Formatif : Jurnal Ilmiah Pendidikan MIPA
Subjects Area : Theory development, instructional methods, instructional strategy, instructional materials development, experiment, survey, and teacher development in Math and Science
Integration of Deep Learning Approach and EMKONTAN Model to Improve Environmental Literacy, Creativity, and Collaboration of Students
This study aimed to conduct a need analysis for integrating the Deep Learning approach (meaningful–mindful–joyful) into the Ecomapping and Sustainable Conservation (EMKONTAN) learning model (DL-EMKONTAN) in an Environmental Science course. Using a qualitative descriptive design, data were collected from 10 lecturers and 230 students through questionnaires, observations, document review, and semi-structured interviews. Descriptive statistics and Miles–Huberman analysis were applied. The result indicated that students’ competencies remain at a moderate level. Creative thinking skills were mostly at beginner levels; collaboration was moderate for productivity, respect, and compromise but weaker for responsibility; and environmental literacy was “enough” for ecological knowledge, sensitivity, and issue research yet lower for issuing analysis and pro-environmental behavior. Lecturers reported learning is still dominated by lectures and paper-based tasks, with limited assessment of creativity, collaboration, and environmental literacy. The proposed DL-EMKONTAN learning syntax consists of observing problems, analyzing, planning, implementing, monitoring/evaluating, and follow-up planning.
Copyright (c) 2026 N. Nurwidodo, Iin Hindun, Moh. Mirza Nuryady (Author) https://creativecommons.org/licenses/by/4.0
Identifying Prospective Physics Teachers' Understanding of Scientific Inquiry
This study aims to investigate the understanding of scientific inquiry among prospective physics teachers' and to identify any gaps between the procedural and philosophical aspects of inquiry. Understanding this profile is uniquely crucial for physics educators, as the discipline's heavy mathematical load often obscures the philosophical nature of science. This qualitative descriptive study involved 27 prospective physics teachers at Malang State University as respondents. The instrument used was the Views About Scientific Inquiry (VASI) questionnaire, which covers eight aspects of scientific inquiry. The analysis reveals a distinct procedural-epistemological gap. Based on the VASI rubric, all participants were categorized as informed on procedural aspects, including question-guided procedures, the impact of procedures on results, the consistency of conclusions with the data, and the synthesis of data with prior knowledge. Conversely, notable naive and mixed views emerged regarding philosophical aspects, particularly regarding the obligation of hypotheses, the myth of a single scientific method, and the role of subjectivity in data interpretation. These findings suggest that participants' prior laboratory experiences may have heavily emphasized technical verification practicums rather than epistemological reflection. Therefore, teacher education programs need to integrate an explicit, reflective instructional approach to the nature of scientific inquiry to equip prospective teachers with a comprehensive understanding of science before entering the professional world.
Copyright (c) 2026 Amira Setiyani, Nuril Munfaridah, Arif Hidayat (Author) https://creativecommons.org/licenses/by/4.0
A Systematic Literature Review of Technology-Supported Integers Instruction
Understanding integers is a fundamental component of mathematics learning; however, many students experience difficulties in mastering this concept. The integration of technology as a digital learning media offers potential opportunities to enhance students’ conceptual understanding of integers. The objective of this study is to provide a comprehensive synthesis of empirical evidence on the integration of technology in integers learning. A systematic literature review was conducted using the PRISMA methodology to identify, screen, and evaluate relevant articles from the Scopus and ERIC databases. The review process, which employed inclusion criteria, yielded nine selected articles published between 2006 and 2024. The results indicate that research on technology integration in integer learning is dominated by studies conducted in Indonesia, followed by Turkey, Pakistan, and Greece, with the majority of participants coming from elementary and secondary education levels. These findings also indicate a prevalence of technologies with varying levels of interactivity, categorized as high, medium, and low. Furthermore, across all these studies, the integration of technology consistently demonstrated a positive impact on students’ cognitive and affective outcomes, as well as on the overall learning process.
Copyright (c) 2026 Riki Andriatna, Imam Sujadi, Lukman Hakim Muhaimin, Arum Nur Wulandari, Ira Kurniawati, Yuli Bangun Nursanti (Author) https://creativecommons.org/licenses/by/4.0
Emerging Trends and Research Directions of STEAM Integration in Mathematics Education
This study examines the trends of STEAM (Science, Technology, Engineering, Arts, and Mathematics) research in mathematics education from 2020 to February 2026. Guided by PRISMA 2020 procedures, a systematic review of 37 peer-reviewed journal articles was conducted to map temporal growth, geographical distribution, educational levels, methodological orientations, reported outcomes, and research gaps. Findings indicate a marked acceleration of publications after 2021, culminating in a peak in 2025, suggesting consolidation of STEAM as a legitimate research domain in mathematics education. Research production is geographically concentrated, with Indonesia and Spain emerging as dominant contributors, while broader Global South representation remains limited. Methodologically, the field is characterized by a predominance of systematic literature reviews, quasi-experimental studies, and design-based research, reflecting a dual movement toward theoretical consolidation and intervention validation. Reported outcomes primarily emphasize teacher professionalism, pedagogical capacity, 21st-century competencies, positive mathematical dispositions, and sustainability integration, whereas direct and longitudinal evidence of mathematics-specific achievement and numeracy gains remains comparatively underrepresented. Overall, STEAM in mathematics education is transitioning into a phase of epistemic maturation, marked by diversification into STEAM+X frameworks, technological deepening, and growing concern for mathematical integrity and sustainability.
Copyright (c) 2026 Nurwati Djam'an, Nurdin Arsyad, Farhan Dakhil Shyaa (Author) https://creativecommons.org/licenses/by/4.0
Enhancing Junior High School Students' Numeracy through the Implementation of the GASING Learning Method
Numeracy is one of the essential skills for students in the 21st century, as it represents an individual's ability to apply mathematical concepts and skills, especially integers in everyday life and was the major domain in PISA 2022. However, in reality, Indonesia ranked 69th out of 80 countries in PISA 2022, indicating that Indonesian students' mathematical abilities, especially in numeracy, remain far below expectations. The GASING learning method offers a potential solution to address this issue. This study aims to analyze enhancement in junior high school students' numeracy using the GASING learning method. This research is quantitative in nature, employing a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 98 junior high school students from Morotai Island Regency, selected via purposive sampling. Data were collected through written numeracy tests. The pretest and posttest scores were used to calculate each student's N-Gain value, followed by an independent t-test. Based on the data analysis, the average N-Gain scores for the experimental and control groups were 0.81 (high category) and 0.61 (medium category), respectively. With α = 0.01, the t-test revealed a significant difference in numeracy enhancement between the experimental and control groups. In conclusion, the GASING learning method effectively enhances junior high school students' numeracy.
Copyright (c) 2026 Makdar Anwar, Yaya S. Kusumah, Nanang Priatna (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Digital Fatigue and Emotional Regulation on Mathematical Problem-Solving Skills
Mathematical problem-solving skills are an important component of mathematics learning because they require concentration, accuracy, and emotional control. In technology-based learning environments, intensive use of digital devices may lead to digital fatigue, which can reduce students’ focus, while emotional regulation is considered an important factor that helps students maintain cognitive stability during learning. This study aimed to examine the effect of digital fatigue and emotional regulation on students’ mathematical problem-solving skills. The study employed a quantitative approach with a correlational research design. The sample consisted of 34 eleventh-grade students selected using a total sampling technique. Data on digital fatigue and emotional regulation were collected using Likert-scale questionnaires, while mathematical problem-solving skills were measured through descriptive test items. The data were analyzed using multiple linear regression after meeting the required statistical assumptions. The results showed that digital fatigue and emotional regulation did not have a significant effect on students’ mathematical problem-solving skills. The R² value of 0.023 indicates that the two variables explain only 2.3% of the variance in problem-solving skills. This result may be due to the fact that mathematical problem-solving is more strongly influenced by cognitive factors such as conceptual understanding, reasoning ability, and learning strategies rather than psychological fatigue factors alone. Therefore, future research is recommended to include additional variables such as learning motivation, cognitive strategies, and instructional quality. Practically, teachers are encouraged to strengthen conceptual understanding and problem-solving strategies while maintaining students’ psychological well-being in digital learning environments.
Copyright (c) 2026 Istikatunisah, Syaharuddin, Abdillah, Wasim Raza, Sunday Emmanuel Fadugba (Author) https://creativecommons.org/licenses/by/4.0
HALMATIKA: A Halma-Based Board Game for Learning Logarithm Concepts in Secondary Mathematics
This study aimed to develop HALMATIKA, a Halma-based board game for learning logarithm concepts in secondary mathematics, and to examine its feasibility for classroom use. The study employed a research-and-development design using the ADDIE model, which comprises analysis, design, development, implementation, and evaluation. The needs analysis was conducted at SMA 2 Perguruan “Cikini” in South Jakarta through interviews with teachers and expert consultation. As a learning medium, HALMATIKA was designed by integrating the movement mechanics of the Halma board game with logarithm question cards, enabling students to engage in concept practice through interactive, collaborative gameplay. Material experts, media experts, and students evaluated the product. A field trial was conducted with 27 tenth-grade students. The findings showed that HALMATIKA achieved a mean score of 4.55 from material experts and 4.70 from media experts, indicating a high level of feasibility. Student responses also yielded a positive mean score of 4.21, suggesting that the medium was well accepted in the classroom. These findings indicate that HALMATIKA is a feasible learning medium for teaching logarithm concepts. The study implies that board game-based media can provide a more engaging learning environment and support the presentation of abstract mathematical concepts more interactively.
Copyright (c) 2026 Leonard Leonard, Galih Budi Prasetyo Suryo Nugroho (Author) https://creativecommons.org/licenses/by/4.0
Bridging Scientific Literacy and Action Competency through Socio-Scientific Issues-Based Science E-Modules: A Systematic Literature Review
The integration of technology in science and biology education is rapidly evolving, yet its effectiveness in transforming ecological knowledge into concrete conservation action remains a critical pedagogical challenge. This study aims to analyze the development trends, methodological quality, and effectiveness of Socio-Scientific Issues (SSI)-based science E-modules in enhancing scientific literacy and action competence. The research method employed a Systematic Literature Review (SLR) adhering to the PRISMA 2020 protocol, examining 45 selected articles from Scopus, Web of Science, and Sinta databases (2019–2025). Bibliometric analysis revealed a significant post-pandemic increase in publication trends, though unevenly distributed with a dominance of Senior High School research and a scarcity of Junior High School studies. This disparity implies that current E-module designs cannot be universally applied across educational levels; rather, Junior High School students require specifically scaffolded pedagogical designs tailored to their cognitive development. Data synthesis findings indicated that while E-modules are highly effective in improving cognitive scientific literacy, particularly in visualizing complex biological phenomena, there is significant stagnation in fostering environmental action competence (Knowledge-Behavior Gap). In-depth analysis revealed that the dominance of abstract global environmental issues creates a "psychological distance" that hinders student agency. Conversely, the integration of local biodiversity contexts and ethnoscience proved to be a critical variable in bridging this gap by fostering place attachment. This study recommends a reorientation towards developing digital learning materials based on local bio-ecological potential, particularly targeting the underserved Junior High School demographic, to cultivate an environmentally action-competent generation.
Copyright (c) 2026 Adhitya Chandra Permana, Muhammad Syaipul Hayat, Mega Novita (Author) https://creativecommons.org/licenses/by/4.0
Accelerating Students' Environmental Knowledge Creation through Digital Transformation: A Cloud-Native Geospatial Protocol for Soil Erosion Management
The application of cloud-native geospatial protocol in environmental science learning is novel and rare, warranting further in-depth study. This study aims to analyze cloud-native geospatial protocol for soil erosion management as part of the environmental science courses. This study employed a Design-Based Research (DBR) approach within the STEM learning framework. This study focused on prototyping the learning materials and validating their effectiveness through simulation the Revised Universal Soil Loss Equation (RUSLE) model hosted on Google Earth Engine. The Cloud-Native Geospatial Protocol serves as a valid and effective instructional material for environmental sciences learning. It successfully accelerates environmental knowledge creation by transforming abstract STEM concepts into visual and quantifiable experiences. This learning model simulates the annual reduction in soil erosion risk, providing a concrete context for mathematical and engineering reasoning in solving environmental problems.
Copyright (c) 2026 H. Husamah, Ludwick Satria Romadoni, Abdulkadir Rahardjanto, Samsun Hadi (Author) https://creativecommons.org/licenses/by/4.0
Development of a STEAM–ESD-Based AI Chatbot to Enhance Students’ Scientific Literacy in Biotechnology Learning
The integration of artificial intelligence in science learning is a strategic need to address the challenges of scientific literacy and sustainable education. This study aims to develop and test the effectiveness of a STEAM-ESD (Science, Technology, Engineering, Arts, and Mathematics-Education for Sustainable Development)-based chatbot in improving students' scientific literacy in biotechnology learning. The study used a research and development (R&D) design with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The product developed is an AI chatbot "BIOTEKS" along with learning support tools. The research subjects were 12th grade high school students. Data were collected through expert validation sheets and science literacy tests, then analyzed descriptively and inferentially using Rasch analysis, N-gain, and the Mann-Whitney U test. The results showed that all learning tools had a very high level of validity and reliability (94–97%), making them feasible to implement. The implementation of the STEAM–ESD-based BIOTEKS chatbot significantly improved students' scientific literacy with high N-gain values ​​in both classes (0.99 and 0.77), as well as significant Mann-Whitney U Test values ​​between classes (p = 0.199). The most prominent improvement occurred in scientific representation and data interpretation abilities in the context of sustainable biotechnology. It can be concluded that the STEAM–ESD-based BIOTEKS chatbot is effective as an innovative learning medium to improve students' scientific literacy and serves as a pedagogical reinforcer in contextual and sustainability-oriented 21st-century biology learning.
Copyright (c) 2026 Ainus Salsabila, Sifak Indana, Beni Setiawan, Maharani Agustin Arifin (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Deep Learning-Based Learning Pattern Analysis Using the LSTM Algorithm and Motivation on Mastery of Sequences and Series Material Among Vocational High School Students
This study aims to identify students' learning patterns on sequences and series using a deep learning approach based on the Long Short-Term Memory (LSTM) algorithm, and to analyze the influence of learning patterns and learning motivation on material mastery. The study uses a quantitative approach with an explanatory design, where data analysis is carried out through LSTM modeling for learning pattern classification and Partial Least Squares-Structural Equation Modeling (PLS-SEM) to test the structural relationships between variables. The results show that LSTM based learning patterns have a positive and significant effect on material mastery (β = 0.294; t = 3.160; p = 0.002), learning motivation has a stronger influence on material mastery (β = 0.672; t = 7.038; p < 0.001), and LSTM-based learning patterns have a very significant effect on learning motivation (β = 0.803; t = 24.065; p < 0.001) which indicates the presence of partial mediation. In conclusion, the integration of deep learning-based learning pattern analysis and motivational factors can strongly explain variations in mastery of sequence and series material in vocational school students, with high model predictive ability (R² = 0.856; Q²predict = 0.693).
Copyright (c) 2026 Nur Alamsyah, Mohamad Lutfi Nugraha, M. Ardiansyah, Herlinda (Author) https://creativecommons.org/licenses/by/4.0
Science Process Skills Profile of Pre-Service Physics Teachers in an Inquiry-Based Laboratory Integrated with Local Context
Science process skills are essential competencies that need to be cultivated by pre-service physics teachers to support inquiry-oriented science learning. However, in higher education, physics laboratory work is still predominantly conducted from a confirmation-oriented perspective and provides limited opportunities for students to engage in authentic scientific thinking. The study has the purpose to analyze the profile of science process skills on pre-service physics teacher through inquiry based laboratory for local context integrated. In this quantitative descriptive study, 27 undergraduate students enrolled in Universitas PGRI Silampari's Physics Education Program studying Basic Physics I participated. Structured observation sheets on six indicators observing, classifying, forecasting, measuring, concluding, and communicating as well as a science process competency test were used to gather data. Data were analyzed descriptively through percentage analysis and categorical interpretation. The findings show the enhancement of students’ science process skills which can be observed from the average score, increasing from 40.19 in the pretest to 80.93 in posttest. The paired-sample t-test showed a statistically significant difference between the pretest and posttest scores (Sig. = 0.000, p < 0.05) with a large effect size (Cohen’s d = 2.731), indicating a substantial improvement in students’ science process skills. The findings indicate that inquiry-based laboratory instruction integrated with local contextual elements facilitates the progressive development of pre-service teachers’ science process skills across multiple instructional sessions. The current study makes a significant contribution to the development of context-based and inquiry-oriented laboratory instruction aimed at enhancing students’ competencies in science teacher education programs.
Copyright (c) 2026 Tri Ariani, Maison, Sri Purwaningsih, Bambang Hariyadi (Author) https://creativecommons.org/licenses/by/4.0
Design and Implementation of PjBL-STEM and Deep Learning-Based Interactive Digital Smart Media for IPAS Learning in Primary Schools
This study employed a research and development (R&D) design, using the ADDIE model, to create interactive digital learning media that integrates Project-Based Learning (PjBL) and STEM approaches. The goal was to enhance elementary students' critical thinking skills in learning about the properties of light. The participants were 28 fifth-grade students from an elementary school. The effectiveness of the developed media was evaluated using a pretest–posttest design, followed by a paired-sample t-test analysis. The results showed a significant increase in students’ average scores, from 72.6 (pretest) to 86.8 (posttest), indicating a substantial improvement in critical thinking performance. The statistical analysis revealed a significant difference (p < 0.001) between the pretest and posttest results. In addition, expert validation indicated that the developed media achieved a feasibility score of 87.5%, which is considered good. The developed application integrates interactive digital media with PjBL-STEM learning activities and adaptive learning features that provide personalized feedback based on student responses. These findings suggest that the developed media is effective in supporting critical thinking development and offers an accessible digital learning solution for elementary science education.
Copyright (c) 2026 Erna Zumrotun, Aan Widiyono, Syailin Nichla Choirin Attalina, Wulan Sutriyani, Joko Minardi, Lola Aulia Putri, Lulu’ Lu’luatil Masturoh (Author) https://creativecommons.org/licenses/by/4.0
A Bibliometric Analysis of Mathematical Mindset and Scale Comparison
This study aims to identify articles that have the most significant influence on the topic of mathematical mindset and comparison of scale types. The types of scales that are focused on in this research included Likert, Thurstone, and Semantic Differential. This research method uses a literature review with bibliometric analysis techniques. The software used is Publish or Perish by Harzings and VOSviewer. The search was carried out several times using various index sources, such as Google Scholar, Scopus, and Crossref, from 2013 to 2025. A total of 1,254 articles were identified with the keywords "mathematical mindset", "Thurstone", "Likert", "differential semantic", and "scale". The results show that Boaler et al.'s article occupies the top position in search results and the Likert scale is the most commonly used scale in a mathematical mindset.
Copyright (c) 2025 Priarti Megawanti, Erna Megawati (Author) https://creativecommons.org/licenses/by/4.0
Testing The Model Of Teacher Innovativeness Influenced by Learning Organization, Creativity, Self-Efficacy and Job Satisfaction
This study aims to test a model of teacher innovation influenced by three independent variables; learning organization, creativity, self-efficacy, with one intervening variable, namely job satisfaction. The method used in this study is quantitative, utilizing SEM-PLS. The sample for this study was selected using multistage random sampling, resulting in 121 teacher respondents. The data analysis technique with SEM-PLS included several tests, such as examining the beta value as the path coefficient for each research variable, the R2 and Adjusted R Square values, the Size Effect Value of Exogenous Variables on Endogenous Variables, the Blindfolding results in calculate Q2, the Standardized Root Mean Square Residual (SRMR) test, Predictive PLS and LM Models on Endogenous Variable Indicators, and the significance value of the Structural Model Significance Test. The test results indicate that the variables of creativity, self-efficacy, job satisfaction, and organizational learning can be accurately predicted using SEM-PLS. Based on Goodness of Fit, this research model is suitable for observing the extent of the influence of each independent variable and intervention on the dependent variable. Furthermore, the test results show that the teacher's innovativeness variable can be accurately predicted using SEM-PLS
Copyright (c) 2025 Chatarina Febriyanti, Arfatin Nurrahmah, Ari Irawan (Author) https://creativecommons.org/licenses/by/4.0
Digital Science Learning with Wordwall to Enhance Students' Cognitive Learning Outcomes on Ecosystem Concepts through Discovery Learning
This study presents a comprehensive literature review on the concept of ecosystems and their influence on students’ science learning. Low student achievement in science subjects, particularly in abstract concepts, remains a major issue in many elementary schools in Indonesia. The dominance of lecture-based teaching methods causes students to experience difficulties in processing information and increases cognitive load, thereby necessitating more interactive media innovations. Based on these conditions, this study aims to analyze the effect of using the website-based Wordwall application on the science learning outcomes of fifth-grade elementary school students. This quantitative study employed a quasi-experimental design (non-equivalent control group design) and involved 61 students. The learning outcome test instruments (pretest–posttest) were tested for validity and reliability. Data analysis was conducted using the Mann–Whitney U test because the assumption of homogeneity was not met (Levene’s Sig. < .001). Descriptively, the experimental group experienced a significant increase in mean scores, from 30 to 85 (an increase of 55 points), far exceeding the control group, which increased only from 40 to 45 (an increase of 5 points). The results of the Mann–Whitney U test showed Asymp. Sig. < .001 (α = 0.05), confirming a significant difference in learning outcomes between the two groups. These findings demonstrate that Wordwall is effective in improving science learning outcomes holistically—cognitively, affectively, and psycho-motorically by providing a more engaging, interactive, and contextual learning experience
Copyright (c) 2026 Nadiah Madubun, Marleny Leasa, Johanes Pelamonia, John Rafafy Batlolona (Author) https://creativecommons.org/licenses/by/4.0
Modeling and Optimization of Teacher Innovativeness in Mathematics Instruction: A Study on Permanent Teachers at Private Vocational School Foundations in West Jakarta Using the POP SDM Method
This study aims to model and enhance the innovative capabilities of permanent mathematics teachers within private vocational schools under foundations in West Jakarta. Data was collected from 186 educators and analyzed using Partial Least Squares Structural Equation Modeling (PLS SEM), with the POP SDM method applied for diagnostic optimization. The findings reveal that digital literacy is te strongest predictor, with a significant and substantial direct impact on teacher innovativeness (β = 0.965, p < 0.002). Transformational leadership also has a positive influence, although it is not as strong (β = 0.088, p < 0.05). An important finding from the analysis is the mediating role of Perceived Organizational Support (POS), which greatly amplifies the impact of both digital literacy (indirect effect = 0.178) and transformational leadership (indirect effect = 1.527). On the other hand, organizational culture does not have a significant direct effect (β = 0.011, p > 0.05). Through the POP SDM diagnostic, technology access and specialized training were identified as the primary catalysts for innovation in math instruction. These findings align with the Resource Based View theory, affirming digital competence as a vital strategic resource. The study culminates in a proposed optimization model advocating for a three pronged strategy: (1) implementing tailored technology training programs for mathematics teachers, (2) enhancing transformational leadership competencies among school leaders, and (3) strengthening organizational support systems with a focus on digital literacy. This research emphasized the need for a multifaceted approach is essential to advancing pedagogical innovation in vocational mathematics education, with technological empowerment and leadership development as key drivers for meaningful change.
Copyright (c) 2025 M Ardiansyah, Soewarto Hardhienata, Suhendra (Author) https://creativecommons.org/licenses/by/4.0
Evaluating Islamic-Integrated General Chemistry Course Using CIPP Model: A Comprehensive Assessment of Context, Input, Process, and Product at Islamic Higher Education
The integration of Islamic values into science education remains a critical challenge in Islamic higher education, particularly in General Chemistry courses where the disconnect between spiritual and scientific knowledge persists. Despite widespread recognition of the importance of integrating religious values with scientific learning, systematic evaluation of such integrated programs is limited. This study comprehensively evaluates an Islamic-integrated General Chemistry course program using the Context, Input, Process, and Product (CIPP) evaluation model to assess program alignment with institutional vision, quality of educational inputs, effectiveness of learning processes, and student learning outcomes. A mixed-methods approach was employed, combining document analysis, classroom observations, questionnaires, and interviews with 31 chemistry education students, one course lecturer, and the program head at a State Islamic University in Jakarta. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Results indicate strong program alignment with institutional vision (100% compliance in context evaluation) and adequate student motivation (78% enthusiasm). However, significant challenges exist in learning resources (only 62% of students own reference books), interactive learning implementation, and conceptual mastery in kinetics and thermodynamics topics (average final exam score: 56.86). Holistic and integrative learning characteristics scored lowest in process evaluation, indicating insufficient student engagement and creativity development. The study provides evidence-based recommendations for improving Islamic-integrated chemistry education through enhanced teaching materials, diversified learning methods, improved integration quality between Islamic values and chemistry concepts, and strengthened input and process aspects. This research contributes to the theoretical understanding of science-religion integration in higher education and offers practical implications for developing more effective, meaningful, and holistic Islamic-integrated science programs.
Copyright (c) 2026 Andhika Baruri, Nahadi Nahadi, Siti Sriyati, Eka Cahya Prima, Fitri Khoerunnisa, Oktariani Oktariani, Febrian Virijai (Author) https://creativecommons.org/licenses/by/4.0
Tool Development and Validation for the Evaluation of Video Demonstration Presentation for a General Biology Laboratory Activity
This study aimed to develop and validate an evaluation tool for a video demonstration–based General Biology laboratory activity on cellular respiration using feedback from Grade 12 Science, Technology, Engineering, and Mathematics (STEM) students at Holy Angel University during School Year 2021–2022. Students’ perceptions of facility of use, satisfaction, and self-reported laboratory competencies were examined to support instrument construction. A total of 260 Grade 12 STEM students enrolled in General Biology, all with prior exposure to laboratory-based science instruction, participated in the study. A quantitative evaluative research design was employed. The instrument consisted of two sections: (1) three open-ended questions capturing students’ learning experiences, and (2) 26 Likert-type items measuring science process skills adapted from Safaah et al. (2017). A pilot test was conducted among Grade 12 General Academic Strand (GAS) students before administration to the main sample. Descriptive statistics, including means, standard deviations, and percentages, were used to summarize responses. Construct validity was assessed using the Kaiser–Meyer–Olkin (KMO) Measure of Sampling Adequacy and Bartlett’s Test of Sphericity, while internal consistency reliability was examined using Cronbach’s alpha. Results showed acceptable levels of facility, satisfaction, and competency based on predefined scale descriptors. Factor analysis yielded two components with a KMO value of 0.91, indicating excellent sampling adequacy. Items 1, 3, 4, and 15 were removed due to low communalities and weak factor loadings, improving construct clarity. The final instrument demonstrated high reliability (α = 0.92, pilot; α = 0.97, post-test), supporting its validity for evaluating video-based biology laboratory activities.
Copyright (c) 2026 Kevin Herson Gomez, Gemima Abayan Estrabillo (Author) https://creativecommons.org/licenses/by/4.0
The Influence of Social Support on the Duration of Thesis Completion among Physics Education Students
Thesis is a final assignment that students must complete as a prerequisite for graduation and to obtain a bachelor's degree at a university. This is a challenging task for most students, who must face numerous challenges and obstacles while completing the thesis within a predetermined one-semester timeframe. One factor that is believed to influence students in achieving their thesis is social support, whether from friends, parents, lecturers, or the university. This phenomenological study aims to investigate the influence of social support on the time it takes to complete the thesis of final semester students in Physics Education at UIN Sunan Kalijaga Yogyakarta. Research data collection was conducted by administering a questionnaire to 10 final-semester students. Data analysis, which involved analytical reduction, began by identifying important statements from respondents' answers, determining core themes, and interpreting the essence of social support for the completion of the thesis. The study's results found that social support influences the completion of the thesis, as it provides enthusiasm, motivation, and support to students. Social support received by students, whether from friends, parents, or lecturers, offers various types of support, each with its own benefits. All three play a significant role in student life, despite differing types of social support. The positive impact of social support for final-semester students is that it boosts their enthusiasm for their thesis and increases their motivation. The adverse effect is that students become dependent on support from others and misinterpret social support as a social demand that final-semester students must have
Copyright (c) 2026 Himawan Putranta (Author) https://creativecommons.org/licenses/by/4.0
Development of a Contextual Problem-Based Learning Worksheet Using the Haze Phenomenon to Enhance Understanding of Gas Laws among Chemistry Education Students
Understanding gas laws in physical chemistry often challenges students due to their abstract nature. The recurring haze phenomenon in South Sumatra provides a relevant environmental context to connect theory to daily life. This study aimed to develop a contextual Problem-Based Learning (PBL) student worksheet (LKM) using the haze phenomenon to improve students’ understanding of gas laws in Chemistry Education at Sriwijaya University. The research applied the ADDIE development model combined with Tessmer’s formative evaluation, including expert review, one-to-one, small-group, and field testing. Expert validation of content, design, pedagogy, and PBL aspects yielded an average Aiken’s V of 0.902 (high validity), and reliability analysis showed Cronbach’s α = 0.796, indicating good internal consistency. The worksheet’s practicality reached 97% in the one-to-one trial and 96% in the small-group trial, both categorized as very practical. Field testing revealed a pretest mean of 77.24 and a posttest mean of 98.62, with an N-gain of 0.94 (94.14%) and a paired t-test of t = -7.109, p < 0.001, confirming significant improvement in students’ conceptual understanding. These findings suggest that integrating local environmental issues through contextual PBL worksheets fosters meaningful learning, reflective thinking, and environmental awareness in physical chemistry education.
Copyright (c) 2026 Rahmat Zikri, Sanjaya, Annisa Yustikarani Mahardika, Yolanda Rati (Author) https://creativecommons.org/licenses/by/4.0
Scientific-based Digital Storytelling to Enhance Science Literacy and Environmental Awareness in Junior High School Students
This study explores the use of scientific-based digital storytelling to enhance science literacy and environmental awareness among junior high school students. Using a Research and Development (R&D) approach guided by the Successive Approximation Model (SAM), the media was developed and evaluated through two phases: Alpha testing using a one-group pretest-posttest design, and Beta testing using a quasi-experimental design. A total of 89 seventh-grade students from a coastal school in South Sulawesi, Indonesia, participated. The digital storytelling media, adapted from a local fable, combined narrative elements with real environmental data to engage students in observation, analysis, and reflection. Findings revealed significant improvements in students’ science literacy and environmental awareness, particularly in data interpretation and issue recognition. Although the treatment group reached the minimum passing criteria for science literacy, further pedagogical support is needed for mastery. Student and teacher responses indicated that the media was engaging, practical, and accessible through mobile devices. These results suggest that digital storytelling, when integrated with real-world content and structured pedagogy, can be a powerful tool for promoting multiliteracies and environmental responsibility. The study supports the integration of narrative-based digital media in science education to foster critical thinking and meaningful learning.
Copyright (c) 2025 Nasrullah Pemu (Author) https://creativecommons.org/licenses/by/4.0
Development of Active Deep Experience-based teaching materials in Collaborative Mathematics Learning
Recent calls for mathematics instruction have emphasized the need for coherent materials that promote active engagement, deep conceptual understanding, and collaborative problem solving. However, many classroom resources still lack integration and comprehensive assessment. In response to this gap, we focused on the foundational topics of greatest common factor and least common multiple as a testbed for a more integrated design. This study aimed to develop and evaluate an Active Deep Experience (ADE) based mathematics teaching material for these topics in a collaborative setting. We used a 4D R&D model (Define, Design, Develop, Disseminate) to align tasks with higher-order thinking skills, establish roles and accountability for group work, and incorporate diagnostic, formative, and summative assessment with rubrics. To ensure content validity, we had five experts review the material using CVI, which resulted in high overall validity with targeted revisions for assessment and accessibility.we also gathered feedback from 15 learners through a 20-item Likert questionnaire, which showed practical to very practical ratings across usability, clarity, time efficiency, collaboration, feedback, and satisfaction. To test effectiveness we conducted a pretest-post test design with 29 students, which yielded a large improvement and high normalized gain. Based on these results, we conclude that the ADE material is valid, practical, and effective, and the packaged resources support classroom adoption and adaptation.
Copyright (c) 2025 Nenden Mutiara Sari, Ayin Lailasari, Siti Maryam Rohimah (Author) https://creativecommons.org/licenses/by/4.0
Profiles of Conceptual, Procedural, and Technical Errors in Solving Pictogram Problems among Elementary School Students
The ability to comprehend pictogram material is a critical foundation for developing students’ data interpretation skills from early education; however, students’ mastery of this topic remains low and is rarely analyzed systematically. This study aims to analyze the profile of conceptual, procedural, and technical errors made by fourth-grade elementary students in solving pictogram problems, based on Kastolan’s theory. A descriptive qualitative approach was employed, involving 11 students from a public elementary school in Purworejo Regency who had participated in statistics lessons on pictograms as outlined in the Merdeka Curriculum. Data were collected through validated pictogram tests and in-depth interviews with students who made errors. Data analysis was conducted thematically by triangulating test results and interview data to identify error patterns and root causes. The findings indicate that students’ errors were dominated by technical errors (43%), followed by procedural (29%) and conceptual errors (28%). Technical errors mainly involved miscalculations and incorrect mathematical notation, conceptual errors pertained to misunderstanding icons as representations of data units, while procedural errors arose from unsystematic problem-solving steps and insufficient attention to task instructions. The main contributing factors were weak foundations in visual statistics concepts and limited practice in mathematical visual communication. This study highlights the urgency of strengthening instructional strategies that integrate conceptual, procedural, and technical aspects, as well as the need for diagnostic assessment and targeted remediation based on error type. These findings provide practical contributions for teachers and curriculum developers in building robust statistical literacy at the elementary level.
Copyright (c) 2025 Ageng Triyono, Teguh Wibowo, Dyan Murdiasih (Author) https://creativecommons.org/licenses/by/4.0
Instrument Development: Problem Solving, Independence, and Communication Skills, integrated with Bakpia Making in the Material on Quantity and Measurement
Assessing 21st-century skills such as problem solving, independent learning, and communication poses a significant challenge, as traditional assessments often fail to measure them holistically. This study aims to fill this gap by developing and validating a set of integrated assessment instruments—cognitive, affective, and psychomotor—contextualized with the local wisdom of bakpia making. The goal is to produce valid and reliable instruments that meet modern psychometric standards and can be applied to high school students. This study uses a quantitative development method, adapting the Wilson, Oriondo and Antonio model. The process includes three main stages: instrument design (developing a framework and items based on relevant theory), expert validation, and field testing on 10th-grade students at a public high school in Yogyakarta. The data were analyzed using the Rasch Model (Model 1-PL for cognitive; Graded Response Model for affective and psychomotor) to evaluate item fit, reliability, difficulty index, and item discrimination. The results showed that all three instruments had consistently strong psychometric properties. The cognitive instrument (problem solving) was valid, with item INFIT MNSQ values ranging from 0.80 to 1.27. This instrument was also highly reliable (Cronbach's alpha = 0.78) and had a good difficulty level distribution. The affective instrument (learning independence) was also proven to be valid (INFIT MNSQ = 0.86–1.18) and highly reliable (Cronbach's alpha = 0.90). Similarly, the psychomotor instrument (communication) is valid with an INFIT MNSQ value of 0.82–1.19 and shows exceptional reliability (Cronbach's alpha = 0.95). The positive item discrimination values on all instruments further reinforce their quality. In conclusion, this study successfully developed a valid, reliable, and contextually relevant integrated assessment instrument to measure 21st-century skills. These findings provide a practical model for educators to implement culture-based holistic assessments, which offer a comprehensive evaluation of student competencies beyond factual knowledge.
Copyright (c) 2025 Nisya Indriyanti Irawan (Author) https://creativecommons.org/licenses/by/4.0