Science Education Research Articles

Analysis of Learning Style Profiles to Optimize Student Achievement

Student achievement is an indicator of learning success that indicates the extent to which a student has acquired the skills and knowledge set forth by their educational program. Understanding students' learning styles plays a significant role in determining learning success. One of the efforts to optimize student achievement is facilitating learning activities that align with students' learning styles. Students are no longer preoccupied with understanding their learning styles but are focused on deepening the material. This study aims to describe the learning style profiles of students, and students and lecturers in the learning process can follow up on the results. This study uses a survey research method with a questionnaire instrument containing 54 statements. A learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles are identified as visual learning style, auditorial learning style, and kinesthetic learning style. The questionnaire was distributed to students in semesters 2, 4, 6, and 8, totaling 51 students. The data analysis technique used is a descriptive analysis of the questionnaire results. The questionnaire results show that 36% of students have visual and kinesthetic learning styles, 14% have auditory, and 14% are inconsistent. This inconsistency may suggest a balanced learning style, where students do not rely heavily on one learning mode but rather integrate multiple styles depending on the context. Therefore, the Science Education Study Program lecturers should implement a learning model that can facilitate visual and kinesthetic styles, even though the subjects taught are theoretical. Incorporating a variety of teaching methods, such as visual aids, hands-on activities, and auditory discussions, can accommodate the diverse learning preferences of students, leading to a more inclusive and effective learning environment.

Science Interactive E-Book Based Problem-Based Learning to Improve Creative Thinking Skills: Needs Analysis Based on Teacher Perception

The sophistication of technology today has been widely used by educators to teach and as a means for students to learn. The development of technology, especially in the field of education, then it requires teachers to have media and teaching materials that attract student's attention to learning. This study aims to analyze teachers' needs for interactive science e-books based on Problem-Based Learning (PBL) in learning. This research is qualitative research with a case study approach. Data collection uses observation and interview techniques. Interviews were conducted with two science teachers from SMP Negeri 3 Depok and one science teacher from SMP Negeri 11 Yogyakarta. The results of this study are aspects of the learning process of students tend to be passive with low creative thinking skills, the aspect of using teaching materials has never used interactive e-books for learning, the aspect of using teaching materials has never been integrated with the PBL learning model. Based on the results of data analysis, teachers need PBL-based science interactive e-books to improve students' creative thinking skills.

E-Module Assisted by Augmented Reality with a Discovery Learning Model on Virus Material to Increase Scientific Literacy and Learning Independence for Class X High School Students

This study aimed to assess the feasibility, practicality, and effectiveness of an e-module assisted by augmented reality with a discovery learning model on virus material to increase scientific literacy and learning independence for class X high school students. The study employed the ADDIE development model by Dick and Carey, employing a quasi-experimental, nonequivalent pretest-posttest control group design. The study involved 60 grade X students from SMA Negeri 1 Pengasih, with class X1 as the control group and X2 as the experimental group selected through cluster random sampling. Various instruments were utilized, including questionnaires from media and material experts, assessments by biology teachers, student responses, as well as tests on learning independence and science literacy. Data analysis encompassed descriptive and inferential statistics. The findings indicated the e-module's suitability, with media experts rating it at 98.37% and material experts at 99%. The practicality evaluation by biology teachers yielded a score of 95.32%, while student responses reached 96.96%. The N-Gain test demonstrated a substantial increase, and the One-Way MANOVA test indicated statistical significance (p <0.05). This e-module has demonstrated its viability, practicality, and efficacy in enhancing scientific literacy and learning independence concerning virus material.

Designing Learning Assessment with STEAM-Based Projects in Implementing of the Kurikulum Merdeka

This study aims to develop a learning assessment design with STEAM-based projects for implementing the Kurikulum Merdeka in junior high schools, focusing on the topic of environmental pollution. The Design-Based Research (DBR) approach was used, comprising three stages: analysis and exploration, design and construction, and evaluation and reflection. The assessment design was validated by three experts and tested with 35 students and a science teacher at a junior high school in Pontianak. Results from the analysis and exploration phase revealed that teachers needed a comprehensive assessment method to evaluate 21st-century skills. In the design phase, the developed assessment included project matrices and rubrics, receiving a validation score of 85.45%, indicating high validity. In the trial phase, teachers found the assessment design easy to use and effective in evaluating students' understanding of science and scientific processes. The design also identified students’ problem-solving and creative thinking skills. The findings suggest that this assessment could be a useful tool for evaluating students’ 21st-century skills and offers potential for further research, particularly in large-scale trials to improve its quality.

Utilization of the Surrounding Environment as a Science Learning Resource in Gorontalo Province

Environment-based learning is an approach that is gaining increasing attention in science education due to its potential to improve students' understanding of scientific concepts as well as practical skills. This research aims to examine in depth the utilisation of the surrounding environment of Gorontalo Province as a science learning resource, identify specific potentials that can be integrated into the curriculum and evaluate its impact on students' conceptual understanding, learning interest and practical skills. This study adopted a mixed method approach by combining experimental and interview methods to explore the utilisation of the surrounding environment as a science learning resource in Gorontalo. The population in this study were primary school students and science teachers in Gorontalo. The sample for the experimental method consisted of several elementary school classes selected by purposive sampling, quantitative data were collected through pre-test and post-test to measure changes in students' science understanding and skills before and after the intervention. Qualitative data, the sample consisted of science teachers selected through purposive sampling were interviewed. The results showed that students who participated in learning activities outside the classroom had a deeper understanding of concepts and better science skills compared to the control group. They also showed significant improvements in observation, problem-solving and co-operation skills. The out-of-class activities provided a more interactive and contextualised experience, which had a positive impact on students' motivation and interest in learning. The findings indicate that a neighbourhood-based learning approach, particularly through out-of-class learning activities, can be an effective method in improving the quality of education.

Understanding the role of cognitive constructs employed in reading in global math and science achievement

We utilized PISA-2018 data from 71 countries to investigate the relationship between cognitive constructs employed in reading literacy (locating information, understanding, evaluating and reflecting, single and multiple thinking) and math and science achievement. We found that these cognitive constructs collectively accounted for 56% of the variance in math and 63% in science achievement, even after adjusting for gender, socioeconomic status, and country fixed effects. This means that the majority of cultural differences in math and science achievement (resulting from different education systems) can be explained by cognitive constructs employed in reading. We also noted that, at the country level, coefficients of cognitive constructs employed in reading demonstrated an interesting reconciliatory pattern. Countries with a weaker coefficient on the “locating information” dimension tended to have stronger coefficients on the “understanding” and “evaluation and reflection” dimensions; whereas, countries with a stronger coefficient on “understanding” dimension tended to have a weaker coefficient on “evaluation and reflection” dimension. These findings are particularly significant for STEM interventions aiming to enhance math and science achievement, as they indicate that a substantial portion of the variance in these achievements can be explained by cognitive constructs employed in reading literacy. Furthermore, culture-specific reconciliatory patterns imply that strengths in certain cognitive skills can compensate for weaknesses of others. Therefore, schools should consider modifying their curricula to integrate cognitive constructs employed in reading literacy more into math and science education.

Examination of Gender Performance in Physics in Mankranso Senior High School

Despite ongoing efforts to promote inclusivity in science education, the persistent gender gap in physics remains a pressing concern. This study investigated potential gender differences in physics performance among senior high school students at Mankranso Senior High School in Ghana. A descriptive survey design was employed, utilizing student physics test scores from a stratified random sample (N = 111; 79 males, 32 females) from a population of 184 students. Descriptive statistics and inferential statistical tests were used to analyse the data. Descriptive statistics revealed a slightly higher mean score for females (M = 43.65, SD = 21.78) compared to males (M = 39.39, SD = 21.15). However, a two-sample t- test (t = - 0.721, df = 56, p = 0.474) showed no statistically significant difference in mean physics test scores between male and female students. Levene’s test for equality of variances (F = 0.210, p = 0.649) confirmed that the variability of scores was not significantly different between genders. The following conclusion was made, while females have a slightly higher average score (42.31) compared to males (41.29), the difference is not statistically significant. The study emphasizes the importance of creating equitable learning environments, focusing on individual student needs, and promoting inclusive practices that encourage all students to thrive in STEM fields. The following recommendations was made; be aware of potential unconscious biases that might impact how you interact with or perceive students of different genders. Offer students opportunities for enrichment, advanced coursework, or participation in science competitions. Further investigation and consideration of other potential factors influencing performance is recommended to gain a more comprehensive understanding.

The Effectiveness of Teaching Integrated Science Meterics on High Level Thinking for Junior High School Students Banda Aceh

The aim of this research is to test the effectiveness of integrated science teaching materials for junior high schools, especially the theme of household health and environmental sanitation. The research design uses a quasi-experiment with Pretest-Posttest Control Group Design. The research was carried out at SMPN 6 Banda Aceh class VII. The sample was determined by purposive sampling. The treatment in the experimental group was learning that used integrated science teaching materials, while the control group used electronic school books. The instruments used are test items, learning observation sheets, and learning tools. Data analysis was carried out using Anava to test mean differences and Scheffe test to test the effectiveness of integrated science teaching materials. The results of the research show that there are differences in high-level thinking abilities between junior high school students who use integrated science teaching materials and students who use separate/individual science teaching models in the field of biological studies. Students can remember 13%, understand 15%, application 18%, analysis 30% and evaluation 25% for thinking achievement. Teaching using integrated science teaching materials is very effective in improving the high-level thinking abilities of students at SMP Negeri 6 Banda Aceh.

Can Mobile-Based Learning Media for Science Materials Influence Junior High School Students' Interest in Learning?

Mobile-based learning media is one of the tools that can improve the effectiveness and efficiency of teaching and learning activities. The purpose of this study is to examine the effect of using mobile-based media on junior high school students' interest in learning science subjects. Data were collected through related journals to be reviewed. The method used in this research is the SLR (Systematic Literature Review) method. This research analyzes search results from the Google Scholar database, publish or perish and semantic scholar with a time span of the last 5 years, 2018-2023. Based on the search results, 40 relevant articles were obtained which were then filtered based on the inclusion criteria, 11 accredited national journal articles on SINTA 1 to SINTA 4 were used as primary studies. The results showed that the use of mobile-based media in science learning is very influential to arouse student interest and have an impact on student learning outcomes.

The Effectiveness of Ethnoscience-Based Electronic Student Worksheet to Improve Critical Thinking and Scientific Literacy in Middle School Students

Critical thinking and scientific literacy must be cultivated and mastered by students in science learning in the 21st century. This research aims to determine the validity, feasibility, and effectiveness of increasing critical thinking and scientific literacy skills on ethnoscience-based electronic student worksheets developed focusing on additive material. The development of this ethnoscience-based electronic student worksheet followed the ADDIE model using mixed methods. Data collection methods included interviews, distribution of teacher and student questionnaires, tests, and documentation. The validity of ethnoscience-based electronic worksheets obtained a material validity value of 0.98 and a media validity value of 0.97, both of which met the valid and appropriate criteria. Ethnoscience-based electronic worksheets have been proven to be effective in increasing critical thinking competence with an N-Gain score of 0.86 and also effective in increasing scientific literacy competence with an N-Gain score of 0.87, both of which meet the high criteria. In summary, research on the development of an ethnoscience-based electronic student worksheet has been deemed to have a very high level of feasibility and validity and is highly effective in improving the critical thinking and scientific literacy of junior high school students.

The Influence of Family, School, and Community Environments on Students’ Academic Achievement in Science Learning

This research was conducted because the academic achievement of students in class V science subjects at SDN Umbulharjo District is still low. The aim of this research is to discuss the reasons why academic achievement can change, one of which can come from the family environment, school environment and home environment and how the learning environment influences the student's academic achievement. The method used in this research is ex post fact. The data collection method is carried out by documenting students' reported grades and using questionnaire items. The population is 214 students. The results of analysis using multiple linear regression show that there is a positive influence of the family, school and community environment on student academic achievement. Furthermore, the effective contribution (SE) test obtained a value of 80.5%, which means the influence of the learning environment on student academic achievement and another 19.5% was influenced by other factors not included in this research.

Implementation of a Puzzle Educational Game Based on Liveworksheet in Learning Science through the PAIKEM Method for Class VI

This study aims to describe the implementation of educational puzzle games based on Liveworksheet in teaching IPAS through the PAIKEM method in the sixth grade of SD Negeri Gunung Pati 01. The research method used in this study is descriptive qualitative. The data obtained from this research were collected through interviews, observations, and documentation. The data analysis technique employed in this research follows the Miles & Huberman approach, which includes data collection, data reduction, data display, and verification. Based on the results of the study, it can be concluded that the implementation of educational puzzle games based on Liveworksheet in IPAS teaching through the PAIKEM method in the sixth grade of SD Negeri Gunung Pati 01, Semarang City, has a significant impact on the IPAS learning process. The implementation of the liveworksheet-based educational puzzle game in IPAS learning for sixth-grade students at SD Negeri Gunung Pati 01 can be observed from the students' enthusiasm in participating in learning activities. Students became more active, their understanding of the learning material increased, and their interest in learning improved due to the use of the liveworksheet-based educational puzzle game. This media also helps develop students' critical thinking and problem-solving skills.

Entrepreneurial back-to-landers: Neo-farmers in Turkey

Urban-to-rural migration, particularly back-to-land migration, has become prominent in Turkey. This paper focuses on entrepreneurial back-to-landers or neo-farmers, who have migrated to rural areas specifically to get into commercial agriculture and farming. Through an analysis of semi-structured interviews with 72 neo-farmers, the paper identifies six critical attributes that aid them during entry into farming and later on, when they are running successful farm businesses: possession of financial wealth; ownership of agricultural land; familiarity with agro-food sectors; education (in agricultural and/or food sciences); experience with corporate conduct; and active connections to the local and/or national organizations associated with the food movement. The paper argues that these attributes feature entrepreneurial skills, experience and connections, which in turn provide neo-farmers with economic, social, and cultural capital and comparative advantages to run their farm businesses. Through the case, the paper shows that one, the direction of capital flows, which historically has been rural-to-urban, may change to urban-to-rural (and from non-agricultural sectors to agriculture) through entrepreneurial back-to-land migration; and two, entrepreneurial skills have become vital for smallholders – newcomer or continuer – if agriculture is going to be their primary income generating activity.

Optimising Maintenance Planning and Integrity in Offshore Facilities Using Machine Learning and Design Science: A Predictive Approach

This research presents an innovative solution to optimise maintenance planning and integrity in offshore facilities, specifically regarding corrosion management. The study introduces a prototype for maintenance planning on offshore oil platforms, developed through the Design Science Research (DSR) methodology. Using a 3D CAD/CAE model, the prototype integrates machine learning models to predict corrosion progression, essential for effective maintenance strategies. Key components include damage assessment, regulatory compliance, asset criticality, and resource optimisation, collectively enabling precise and efficient anti-corrosion plans. Case studies on oil and gas platforms validate the practical application of this methodology, demonstrating reduced costs, lower risks associated with corrosion, and enhanced planning efficiency. Additionally, the research opens pathways for future advancements, such as integrating IoT technologies for real-time data collection and applying deep learning models to improve predictive accuracy. These potential extensions aim to evolve the system into a more adaptable and powerful tool for industrial maintenance, with applicability beyond offshore to other environments, including onshore facilities.

The Role of Technology in the Development of Critical Thinking: Systematic Literature Review

The role of technology in developing critical thinking skills in students. Technology helps create an interactive, collaborative learning environment and supports independent learning. This systematic study aims to investigate the influence of the use of technology, including mobile-based applications, educational games, and e-learning platforms, on the development of critical thinking skills in chemistry learning through the investigation process of articles published and indexed in Scopus. Systematic Review Method: (1) Formulate review questions, (2) Establish inclusion and exclusion criteria, (3) Develop search strategies for search strategies and find studies, (4) Select studies, (5) Extract data, (6) Assess the quality of studies, (7) Analyze and interpret the results. Articles found in the Google Scholar database, the Journal of Turkish Science Education and Scopus show that there are 15 articles that meet the inclusion criteria. The conclusion obtained is to affirm that the integration of technology in the educational process has great potential to develop critical thinking skills.

Digital Teaching Material of Integrated Science with Blended-PBL Model for Independent Curriculum

The Independent curriculum demands student-centered learning by utilizing technology, so that students' 21st century skills can develop. However, what is found at school is very contrary to the demands of learning in the independent curriculum. As a solution, Digital Integrated Science Teaching Materials Integrated Blended-PBL Model (DTMIS-Blended-PBL) was developed for the development of the Independent Curriculum. This research aims to determine the needs analysis, validity, and practicality of integrated digital science model teaching materials with PBL models. The research method used is the development method with the Ploomp. Research data in the form of knowledge scores, creative thinking skills, and communicative skills of students, validity and practicality of DTMIS-Blended-PBL. Based on the research results, three conclusions can be presented. First, there are problems in learning, especially low student achievement and creative and communicative thinking skills. Second, DTMIS-Blended PBL is valid with an average score of 0.87. Third, DTMIS-Blended PBL is practical with an average score of 93.53. Therefore, the developed DTMIS-Blended PBL is valid and practical so it has the potential to improve the quality of science learning and support the implementation of the Independent Curriculum.

Implementation of Fostering an Attitude of Tolerance in Merdeka Curriculum on the Science Learning Process

The image of tolerance at SDN Pajang Surakarta is demonstrated through the existence of harmony in the school environment, despite differences in ethnicity, religion, and ability. The entire school community demonstrates mutual respect and tolerance so that peace can be created. The objectives of this study are to describe the implementation of measures to promote tolerant attitudes in students, and to promote tolerant attitudes in students through learning activities at school. This study uses a qualitative research methodology, collecting data through observations, interviews, and document analysis. Results of this study indicate that the implementation of promoting social attitudes is done through integrating the concept of tolerance, the value of tolerance in the learning process, and through extracurricular activities as well as through projects to strengthen the profile of Pancasila Students (P5). The school's socially tolerant attitude promotes peace in the school environment and an attitude of mutual respect and awareness. The researcher concluded that the implementation of fostering an attitude of tolerance in the Merdeka curriculum on the learning process has been carried out well through integrated learning, extra-curricular activities carried out outside of class time, and Pancasila student strengthening project activities (P5).

Development of Interactive Science Learning Video Based on Ethnoedutour in Muaro Jambi Temple Area

This study aims to develop an interactive science learning video based on ethnoedutour on pressure material for junior high school students by integrating local wisdom from the Muaro Jambi Temple Area. The research method used is Research and Development (R&D) with the ADDIE model, as well as a mixed methods approach using exploratory sequential design. This research was conducted through three stages, namely analysis, design, and development. The analysis stage involved observations, interviews, and questionnaires to identify learning needs and learner characteristics. At the design stage, the video structure and storyboard were prepared based on the results of the analysis, while the development stage involved product validation by experts and student testing. The validation results show that this interactive learning video media is suitable for use, with significant improvements in the material and media aspects. The trial of 25 students showed a positive response with an average score above 80% on the aspects of material, feedback, motivation, ease of use, interaction, and accessibility. This study concludes that the interactive learning video based on *ethnoedutour* is effective in helping students understand pressure material through the local cultural context. However, further research is needed to evaluate the effectiveness of the product in increasing students' learning motivation as well as in the implementation and evaluation stages.

Development of Electronic Modules Integrated with PhET Simulation in Physics Subject XII Science Class

This research is motivated by the lack of visualization of abstract concepts, activation of students' senses and the number of damaged electrical kits in Physics causing low understanding of the material. This study aims to produce an E-Module that is valid, practical and effective. The type of research is research and development (R&D) with the ADDIE model. The research process includes analyze, design, development, implementation and evaluation. The sample of this research is XII science class students of SMAN 1 Kejuruan Muda. The data collection technique used was indirect communication technique. The data collection tool used a feasibility questionnaire on media, material and language aspects validated by three validators. Data analysis technique was done with qualitative description. Based on the results of data analysis, the average overall feasibility reached 88.00% (very feasible criteria), and the average practicality of teachers and students reached 96.00% (very practical criteria). The results of the data effectiveness test using one group pre test post test with a cognitive Ngain percentage of 81.39% and a psychomotor Ngain percentage of 76.39% with an effective interpretation. It can be concluded that the E-Module integrated with PhET Simulation can improve the results of concept understanding and students' science skills.

Bridging the gap in technology integration in education: An examination of science teachers' competencies and needs

This study investigates science teachers' perceptions of their level of Technological Pedagogical Content Knowledge (TPACK) and the challenges they face in integrating technology into the classroom. Using a case study approach, data were collected through the TPACK scale and semi-structured interviews with 102 science teachers. The results reveal significant deficiencies in teachers' design and proficiency dimensions of TPACK, which impact on their ability to integrate technology effectively. While basic technologies such as smart boards and presentation software are commonly used, the lack of advanced integration is attributed to insufficient infrastructure, inadequate training and limited discipline-specific materials. In addition, dissatisfaction with professional development programs and low levels of technological literacy among students further hinder technology integration. The findings emphasize the need for tailored, practical training programs and improved infrastructure to address these challenges. It also highlights the importance of incorporating student-centered, technology-enhanced learning strategies to promote effective teaching practices. Curriculum revisions, collaborative training programs, and further research into the pedagogical impact of technology integration are recommended.