study aims to analyze the effectiveness of an experimental approach integrating scientific nutrition education into physical education learning in improving nutrition knowledge and healthy behavior intentions among junior high school students. The study used a quasi-experimental design with a pretest–posttest control group model, involving 40 seventh-grade students at Beijing No. 3 Middle School (Xicheng District, Beijing, China) who were divided into an experimental group and a control group through class-based randomization. The experimental group followed an integrated "physical training + scientific nutrition" curriculum for 10 weeks, while the control group received conventional physical education. The research instruments included nutrition knowledge tests and healthy behavior intention questionnaires that met the criteria for validity and reliability. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) as the main analysis, followed by univariate ANCOVA, to control for differences in students' initial abilities. The results of the multivariate analysis of covariance (MANCOVA) indicated a significant multivariate effect of the teaching mode on students’ nutrition knowledge and healthy behavior intention after controlling for pretest scores (Wilks’ Λ = 0.338, F = 34.21, p < 0.001). This finding provides quantitative evidence that the integrated physical training and scientific nutrition learning approach significantly improved students’ learning outcomes compared to the conventional physical education model. These findings indicate that integrating scientific nutrition concepts into authentic physical training experiences can build strong links between cognitive understanding, physical experience, and health behavior reflection. This study concludes that the integration of scientific nutrition education based on educational technology is an effective and strategic approach to improving health literacy and encouraging sustainable healthy behavior change among junior high school students.

The development of information technology has driven the need for innovation in elementary school learning so that the learning process remains relevant to the demands of the 21st century. One effort that can be made is to integrate technology-based learning with a scientific approach. This study aims to describe and analyze the integration of technology-based learning through a scientific approach in elementary school learning at SDN 26 Lubuk Alung. This study uses a qualitative approach with a descriptive research type. The research subjects include classroom teachers, students, and the principal. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was conducted qualitatively through data reduction, data presentation, and conclusion drawing. The results showed that the integration of technology-based learning through a scientific approach was able to create more active, interactive, and meaningful learning. The use of technology at each stage of the scientific approach can increase student engagement, encourage critical thinking skills, and strengthen the role of teachers as learning facilitators. Although there were several obstacles in its implementation, such as differences in students' abilities to utilize technology, teachers were able to make adjustments so that learning remained effective. This study concluded that the integration of technology-based learning through a scientific approach is a relevant and effective strategy for improving the quality of learning in elementary schools

This study aims to analyze the implementation of the Project-Based Scientific Approach (PjBL-SA) in science and social studies learning and its influence on elementary students’ critical thinking skills. Conducted in Grade V of SDN 013 Tana Tidung, this mixed-method research integrated qualitative observations and quantitative testing. Data were gathered through classroom observations, questionnaires, critical thinking tests, and interviews with teachers and students. The results showed that the PjBL-SA model effectively enhanced students’ learning engagement and conceptual understanding. Students reported increased motivation (78%), better comprehension through practice (82%), and higher enjoyment in group learning (75%). Statistical analysis using a paired t-test demonstrated a significant improvement in critical thinking performance (pretest = 62.3; posttest = 78.9; t = 6.24; p < 0.05), with the highest gain in the inference indicator (0.42). Pearson correlation analysis further indicated a strong positive relationship between project involvement and critical thinking (r = 0.63; p < 0.01). These findings confirm that PjBL-SA fosters students’ critical, creative, and collaborative abilities, making it a relevant and innovative instructional strategy for IPAS in elementary education.

Limited laboratory facilities have become a major obstacle in conducting science practicums at SMA Negeri 13 Jambi. In fact, laboratory activities are essential components of science education to develop students’ scientific skills and contextual conceptual understanding. This community service program aimed to enhance the capacity of teachers and students in conducting simple digital-based practicums using Smartphone Digital Image Colorimetry (SDIC) and the ImageJ software as an alternative to conventional spectrophotometry. The program employed a participatory and quasi-experimental approach through five main stages: (1) preparation and coordination with the school, (2) training on water pollution concepts and digital colorimetry principles, (3) demonstration of Fe²⁺ detection in environmental water samples using 1,10-phenanthroline, (4) color image analysis using ImageJ, and (5) evaluation of participants’ understanding and satisfaction. The subjects consisted of 25 eleventh-grade science students and 4 accompanying teachers selected purposively. Evaluation was conducted through pre- and post-tests, observation of practical skills, and satisfaction questionnaires. The results showed an average increase of 42.5% in students’ understanding after participating in the training, with a significant improvement in their ability to analyze color data. Additionally, 92% of participants stated that the SDIC method was engaging, easy to apply, and increased their interest in science practicums. The program produced printed and digital practical modules, ImageJ tutorial videos, and a contextual learning model that can be replicated in other schools with limited facilities. Therefore, the application of SDIC proved effective as an innovative, low-cost, and practical science learning approach that supports the strengthening of digital science literacy in secondary schools.

Introducing science to elementary school students in a fun way is a strategic step in establishing a foundation for scientific thinking from an early age. However, the reality in the field shows that the science learning approach is still conventional and less interactive. The limited use of experiments or engaging exploratory activities contributes to a lack of interest and enthusiasm for science among elementary school students. This diminished interest ultimately leads to a poor understanding of scientific concepts. To tackle this challenge, this community service initiative is centered around the theme "Fun and Enjoyable Science Educational Activities for Elementary School Students to Foster Early Interest in Science." This activity is designed with an educational approach that incorporates games and simple experiments relevant to students' daily lives. This community service project is divided into three stages: preparation, which involves collaborating with the school, developing tools and practicum modules, and assigning tasks; execution, where science concepts are introduced to students; and assessment, which focuses on measuring both teacher and student interest in the activities. The exercise successfully cultivated students' interest and excitement for science, as indicated by the responses from both teachers and students in the questionnaires. Every student demonstrated a high level of curiosity and active participation, expressing a desire to repeat the experiment at home. Teachers provided positive feedback, expressing that the practicum module was easy to understand, relevant to the learning material, and could be implemented with simple tools and materials available around the school.

This study aims to determine the effect of the humanistic science learning approach on the scientific literacy skills of eighth-grade students at SMP IT Yaa Bunayya Makassar. The humanistic science approach is a learning strategy that emphasizes a balance between mastery of scientific concepts and the development of human, moral, and social values. This study employs a quantitative method with a quasi-experimental design in the form of a pretest-posttest control group design. The research subjects consisted of two classes, namely the experimental class taught using a humanistic science approach and the control class which received conventional learning, each totaling 28 students. Data were collected through scientific literacy tests, observations, and documentation, then analyzed using an independent t-test and the N-Gain Score. The results showed that there was a significant difference between the posttest scores of the experimental and control groups with a calculated t-value = 4.82 > t-table = 2.004 (p = 0.000 < 0.05). The average N- Gain value of the experimental group was 0.60 (medium-high category), while the control group was 0.30 (medium-low category). The highest increase was in the socio-scientific context dimension with an N-Gain of 0.62, indicating that students were better able to relate scientific concepts to social reality. Thus, the humanistic science learning approach has a significant effect on improving students' scientific literacy skills, especially in developing conceptual understanding, scientific thinking skills, and social awareness. This approach has also been shown to foster scientific attitudes such as responsibility, empathy, and curiosity. The results of this study confirm that science learning that integrates human values can be an effective strategy in realizing meaningful and character-based science education.

Effectiveness of learning, interest apreciation of literature and student’s ability to analyze theme and instruction of drama manuscript in field still low. Based on it this writing limited to three cases, increase the effectiveness of learning, increase the interest of student’s appreciation and increase the student’s of ability with apply scientific approach that uses learning model of problem based learning in learning to analyze theme and instruction of drama manuscript in the class XI SMKS Vancanitty. There was some methods used in this research, classroom action research with cycle test technic, observation sheet and questionnaire. Research conducted a total of three cycles. Results of the research succeed to increase; (1) The effectiveness of learning increases, in the first cycle class is still rowdy, then in the second cycle class has began not too rowdy, and the third cycle has been conducive; (2) The interest of students to appreciate literature increases, in the first cycle the active student’s is only a small part, in the second cycle by almost half and in the third cycle become largely part; (3) The ability of student to analyze the theme and instruction of drama manuscript has increase, in the first cycle student’s got average value of 68,83 in the second cycle reaches 82,50 and the third cycle reaches 96,50. It can be conclude that the application of the scientific approach using problem based learning model learning on analyzing learning the theme and instruction of drama manuscript in the class XI SMKS Vancanitty can increase the effectiveness, student interest and student learning outcomes.

The purpose of this study was to determine the improvement of student learning outcomes through a scientific approach. The method used is descriptive with the type of Classroom Action Research (CAR). This study involved 13 fifth grade elementary school students as subjects and analyzed the improvement of learning outcomes using N-gain. The results of the study showed that in cycle I, 8 students or 61.6% did not complete the learning and cycle II, 13 students or 100% achieved learning completion. The improvement of student learning outcomes using a scientific approach was obtained that in the high category, there were 5 students with an average N-gain of 0.78, in the medium category, 7 students with an N-gain of 0.52, and in the low category, 1 student achieved an improvement with an average N-gain of 0.20. This improvement is due to the effective use of the scientific approach. The scientific approach contributes to developing students' abilities to conduct experiments and observe directly with measuring instruments, so that students gain real experience in learning mathematics.

This study aims to examine the effect of the scientific learning approach assisted by a smart box media on fifth-grade students’ IPAS learning outcomes in the topic Harmony in Ecosystems at SDN 10 Singkawang. The research employed a quantitative method with a quasi-experimental design, specifically a nonequivalent control group design. The population consisted of all fifth-grade students at SDN 10 Singkawang, with total sampling used to determine the sample. The results of the study show that: (1) there was a significant difference in IPAS learning outcomes between the experimental and control classes, as indicated by the t-test result where tcount (2.6909) > ttable (2.0105); and (2) the scientific learning approach assisted by smart box media had a moderate effect on students’ learning outcomes with an effect size of 0.71. Therefore, it can be concluded that the scientific learning approach assisted by smart box media has a significant and positive impact on the IPAS learning outcomes of fifth-grade students at SDN 10 Singkawang.

Whole Exome Sequencing (WES) promises to open a new range of personalized treatments due to breaking the limits of former panel-based methods of molecular analysis. While the methodology is well established and already included in clinical practice, data standardization is still lacking and potentially limiting implementation of machine-based data processing due to a lack of syntactic and semantic interoperability. The HL7 FHIR standard provides the mechanisms to retain interoperability while being sufficiently flexible to accommodate semantic concepts. Based on the clinical WES pipeline for the analysis of cancer tissues of the University Hospital Heidelberg, we created a UML like model and subsequently an Implementation Guide (IG) representing data contained in the molecular pathological report in FHIR considering the work of the HL7 Clinical Genomics Workgroup and extending the specification wherever necessary to be able to represent and persist the data in the FHIR format. A FHIR IG is provided as part of this manuscript. To guide development and fully represent a report of molecular findings we defined 7 profiles, 10 ValueSets, 5 CodeSystems, 1 ConceptMap and 34 example resources. This effort marks a starting point for future standardization efforts incorporating WES into clinical practice. The artifacts presented in this work serve as a blueprint for future standardization efforts. Modern applications, such as digital platforms for Molecular Tumorboards but also data science and machine learning approaches could benefit greatly from semantic integrity and well-established interfaces (API) for molecular reporting, provided by this FHIR IG.

Entering the Industrial Revolution 4.0 era, science learning in elementary schools faces the challenge of becoming more digital, contextual, and meaningful. However, conventional approaches that are still predominantly textual and abstract are considered less relevant to students' local culture and Islamic values. This study aims to analyze the urgency of an Islamic ethnoscience-based science learning approach as a solution to the gap between science material, culture, and spiritual values. This study employs a qualitative approach, with an exploratory case study conducted at an Islamic-based Elementary School in South Kalimantan from January to May 2025. Research participants included five science teachers, 3 Banjar cultural figures, 2 Islamic education experts, and students in grades IV–VI. Data collection techniques included in-depth interviews, participant observation, and documentation studies of teachers, cultural figures, and Islamic education experts. The results show that conventional science learning has not explicitly linked the material to the local culture (the Banjar tribe) and Islamic values, resulting in low student engagement and a lack of meaning. The Islamic ethnoscience approach is considered capable of integrating cultural, religious, and technological values through digital learning media such as interactive e-books and contextual content based on the Quran. This research makes a significant contribution to developing a science education paradigm that is more grounded in spirituality and adaptable to the challenges of modern technology-based education.

This study aims to determine the effectiveness of the application of the Scientific Learning approach to the learning outcomes of grade IV students of SD Negeri Neuheun on the material of Faith in Allah and His Messenger. The background of this research is the low understanding of students of Islamic Religious Education (PAI) material which has an impact on low learning outcomes under the Minimum Completeness Criteria (KKM). This research uses the Classroom Action Research (PTK) method which is carried out in two cycles, with each cycle including the stages of planning, implementation of actions, observation, and reflection. The research subjects amounted to 20 fourth grade students of SD Negeri Neuheun. The results of the study show that the application of the Scientific Learning approach which includes the steps of observing, questioning, reasoning, trying, and communicating is able to significantly increase student activeness and learning outcomes. Students become more enthusiastic, actively participate in the learning process, and are able to understand the concept of faith in Allah and His Messenger more deeply. The increase in learning outcomes is also shown by the increase in the number of students who achieve grades above the KKM after the implementation of the action. Thus, the Scientific Learning approach has proven to be effective in improving learning outcomes and the quality of PAI learning in elementary schools.

This study aims to examine the application of interactive multimedia in improving students' understanding of the concept of science and natural sciences on living things in grade III of elementary school. The method used is a literature study by analyzing various scientific journals, articles, and related documents. Data analysis was carried out using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that interactive multimedia makes a significant contribution in helping students understand abstract living things. This media presents information visually and verbally through images, sound, video, and animation, thereby increasing student involvement both cognitively and emotionally. The use of interactive multimedia also encourages active and scientific learning approaches such as observing, asking, and trying, which are in accordance with the cognitive development stage of elementary school students. Various studies have shown that the use of interactive multimedia improves learning outcomes by up to 25% compared to conventional methods. The main obstacle in its implementation is the limited facilities and ability of teachers to operate technology, but this can be overcome with training and support from various parties. In conclusion, interactive multimedia is effective as a learning aid to strengthen the understanding of science and natural sciences concepts, and is very relevant to the demands of 21st century learning which requires innovation, collaboration, and optimal use of technology in the classroom.

Abstract This paper proposes a scientific machine learning approach based on Physics Informed Neural Networks (PINNs) to solve the delay differential equations (DDEs) of higher order with multiple delay, neutral DDEs (NDDEs) and system of DDEs. Using optimization algorithms and automatic differentiation, we modify the network parameters in PINN to minimize the loss function. As a result, the delay differential equations (DDEs) can be numerically solved without the grid dependency and polynomial interpolation that come with conventional numerical techniques. Numerous numerical examples have demonstrated our method’s high precision in a variety of challenges, demonstrating its efficacy and great potential in addressing various DDEs.

This study aims to develop a science learning design based on local wisdom in MI/SD Gunungkidul by utilising the uniqueness of local culture and natural resource wealth, such as traditional agricultural practices, natural resource management, and local community lifestyles. This research uses a qualitative approach involving 17 teachers as the main source to obtain in-depth data about their experiences, challenges, and needs in implementing local wisdom-based learning. With semi-structured interview instruments and data analysis through three stages data reduction, data presentation, and conclusion, the study is guided by three problem formulations: (1) how local wisdom-based science learning is implemented in schools, (2) why such a design is important in Gunungkidul, and (3) what its impacts are. These problems directly align with the research objectives, which are to explore current implementation practices, analyse the urgency and contextual relevance of integrating local wisdom into science education, and evaluate its potential impact on science literacy, cultural and environmental preservation, and student creativity. The findings show varying levels of implementation, with some schools beginning integration despite challenges such as limited facilities and teacher readiness. Overall, the local wisdom-based science learning approach makes lessons more meaningful and relevant to students' lives.

This study explores the integration of local wisdom and scientific inquiry in early childhood education (ECE) on Untung Jawa Island, Administrative City of Kepulauan Seribu, DKI Jakarta. Employing a mixed-method approach, the quantitative phase utilized a one-shot posttest experimental design involving 21 children aged 5-6 years old, consisting of 11 boys and 10 girls. The children participated in culturally contextualized science activities that incorporated local wisdom. In addition to quantitative data collection, qualitative data were gathered through observations and interviews with five ECE teachers to gain deeper insights into the implementation process. The results indicate that integrating local wisdom enhances children's engagement and understanding of scientific concepts. This study recommends further research to explore long-term impacts and broader applications of culturally responsive teaching methods in early childhood settings.

ABSTRACT In the contemporary world of science, providing high-quality science education is imperative for all students. While a growing body of research in science education is increasing our understanding of science education for many marginalised populations, very little of that research has focused on science education for refugee students, particularly in refugee camps. This study provides an understanding of how refugee teachers in the Rohingya refugee camps in Bangladesh engage in science teaching with their Rohingya refugee students. Observations, field notes, and interviews were used to construct the portraits to depict the teaching practices in refugee camps. The findings in this study portray the teaching practices of four refugee teachers in the Rohingya refugee camps in Bangladesh, which reveal how refugee teachers, along with their co-teachers, enact science teaching within these complex contexts. The portraits are used to view practice and future research in co-teaching, specifically concerning science teaching and learning approaches with refugee students in under-resourced and constrained environments in refugee camps.

Education is one of the fields that continuously evolves alongside the rapid advancement of technology. One effort to enhance the quality of education is by implementing a scientific approach in the learning process. This research aims to analyze the contribution of the scientific learning approach to the development of students' self-directed learning at SDN Semper Barat 11, especially in class V. The research method used is descriptive qualitative with data collection techniques through interviews, observations, and documentation. The results show that lesson planning with a scientific approach is well executed, covering the setting of learning objectives, selection of learning models, strategies, learning media, and evaluation. The implementation of learning with a scientific approach in class V is carried out through activities such as observing, questioning, gathering information, reasoning, and communicating. The research also indicates that students experience an improvement in self-directed learning, characterized by active engagement in learning, high motivation, initiative-driven learning, and self-control. Thus, the scientific learning approach significantly contributes to the development of students' self-directed learning at SDN Semper Barat 11. This research provides valuable insights for educational practitioners in designing more effective learning strategies and offers empirical groundwork for enhancing learning methods oriented towards developing students' self-directed learning.

Objective: This study aims to develop and evaluate the effectiveness of the Dhysning (Dynamic Hybrid System for Integrating Glocal Wisdom) application, which integrates the local wisdom of the Boranan Lamongan Dance into physics learning, specifically on the topic of rigid body equilibrium. Method: The development of the Dhysning application followed the ADDIE model (Analysis, Design, and Development). The application was designed using Adobe Flash CS6 and included teaching modules, interactive multimedia, student worksheets, virtual laboratory simulations, and quizzes. The research was conducted through a limited trial involving three classes and three physics teachers at senior high school. Data were collected through response questionnaires and analyzed using descriptive statistics and Exploratory Factor Analysis (EFA) to examine the construct validity and reliability of student responses. Results: The results show that the application effectively supports science learning with strong student engagement. The Kaiser-Meyer-Olkin (KMO) measure of 0.638 and Bartlett's test of significance (p < 0.001) confirmed the suitability of the data for factor analysis. Eight factors were extracted, explaining 78.63% of the total variance, with an overall Cronbach's Alpha of 0.884, indicating high internal consistency. Students showed positive responses toward the contextual content, visual interactivity, and cultural relevance of the learning media. Novelty: This study introduces a glocalized science learning approach by incorporating regional cultural elements into physics education through interactive technology. It bridges local cultural identity with global scientific competencies, fostering deeper student engagement and scientific literacy in a unique and meaningful way.

This research aims to examine the perceptions of the 2023 Community Education students towards the scientific learning approach in understanding scientific concepts in higher education. This study uses a quantitative descriptive method, with data obtained through an online questionnaire distributed to students who have participated in scientific-based learning. Data analysis is conducted descriptively on all research data. The results show that the majority of students gave positive responses to the stages of learning such as observing, questioning, reasoning, and communicating. They felt more confident, active, and motivated in attending lectures. The average highest score was found in the statements that emphasize the process of exploration and reinforcement of understanding through open discussions. These findings are supported by literature reviews that indicate that the scientific approach is effective in improving learning outcomes and forming critical and reflective thinking patterns. This research concludes that the scientific learning approach is not only relevant to apply in elementary and secondary schools but also has a significant impact on improving the quality of learning in higher education, especially in shaping active, independent, and participatory students.