An Open Access, double-blind peer-reviewed journal, which is established in 2022 and issued by the East-Asian Association for Science Education (EASE). The EASE is a global cooperative of international science education research institutions, scholars, and educators working to understand and improve science education worldwide since 2009. The active working regions are mostly east-asia currently. More than 15 countries are actively involved in the EASE network, and 7 regions – Main land china, Taiwan, Hong kong, Japan, Korea, Thailand, and Indonesia – participate in our association.
Comparison of Linear and Exponential Regression Models for Analyzing the Impact of QRIS on Kereta Api Indonesia
This research is motivated by the importance of Quick Response Code Indonesian Standard (QRIS) for passengers of Kereta Api Indonesia (KAI), the Indonesian Railway Company. It explores the relationship between the adoption of QRIS and customer satisfaction in KAI restaurants. The research aims to understand the influence of QRIS utilization effect on customer satisfaction. The sampling method used in data collection is Disproportionate Stratified Random Sampling. The instruments used in this research are transaction convenience questionnaires and customer satisfaction questionnaires, which were analyzed using statistical techniques. The data were analyzed using linear and exponential regression models. Based on the data analysis, it was found that: (1) There is a significant effect of QRIS usage on customer satisfaction, with both linear and exponential regression models, the linear regression equation is shown as y=41,263+2,080x, and the exponential equation is shown as y=64,955e^0,016x. (2) Linear and exponential regression have similar R-squared values, indicating that the adoption of QRIS is improving transaction efficiency and enhancing customer experience in Indonesian Railway restaurants. The conclusion of this research is that there is a significant effect of QRIS in enhancing transaction efficiency and customer experience within Indonesian Railway restaurants.
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From Experience to Expertise: A Case Study of Biology Teachers’ Pedagogical Content Knowledge Development
PCK is the experiential knowledge and skills acquired through classroom experience and it is the integrated set of knowledge, concepts, beliefs, and values that teachers develop in the context of the teaching situation. Research showed that experienced teachers have more integrated and developed PCK than beginning teacher (Lee, Brown, Luft, & Roehrig, 2007). But, how expert teachers develop their PCK? In this study, PCK is defined as a set of knowledge that teachers use to teach topic specific content. Five high school biology expert teachers participated in this study. They are interviewed to review their knowledge development processes. Concept maps are drew by the interviewer and the teacher together to identify expert teachers’ PCK components development and their relationships between each other. Then they were also interviewed about how they use these knowledge to design and teach a specific lessons based class observations or teaching video records. Based on interview and concept maps analysis, 5 explicit themes were identified: (1) Subject matter knowledge;(2) Student; (3) Pedagogy; (4) Class teaching; (5) Self-identity. Expert teachers developed their PCK components in different order and by different means, which were significantly driven by the teacher's personal study and work experiences. Implications and recommendations for teacher preparations and professional development programs were discussed.
How is CO2 Changing the Seawater? Junior High School Lessons on Ocean Acidification
Ocean acidification (OA), driven by increased atmospheric CO2, poses a significant threat to marine ecosystems, particularly affecting organisms that rely on calcium carbonate (CaCO3) for their shells and skeletons. Despite extensive research on OA, there is a notable gap in junior high school science education regarding this phenomenon. This study aims to address this gap by developing and implementing educational materials to enhance Japanese junior high school students' understanding of OA. Two lessons were designed and taught to third-year junior high school students in Okayama Prefecture, Japan. The first lesson investigated the relationship between OA and water temperature through hands-on experiments using artificial seawater and pH indicators. The second lesson focused on the impact of OA on marine organisms, utilizing molecular models to simulate the formation of CaCO3 under current and acidified ocean conditions. Pre- and post-lesson questionnaires assessed changes in students' understanding. The educational intervention significantly improved students' comprehension of OA, with statistically significant increases (p < 0.01) in median scores for eight out of nine questionnaire items. The greatest improvements were observed in students' (N=145) understanding of OA's impact on marine life, highlighting the effectiveness of the lessons in raising awareness of ecological consequences. The study successfully demonstrated that engaging junior high school students with hands-on experiments and real-world data can enhance their understanding of complex scientific concepts like OA. However, further refinement of the lessons is needed to address lack of knowledge, particularly regarding the role of marine algae in OA.
Indonesian Pre-Service Science Teachers' Climate Crisis Awareness and Factors Influencing Action Intention
This exploratory mixed-methods study examined climate crisis awareness and behavioral intention among science education undergraduates in Indonesia (N = 118). Participants completed a 30-item Climate Crisis Awareness Scale assessing scientific knowledge, risk perception, perceived responsibility attribution and governance, information literacy, and behavioral intention. Quantitative analyses (descriptive statistics and multiple regression) and qualitative content analysis of open-ended responses (n = 98) were conducted. Domain means were uniformly high (all Ms > 4.0), yet scientific knowledge exceeded behavioral intention, t(117) = 3.06, p = .028 (Bonferroni-adjusted). The regression model explained substantial variance in behavioral intention (R² = .74), with information literacy emerging as the strongest predictor (β = .53, p < .001). Qualitative findings highlighted awareness-raising and gotong royong (mutual cooperation) as salient themes. These findings suggest that climate education may benefit from prioritizing critical information literacy and culturally grounded collective frames to translate awareness into action intention.
Prospective Teachers' Mathematics Literacy in Solving Basic Combinatoric Problems Reviewed from Cognitive Style
This research aims to describe the mathematical literacy of prospective teachers in solving basic combinatorics problems (counting rules, permutations and combinations) in terms of cognitive style. This type of research is phenomenological research design. The participants of this research are prospective mathematics teachers based on reflective and impulsive cognitive styles. Data were collected through tests and interviews and analyzed in three stages data reduction, data categorization, data presentation and drawing conclusions. Results show that prospective teachers' mathematical literacy with a reflective style in solving basic combinatorics problems is good at communication, mathematics, reasoning and argumentation, designing strategies to solve problems, using symbolic, formal, technical and operational language, and using mathematical tools, not yet able to present problems. in various forms of representation, linking various mathematical concepts in the form of combinatorics, requiring many strategies and stages of completion. Meanwhile, the mathematics literacy of prospective teachers with an impulsive style in solving basic combinatorics problems in posing problems can still be said to be not good, because it only meets a few indicators, the problems posed still contain little information so they do not require many stages and strategies, the problems posed are more informative in nature. story form, not yet able to present problems in various forms of representation and not using mathematical tools.
Integration of ESD and Green Chemistry in the Chemistry Learning: Preliminary Study on the Development of Science Literacy Learning Design for High School Students
Education for Sustainable Development (ESD) is an important part of the Sustainable Development Goals (SDGs). Integrating ESD and green chemistry into learning is a step towards realizing the sustainability goals. Teachers through their learning in the classroom play an important role in promoting the achievement of all SDGs, one of which is by developing learning designs. The purpose of this study is to find out chemistry teachers' opinions on the importance of integrating ESD and Green Chemistry in chemistry learning at school. This integration is important because it is closely related to learning design related to science literacy, which not only includes understanding scientific concepts but also the ability to apply them to solve real-world problems, including environmental and sustainability issues. A descriptive research method was used in this study with 45 chemistry teachers in Bandung City as participants. Data collection was conducted using an online questionnaire developed with a Likert scale consisting of 10 questions regarding the importance of learning chemistry with ESD and Green Chemistry. The results showed that the majority of teachers with 60% strongly agreed and 37.8% agreed that topics in chemistry learning have the potential to be associated with the concepts of ESD and Green Chemistry. In addition, all teachers with 60% strongly agree and 40% agree stated that practicum learning methods can be integrated with the concept of green chemistry, also chemistry learning can be associated with social, economic, and environmental issues.
Public Understanding and Attitudes towards AI: Implications for Science Education
In the context of rapid technological advancements, many technological issues have become increasingly complex and multifaceted. This is particularly true for digital technologies such as AI, big data, algorithms, and robotics, which have permeated and profoundly impacted modern society. Beyond the continuous technological progress, these technologies challenge the norms of current societal operations and engage in intricate and complex relationships with various social, cultural, economic, and ethical factors. The development of these issues urgently requires broader public participation to construct more comprehensive societal lifestyles and appropriate technological visions. Against this backdrop, this study aims to analyze the public's understanding and perceptions of AI technologies, as well as their attitudes towards related issues such as functionality, ethics, and governance. Utilizing an online questionnaire, the study commissioned a professional survey distribution company to conduct the survey in late July 2023, and a total of 610 valid questionnaires were collected. The survey results revealed that respondents of Taiwan had a good understanding of the principles of AI operation, tended to trust AI technology on many issues, and affirmed that AI would bring benefits to human life. In terms of governance, the public had the most confidence in the involvement and supervision of scientific institutions. The overall results present a certain degree of dissonance, indicating that the public's understanding of AI principles does not necessarily translate into a reserved attitude towards AI's effects. These findings have significant implications for promoting AI literacy and public science education.
Innovative Biology Learning Integrated with Character Value Education: Systematic Study of National Journal Article Indexed Sinta
The challenges in implementing character education in schools have driven numerous studies in Indonesia's education sector. One approach to implementing character education is by integrating it into general learning, including biology lessons. This study aims to explore innovations in biology learning that incorporate character values. The research uses a literature review method, analyzing findings from 45 studies published in Indonesian scientific journals indexed in Sinta 1-3 over the past five years, from 2019 to March 2024. This method aims to identify, summarize, and synthesize relevant findings on this topic. The research results revealed the following data: The most common type of research is quantitative and Research and Development (R&D), aimed at developing pedagogical aspects in terms of approaches, methods, models, or character value-based biology learning media. The trending topics in biology learning include the integration of character values into environmental and biodiversity subjects. The research subjects are diverse, ranging from junior high school students, high school students, university students, teachers, lecturers, to the general public, with the most frequently studied group being 10th-grade high school students. Additionally, the most commonly integrated character value is environmental care. Based on these findings, several suggestions are proposed to help educators and future researchers create innovative biology learning environments that incorporate character education.
Student Perspectives in Implementing the Minimum Competency Assessment (AKM) in Chemistry Subjects
Minimum Competency Assessment (AKM) is the standard for assessing student competency through mastery of reading literacy and numeracy. AKM aims to measure the fundamental competencies needed by students to be able to develop their own capacity and participate positively in society and is one part of the government's target to prepare students to face the 21st century, namely students who have Critical thinking skills, Creativity, Communication skills, and Collaboratively. The aim of the research was to determine the perspective of class X students studying chemistry subjects at SMA Negeri x Kepahiang in implementing AKM on chemistry subjects. This research was conducted to improve the quality of learning and teacher assessment of students in chemistry learning. The method used is case study research with a qualitative descriptive approach. Students are asked to fill out a questionnaire, then continue with an interview. Interview with 10 students via Google meet. The interview results were analyzed separately for each question and content analysis was carried out to examine the data in more detail. AKM results provide space for teachers and students to carry out a more efficient teaching and learning process thereby increasing students' understanding of the chemical material provided.
Improving Student Teaching Skills Through Multiple Strategies Model and Lesson Plan
The purpose of this study was to improve student teaching skills using multiple strategies and lesson plan development in the chemistry education study program. The research method used was classroom action research conducted in two cycles. The research procedure in the form of Lesson Study activities are: (1) Plan (planning), (2) Do (implementation), and (3) See (reflection) which is integrated with the basic chemistry teaching skills course. The subjects of this study were chemistry students in the fourth semester of the chemical education study program at Pontianak Muhammadiyah University. Data collection used an observation sheet of the lesson plan made and the learning implementation process. Data analysis in this study is descriptive. The research results obtained are, 1) Planning based on 7 aspects assessed, obtained: (1) completeness of lesson plan identity from 63.3% to 95, 2%, (2) formulation of learning objectives from 53.8% to 82.8%, (3) description of subject matter from 55.6% to 87.2%, (4) methods, strategies and learning media from 52.2% to 94.6%, (5) design of learning steps from 67% to 90.8%, (6) assessment (cognitive, affective and psychomotor) from 53.4% to 76.8%, (7) learning resources from 66.8% to 88.2%. In stage 2) Implementation based on 3 aspects assessed, obtained: (1) Introduction 68.3 Good category to 88.7% Very Good category. (2) core 65% Fair category to 88.5% Very Good category and (3) closing 70% to 95% Very Good category. Based on the data obtained, it is known that the application of multiple strategies and lesson plan development in basic chemistry teaching skills courses can improve students' basic teaching skills.
Profiles of Science Teachers Competency in Managing Laboratory Activities at Secondary School: A Survey Study
In this study, the competency profile of science teachers mainly in managing laboratory was explored Based on Indonesian National Competency Work Standards (SKKNI). The qualitative research was done involving 143 science teachers who filled out questionnaires related to self-confidence in the competence of managing the laboratory. Interviews with several teachers and analysis of documents for laboratory managers in several countries were also conducted to deepen analysis related to teacher competency needs. The result shows some weaknesses of science teachers in managing laboratory, such as laboratory quality document management, laboratory waste management, classification and handling chemicals as well as basic science laboratory skills. Moreover, in Indonesia context, the Ministry of Education itself has not developed a standardized framework on the competence of science education laboratory managers. Meanwhile, the Indonesian Industrial Ministry has developed a framework of basic laboratory competencies for industrial and testing laboratories. The study provides the effort to develop competency standards for school science laboratory managers and its CPD.
Competencies standard for science education laboratories
Proposal for STEAM workshop based on sound and electromagnetism
The purpose of this study is to design a STEAM workshop where students can learn about sound and electromagnetism, and to investigate the learning effects of this workshop for high school students and above. Specifically, in the process of making a digital piano, students learn about the nature of sound and the role of the electronic components by approaching it from the perspective of physics. The evaluation method adopted a concept map, which is used as an index to quantitatively evaluate the promotion of cross-disciplinary learning. In addition, in accordance with Bloom's taxonomy of educational goals, we prepared questions on the cognitive and affective domains, and conducted a preliminary practice for university students in March. As a result, in the transformation of the concept map, some concepts related to the content of the practice were added after the practice, and some concepts that were independent before the practice were newly linked together. In the survey in the cognitive domain, the percentage of correct answers for knowledge and understanding was high, but the percentage of correct answers for application was low. In the survey of the affective domain, there were many positive opinions.
Logical Reasoning Profile of Student Teachers in Indonesia
A descriptive study was carried out to get information about student teachers' logical thinking abilities. The result is then can be used to prepare learning material for them. The research was conducted on first year students who took Basic Physics courses in some Universities. Their logical thinking abilities are seen from the test scores obtained in completing the Test of Logical Thinking (TOLT). The test consists of 10 questions containing five indicators, namely proportional reasoning, controlling variable, probability, correlation and combinatorial. Each indicator consists of two questions. The number of respondents in this study was 222 students spread across seven private universities. Respondents consisted of students from the Information Technology Education, Science Education and Physics Education study programs. The research results show that 62% of respondents are still at the concrete operational level, 27% are at the transitional level, and only 11% of respondents are at the formal operational level. The results of the analysis of each indicator of logical reasoning are generally still relatively low. The highest indicator that students can achieve is the proportional reasoning indicator, while the lowest is the combinatorial indicator. Reasoning level analysis was also carried out based on majors in high school. Based on the results of the analysis, it is known that whether students have a science or non-science background, the students' level of logical reasoning is dominant at the concrete operation level. Meanwhile, students' achievements in logical reasoning indicators based on majors in high school are the same as the results for all students. The achievements of good reasoning indicators from science and non-science majors, respectively from highest to lowest, are proportional reasoning, correlational reasoning, probabilistic reasoning, controlling variables, and finally combinatorial reasoning.
Exploring the Nexus Between Students’ Interests and Science Textbook Contents: Insights from Japanese Middle School Education
Fostering student’s interest in science is crucial, and examining how scientific topics are presented in textbooks is essential. In Japan, textbooks serve as legally mandated teaching materials for both teachers and students. However, there has been insufficient analysis of the relationship between students’ interests and textbook content. This study analyzed middle school science textbooks and data from the Relevance of Science Education - Second (ROSES) survey. The study addressed the following research questions: “How are ROSES items on topic-level interest covered in textbooks?” “What relationship exists between students’ interests and textbook content?” The main results were as follows: (a) ROSES topics were primarily covered in the text, columns, and picture descriptions; (b) Interest level showed minimal difference based on whether the topic was included in the textbook; and (c) The number of pages in Grade 8 textbooks negatively correlated with students’ interest. Subsequently, we categorized 77 ROSES items into four groups and discussed how items in each group should be treated in science curriculum. The discussion provides insights into effectively using textbook content in science class to improve student interest, such as by utilizing the introduction part of the class or using scientific models.
Unveiling Pedagogical Genius: Unraveling Challenges of Developing Numerical Literacy Problems Akin to AKM Standards
The teacher's ability to create engaging numeracy problems is crucial for ensuring that students develop a strong grasp of numeracy. This study examines the suitability of AKM-type numeracy problems, which are compiled by teachers, with predetermined standards. The research was conducted using qualitative methods, with data collected through documentation of question preparation exercises by 61 junior high school mathematics teachers in two districts of West Java Province. Data analysis involved data reduction, presentation, and verification through triangulation by validator 1 and validator 2. The results were confirmed through question trials with students and student interviews. According to the findings, the teacher's stimulus included ineffective sentences and lacked contextual data. Additionally, the questions did not utilize visual aids such as charts, graphs, tables, or diagrams. The sequence of the questions was ambiguous and open to multiple interpretations. Lastly, the third question did not align with the cognitive level L3.
Using Virtual Laboratory Perception of Pre-Service Elementary Teacher for Fostering Scientific Process Skills
This study aims to determine the perceptions of pre-service elementary teacher in the use of virtual laboratory in inquiry-based learning as a tool to support scientific process skills. This research is a survey conducted on 145 pre-service elementary teachers. Data collection techniques used questionnaires. Data analysis used quantitative descriptive analysis. The results show that the perceptions of pre-service elementary teacher towards virtual laboratory in supporting scientific process skills show a high level of satisfaction. 84% of students believe that the virtual laboratory is supported by very clear instructions and explanations. Virtual laboratories also serve as a good recommendation due to the lack of laboratory facilities. 91% of pre-service elementary teachers agree that a virtual laboratory with clear guidance can develop science process skills. They can control variables present in the virtual lab, thus being able to explore existing scientific concepts. There is a positive influence between the perception of using a virtual laboratory and the science process skills of pre-service elementary teachers.
Utilization of LMS in High Schools to Support Multi-Representational Chemistry Learning: Preliminary Research
Multirepresentation aids students in deepening their comprehension of chemistry. In the era of Industry 4.0, it is essential for learners to adopt independent learning using a various of technologies, such as Learning Management Systems (LMS). This study aimed to explore the utilization of LMS in high school settings to bolster multi-representational approaches in teaching chemistry. Involving 45 high school chemistry educators, the research employed a survey research design to gather insights into LMS usage and perceptions. The survey instrument, comprising both open-ended and closed-ended questions, was designed to categorize and analyze responses effectively. Findings revealed that a significant portion (75.6%) of high schools have embraced LMS as a cornerstone of online learning, with 32% among them possessing independent web domains. The versatility of LMS features facilitates adaptable learning environments, as highlighted by respondents. Given the advantages and functionalities of LMS, an overwhelming majority (91.1%) of participants affirmed its capacity to support the delivery of online multi-representational chemistry instruction. Thus, the survey outcomes underscore the pivotal role of LMS not only as a pertinent tool but also as an effective means of enhancing online chemistry education within high school contexts of multi-representational chemistry learning. These results are used for further research on the development of LMS-assisted intertextual learning.
Unraveling Student Challenges in Problem-Solving: A Systematic Literature Review Based on Polya’s Framework
This research explores the challenges that students face in solving mathematical problems based on the Polya framework through a systematic literature review. The aim of this research is to identify factors that hinder students at each stage of the Polya framework: understanding the problem, planning a solution, implementing the plan, and looking back. The method used involved the analysis of 48 studies that focused on solving mathematical problems. The research results show that at the stage of understanding the problem, the main challenges include motivation, concentration, reading literacy, mathematical communication, understanding concepts, and reasoning. At the planning completion stage, the main obstacles are cognitive holes, misconceptions, connection of mathematical concepts, mathematical modeling, and organization. At the stage of implementing the plan, difficulties include understanding algorithms, calculation procedures, and accuracy. Finally, at the looking-back stage, the influencing factors are motivation, evaluation, interpretation of results, and accuracy. The conclusions of this research provide important insights for educators in designing more effective teaching strategies to improve students' problem-solving abilities.
A Systematic Literature Review: The Use of Digital Media Assessment in Science Learning
The study aims to identify and analyze the digital assessment media used in IPA learning. The method used is PRISMA-P (Preferred Reporting Items for Systematic Reviews Meta-Analyses Protocol) with the PICOC approach. The collection of articles is taken from the Publish or Perish (PoP) database, which contains various types of journals indexed with scopus. Based on the application, 1888 articles related to Digital Media Assessment were obtained. After filtering the title results, 164 articles were obtained, and based on abstracts and keywords, 11 articles qualified to be analyzed. Analysis shows that the most common types of digital media are: kahoot, wardwall, mentimeter and quizziz. For the direction of advanced research directed the use of digital assessments that can support assessments in science learning.
Implementation of test instruments to measure students’ critical thinking skills on sound wave
This research aims to determine the implementation of test instruments that measure students' critical thinking skills on sound wave subject. The test instrument which is used in form of essay questions consisting of 12 questions containing 4 indicators and 9 sub-indicators of critical thinking skills proposed by Ennis. The instrument used has been declared valid and reliable so that it can be used for implementation testing. The instrument testing stage was carried out involving 249 high school students from 4 schools in Bandung city with quantitative method. The results of the hypothesis test with a difference of 2 average values show that the instrument used can differentiate between learning processes that train and do not train critical thinking skills, where the zcount value of 10.17 is greater than the zvalue of 0.05 so it can be concluded that the research hypothesis is accepted. To measure the identification of similarities in learning models that train critical thinking skills using the results of the one-way Anova test, where the significance value of 0.35 is greater than 0.05, so it can be concluded that the research hypothesis is accepted. Next, to assess the relationship between critical thinking skills and understanding of teaching material, use the Pearson Product Moment correlation test, where the degree of closeness of the relationship between critical thinking skills and understanding of teaching material is shown by the correlation coefficient value, namely 0.51. This means that the degree of relationship between critical thinking skills and understanding of teaching material is included in the high criteria.
Remap-TPS integrated Flipped Classroom to Enhance Students’ Digital Literacy in Biology Learning
Digital literacy is very important, but various research results show that high school students' digital literacy is still low and needs to be improved. The Remap-TPS integrated Flipped Classroom requires students to utilize technology in learning. This process has the potential to empower students' digital literacy. This research aims to determine the effect of the Remap-TPS integrated Flipped Classroom on students' digital literacy in biology learning. The research design used was a pretest-posttest nonequivalent control group design. The research sample consisted of 72 class X students at SMAN 9 Malang, East Java, Indonesia. They were divided into an experimental class and a control class. The experimental class was taught using the Remap-TPS integrated Flipped Classroom, while the control class was taught using the TPS model. Data was collected through pretest and posttest using questionnaires referring to digital literacy indicators consisting of behavior towards technology, technical, cognitive, and social-emotional. Data analysis was carried out using the ANCOVA test with a significance level of 5%, then continued with the LSD test. The research results show that the Remap-TPS integrated Flipped Classroom affects students' digital literacy. Therefore, this model can be used as an alternative learning model to increase students' digital literacy in biology learning.
Profile and Urgency of Training Needs for Science Teachers in Designing Student Worksheets
This study aims to describe the profile and training needs for science teachers in compiling science practicum worksheets by utilizing local potential. This study is a qualitative descriptive study using a questionnaire filling technique. After the data was collected, it was carried out using a descriptive analysis technique. The population of this study was 30 science teachers. A questionnaire was used to collect data for the study. The data that had been obtained was then analyzed. The results of this study showed that out of 30 teachers, all teachers were not science teachers but only from one expertise, most teachers had teaching experience >10 years, 100% of teachers were interested in training to compile practical learning devices by utilizing local potential, because they had never attended the training. The training time desired by teachers was 2-3 in a semester. The largest training activity attended was about laboratory equipment 30%, but there were 6.6% of teachers who had never attended training, the training method system they wanted to follow was face-to-face 47%, blended 43%, online 10%. The order of obstacles in compiling worksheets is the available tools and materials, finding and sorting materials, understanding worksheets, time, how to determine activities, making evaluation and assessment tools, laziness and lack of will, no obstacles, lack of ideas and how to compile tables. The order of the three main factors for science teachers to participate in training activities is content, cost, and location of the distance of the implementation site. The worksheets that teachers make themselves are only 7.1%, and only 50% do validation. The implications of this study are that the implementation of science teacher training activities is expected to be carried out routinely by paying attention to factors to achieve the expected training objectives, so as to produce a large positive impact.
Exploring Opportunities and Challenges in Implementing STEM-ESD Learning in Education: A Systematic Literature Review
Combining STEM education with Education for Sustainable Development (ESD) has the potential to foster innovation and creativity in achieving sustainable development goals within the educational field. The integration of STEM education with ESD principles offers a conducive environment for students to develop socialization skills and acquire knowledge and competencies relevant for the 21st century. The primary aim of this research is to examine existing empirical studies on the implementation of STEM-ESD learning and explore their opportunities and challenges on education. Employing the PRISMA 2020 systematic literature review method and utilizing Scopus as the primary database, a total of 160 articles were initially gathered, with only 20 meeting the criteria for thematic-qualitative analysis. This study finds that implementation of STEM-ESD learning has opportunities and challenges: 1) The opportunities of STEM-ESD learning: enhanced student understanding of interdisciplinary connections, comprehensive development of student skills, increased student awareness of environmental and sustainability issues, equipping students with skills to address real-world problems, and increased creativity and innovation among teachers and students; 2) The challenges of STEM-ESD learning: lack of readiness among teachers to integrate ESD into STEM learning, curriculum inadequacies, limited school resources and facilities, insufficient support from the stakeholders, lack of student interest and capacity.
Development of Interactive Articulate Storyline-Based Science Learning Videos to Improve Critical Thinking Skills of Junior High School
The purpose of developing Interactive Articulate Storyline-Based Science Learning videos is to evaluate their applicability while producing learning videos that are valid and effective. The study uses the five-stage ADDIE model analysis, design, development, implementation, and evaluation to accomplish this aim. A panel of validators evaluates the IPA learning video once it was created to ascertain its authenticity. With a validation score of 87.94% from three validators, the validation process' outcomes demonstrate a high degree of validity. Furthermore, the Interactive Articulate Storyline-Based Science Learning Videos' practicality assessment shows a score of 92.47%, highlighting its applicability. Regarding efficacy, the instructional video exhibits noteworthy progress, as demonstrated by an impressive N-gain score of 0.74 between the pretest and posttest, when students' performance increasing to 82.86%. Overall, the produced videos improve both the understanding and delivery of instructional information and is a useful learning tool for high school students.
Mapping of High School Physics Science Literacy Analyzed Using Instruments Based on Local Wisdom and Pancasila Student Profile
The scientific literacy abilities of students in Barito Kuala Regency have not been fully identified. Therefore, this research aims to analyze the physics literacy profile using instruments based on local wisdom and the Pancasila student profile of high school level students in Barito Kuala Regency. This research includes quantitative research using purposive sampling techniques. The research subjects were State High School students in Barito Kuala Regency using a sample of three schools with a total of 101 students. Data was obtained through surveys and data collection was carried out using test instrument sheets. The data was analyzed descriptively with data analysis techniques using the Rasch model in the Winstep application. The results of the research show that the scientific literacy abilities of high school students in Barito Kuala Regency are in the sufficient category and the quality of the questions and the reliability aspects of the instruments are good. This sufficient category of scientific literacy ability is caused by low interest in reading, lack of students' analytical skills, teachers' lack of knowledge about scientific literacy, and evaluation tools that have not yet led to scientific development. So it can be concluded that the high school physics science literacy profile in Barito Kuala Regency is in the sufficient category.
Instruments Based on Local Wisdom and Pancasila Student Profile
A Decade of Teacher Training Trends on Education for Sustainable Development (ESD): A Systematic Literature Network Analysis
Education for sustainable development (ESD) is needed as the way to achieved Sustainable Development Goals (SDGs). The emergence of ESD into the school curriculum is crucial to engage students in a more sustainable lifestyle. However, teachers do not have sufficient knowledge to implement the ESD in their teaching-learning. Therefore, the teacher training programs must improve the teachers' competence in integrating ESD. This study attempts to identify the state-of-the-art mapping, the emerging trends topics, and the future work of Teacher Training on ESD research. The method used in this research is systematic literature network analysis (SLNA), which combines systematic literature review and bibliometric analysis. The article from the last ten years was analyzed through several steps: identification, screening, eligibility, and SLNA. Open Refine, VOSviewer, and Biblioshiny by Bibliometric are software and applications utilized in SLNA. The result shows that the most sources from the sustainability journal and the most relevant author is Baena Morales. The trending topics are still in environmental education as a subject for integrating ESD through teacher training. Future works for bridging the ESD into some workshop or teacher training focus on classroom practices, improving the teacher's competence for delivering ESD in their learning and focusing on actions associated with environmental education to achieve the SDGs. Some teachers' training on ESD can be used in future work as a foundation for teacher professional development.
Evaluation of Implementation of Biochemistry Lectures During the Covid-19 Pandemic
The COVID-19 pandemic, which has been going on for more than two years, has had a serious impact on several fields, including education. One of the impacts on the education sector is adjustments to the implementation of learning. Learning that is usually done offline has changed to online learning. In this research, an evaluation was carried out on the implementation of lectures in four courses in the biochemistry group during the Covid-19 pandemic. This research uses a descriptive case study design. Research data was obtained from document analysis, questionnaires and interviews. Questionnaires were given to 155 students (from 4 classes), while interviews were conducted with 2 lecturers. The questionnaire consists of closed questions related to 5 aspects related to the implementation of biochemistry lectures, with a scale of 1 to 9. Data were analyzed qualitatively, using triangulation techniques. The results of the research show that the implementation of lectures in the four courses in the biochemistry group has been carried out well. This is shown by the positive responses from students obtained through questionnaires. However, there are slight differences in student learning outcomes compared to pre-pandemic conditions. But of course, this needs to be investigated further.
Development of Chemical Teaching Materials on Alcohol Compounds with the Context of Making Bioethanol from Cassava Peel (Manihot esculenta) to Build Environmental Literacy
This research aims to produce chemical teaching materials regarding alcohol compounds in the context of making bioethanol from cassava peel using the 4STMD method to build environmental literacy. The research method uses Developmental Research (DR) which consists of design, development, and evaluation. The research participants were class XII students from a private high school in Bandung. The research instruments are the optimisation sheet, the four-stage 4STMD instrument, the feasibility instrument, and the understandability instrument. Stage development results design obtain a design for preparing teaching materials; results of stage development using the 4STMD method which consists of four stages, namely selection, structuring, characterisation and didactic reduction. The selection stage produced 17 competency achievement indicators and 16 concept labels. Concept development using 17 international textbooks and 2 high school chemistry books. Environmental literacy as a pedagogical context and making bioethanol from cassava peel as a substance context. In the structuring stage, a concept map, macrostructure and three levels of representation were obtained. In the concept map of the context of making bioethanol, cassava peel is part of making alcohol by biological means. In the characterization stage, 3 texts out of 36 texts were obtained which had to be reduced to didactics. Stage results evaluation. The results of the feasibility test for teaching materials were in the very appropriate category (98.28%) and the comprehensibility test was in the high category (87.05%) and had the potential to build environmental literacy.
Sustainability Awareness Profile of Students through Education for Sustainable Development (ESD) Integration in Science Learning on the Topic of Environmental Issues Among Secondary Schools
Education for Sustainable Development (ESD) is crucial for pillars of human development: social, economic, and environmental preservation. It's a global responsibility transcending national boundaries especially in Indonesia, requiring collective action to ensure a sustainable future generation. The primary objectives are to delineate and categorize sustainability awareness profiles, focusing on emotional, behavioral, and practical dimensions, while also exploring gender-based differentials and grade levels. This study employs a descriptive research method, utilizing a Guttman scale questionnaire. The target samples consist of 87 secondary school students in one junior high school in Bandung, with the aim of gaining a comprehensive understanding of sustainability awareness. The results indicate commendable overall sustainability awareness, with behavioral and attitude awareness leading at 95.2%, followed by emotional awareness at 85.5%. However, practice awareness lags behind at 56.3%, suggesting a potential area for improvement. Interestingly, female students demonstrate higher awareness at 79.8% compared to males at 75.2%, and students in seventh grade demonstrate higher awareness at 81.5% compared to ninth-grade at 76.1%. In conclusion, this study highlights the crucial role of ESD in nurturing sustainability awareness among secondary school students. While commendable awareness levels were noted in emotional, behavioral, and attitude dimensions, a significant gap in practice sustainability awareness remains. Gender and grade-level disparities further emphasize the need for targeted educational interventions to bridge these gaps and ensure equitable participation. By addressing these challenges, educational initiatives can empower young learners to tackle global sustainability issues and pave the way for a more sustainable future generation.
Teachers' Perceptions of Numeracy Literacy-Based Biology Learning
The development of biological science is increasingly complex with the increasing use of numerical data and information. Numeracy literacy is important for students to understand biological concepts in depth. This study investigates teachers' perceptions of Numeracy Literacy-based High School Biology Learning. A total of 25 teachers were selected as respondents. Descriptive research was used in this study, with questionnaires and interview instruments as data collection tools. The results showed that teachers have a positive view of the importance of numeracy literacy-based biology learning, but need to improve its quality. It was found that 84% of teachers felt they had sufficient knowledge to integrate this learning, but still needed guidance to optimize it. In addition, 56% of teachers stated that students showed enthusiasm for numeracy literacy-based biology learning, but some teachers found that students were less enthusiastic. Factors such as students' lack of basic mathematical knowledge and low data analysis and interpretation skills are to blame. Based on the findings, several suggestions are given to overcome these problems.