Jurnal Penelitian Pendidikan IPA contains scientific articles form of research results that include science, technology, and teaching in the field of science. Jurnal Penelitian Pendidikan IPA is published monthly. Authors across the globe are welcome to submit their research papers in the prestigious journal fulfilling the requisite criterion.
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Development of Deep Learning-Oriented Google Sites Interactive Learning Media to Support SDG 4: Quality Education in High School English Learning
English learning at the high school level still faces various challenges, such as time constraints, low interaction, and the dominance of one-way learning that does not support 21st century skill development. This research aims to develop Google Sites-based interactive learning media that is oriented towards deep learning to improve understanding of concepts and student engagement. This research uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were 36 students of class X Phase E at SMAN 7 Padang. The research instruments include expert validation sheets, practicality questionnaires, and learning outcome tests. The data were analyzed descriptively, quantitatively, and qualitatively and used the N-gain test to measure effectiveness. The results showed that the media developed had a validity level of 95% (very feasible category), a practicality level of 95% (teachers) and 90% (students) (very practical category), and high effectiveness with an increase in average score from 58.7 (pretest) to 89.72 (posttest) and an N-gain value of 0.80 (high category). These findings show that Google Sites-based interactive learning media oriented to deep learning has proven to be valid, practical, and effective in improving students' understanding of concepts in English learning.
Copyright (c) 2026 Rosnilawati, Alwen Bentri, Zelhendri Zen, Mutiara Felicita Amsal, Rayendra https://creativecommons.org/licenses/by/4.0
Epistemological Beliefs about Physics Learning: The Role of Gender, Grade Level, and Ethnicity Background toward Quality and Inclusive Education
This study explores high school students' epistemological beliefs about physics learning in East Nusa Tenggara (NTT) Province and evaluates the effects of gender, grade level, and ethnicity. Utilizing a descriptive-quantitative survey design, the study involved 390 science students (grades 10–12) across six high schools. Data were gathered via the validated Beliefs and Attitudes Toward Physics and Learning (BAPL) instrument and analyzed using a three-way ANOVA. The overall average BAPL score was . Statistics revealed that gender significantly impacted overall beliefs (F = 3.99, p = 0.05), with females reporting more positive baseline scores (70.00 6.74) than males (68.55 7.34). Grade level also exerted a significant main effect (F = 3.60, p = 0.04), showing more sophisticated views in higher grades. Conversely, the main effect of ethnicity was highly insignificant (F = 0.006, p = 0.94). While no significant overall three-way interaction was found (F = 0.85, p = 0.43), a dimension-specific three-way interaction emerged exclusively within the Relevance of Physics in Everyday Life (RLE) dimension (F = 3.05, p = 0.05). These findings suggest that uniform school systems act as epistemic equalizers across ethnic backgrounds in NTT, though gender-sensitive and context-aware pedagogy remains essential to foster sophisticated physics beliefs.
Copyright (c) 2026 Oktavina Pandango, Sentot Kusairi, Sujito https://creativecommons.org/licenses/by/4.0
Transforming Academic Emotions and Critical Thinking Through Augmented Reality in PBL: A Rasch Stacking-Racking Analysis
This study aims to evaluate the effectiveness of the Augmented Reality (AR)-integrated Problem-Based Learning (PBL) model on students' academic emotions and critical thinking skills in the topic of Matter and Its Changes. The primary background for this intervention was the low level of student engagement and the difficulty of visualizing abstract science concepts at SMP Negeri 2 Gorontalo. The research employed a quasi-experimental method with a pretest-posttest control group design involving 124 seventh-grade students divided into experimental (n=62) and control (n=62) groups. Data were collected through academic emotion questionnaires (30 Likert-scale items) and two-tier critical thinking tests (16 items), which were then analyzed using the Rasch Model via stacking and racking techniques to ensure data linearity in logit units. The analysis results indicate that integrating AR into PBL significantly increased students' positive academic emotions, with 70.97% of experimental students showing significant improvement, and accelerated critical thinking ability by 1.28 logits compared to 0.44 logits in the control class (Mann-Whitney U, p < 0.001). These findings confirm that AR's immersive visualization functions as cognitive scaffolding that simultaneously strengthens students' affective engagement and analytical thinking, consistent with the Control-Value Theory framework. This study concludes that AR-PBL is an effective intervention for simultaneously transforming affective and cognitive dimensions in junior high school science learning. The findings underscore the importance of integrating immersive technology into the science curriculum to support deeper conceptual understanding of abstract material.
Copyright (c) 2026 Khaerani, Lukman A.R Laliyo, Rustam I Husain https://creativecommons.org/licenses/by/4.0
The Effectiveness of Digital Teaching Materials Based on Cognitive Conflict Integrated with Augmented Reality and Nias Ethnoscience to Improve Critical Thinking in Work and Energy
This study aims to analyze the effectiveness of digital learning materials based on cognitive conflict integrated with Augmented Reality (AR) and Nias ethnoscience in improving students' critical thinking skills in the material of work and energy. The method used was a quasi-experiment with a pretest-posttest control group design. The research sample consisted of two eleventh grade Physics classes at SMA Negeri 1 Gido selected through simple random sampling. The instrument used was an essay test to measure critical thinking skills. The results showed that the average posttest score of the experimental class (75.1) was higher than that of the control class (70.4). Hypothesis testing using Mann-Whitney U resulted in a significance value of 0.039, indicating a significant difference between the two groups. These findings indicate that the developed digital learning materials are effective in improving students' critical thinking skills. This effectiveness is supported by the integration of cognitive conflict that encourages conceptual reconstruction, the use of AR that visualizes abstract concepts, and ethnoscience that links learning to the local cultural context.
Copyright (c) 2026 Elman Ikhtiar Ronaldo Waruwu, Fatni Mufit, Asrizal, Emiliannur https://creativecommons.org/licenses/by/4.0
Soil Insect Diversity and Community Structure as Bioindicators in the Semi-Arid Ecosystem of Madapangga Nature Park, Indonesia
Soil insects play an important role in ecosystem processes, particularly in organic matter decomposition and nutrient cycling. This study aimed to analyze the composition and diversity structure of soil arthropod communities in Madapangga Nature Park, Bima Regency, West Nusa Tenggara, Indonesia. Field sampling was conducted from June to July 2024 using quadrat sampling and pitfall traps at two observation stations. A total of 629 individuals representing 15 species, 13 families, and 8 orders were collected and identified. The Shannon-Wiener diversity index showed a low-to-moderate diversity level (H′ = 1.005), indicating community imbalance due to the dominance of several taxa. Hymenoptera was the dominant order, with arthropod gracilipes comprising approximately 23% of the total collected individuals. The dominance of this invasive ant species may indicate ecological pressure or habitat disturbance within the study area. Environmental measurements showed slightly acidic soil conditions with pH ranging from 5.5–5.9 and soil temperatures ranging from 25–27°C. These abiotic conditions may influence the distribution and abundance of soil arthropod communities. The findings provide preliminary ecological data for biodiversity monitoring and conservation management in semi-arid conservation ecosystems, particularly in the Madapangga Nature Park area and similar environments in Nusa Tenggara.
Copyright (c) 2026 Olahairullah, Ariyansyah, Mulisa https://creativecommons.org/licenses/by/4.0
Development of Teaching Materials to Improve Student Learning Outcomes Using Learning Videos for Grade V Elementary School
This research aims to develop video-based mathematics teaching materials for grade V elementary school students, as a solution to low learning outcomes and the use of conventional teaching materials that are less attractive. The development model used is ADDIE, which includes the analysis, design, development, implementation, and evaluation stages. The analysis was carried out by curriculum studies, observations, and interviews with teachers to find out the needs of students. The design stage involves planning materials, video structures, interactive quizzes, and contextual practice questions. Product development is validated by material, media, and language experts using Aiken's V analysis, which indicates all aspects are in the valid category. Implementation is carried out in learning to assess the effectiveness and practicality of teaching materials. The results of the study show that video teaching materials are effective in improving students' understanding of mathematics materials, and are considered practical and interesting by teachers and students. This product is able to present material visually, interactively, and relevant to daily life. Therefore, this video-based teaching material can be an alternative to improve the quality of mathematics learning in grade V of elementary school.
Copyright (c) 2026 Emi Liarni, Ramalis Hakim, Abna Hidayati, Zuwirna https://creativecommons.org/licenses/by/4.0
Promoting Critical Thinking through an SDG-Integrated STEAM E-Module for Grade X High School Students
This research aims to produce STEAM-based E-Modules that are valid, practical, and effective in improving students' critical thinking skills in mathematics subjects. This research uses the ADDIE development model with five steps: Analysis, Design, Development, Implementation, and Evaluation. The validity of the E-Module was tested by four validators, namely experts in instruments, media, materials, and languages. Trial I involved 3 students, while trial II was carried out on 2 educators and 25 students. The results showed that the STEAM-based E-Module on linear program materials had excellent validity, with a score of 83% for product experts, 93% for subject matter experts, and 93% for linguists. The practicality of this E-Module is very high, with the trial of students obtaining a score of 98% and educators 96%, both of which are in the category of "Very Practical". The effectiveness of this E-Module can be seen from the increase in student learning outcomes, namely from a pretest score of 49.60 to a posttest score of 81.40, with an N-gain of 0.62 which is included in the "Medium" category. In addition, students' critical thinking abilities earned an average score of 3.03 out of 4, which indicates the "Pretty Good" category. The results of this study show that STEAM-based E-Modules are effective in improving students' critical thinking skills and are practically used in mathematics learning.
Copyright (c) 2026 Pauzi, Rayendra, Abna Hidayati, Ulfia Rahmi https://creativecommons.org/licenses/by/4.0
Development and Expert Validation of the PjBL-STEAM-IC Model for SOLO-Based Thinking Skills and Environmental Awareness in Coastal Schools
Coastal science learning in Pagimana, Central Sulawesi, has not adequately connected local environmental problems with students’ thinking development and environmental awareness. This study aimed to develop and examine the expert validity of the PjBL-STEAM-IC model, in which IC denotes Innovation and Creativity, for SOLO-based thinking skills and environmental awareness in coastal schools. Using an adapted Borg and Gall research and development procedure, this article reports the needs analysis, hypothetical model design, development of instructional materials and research instruments, expert validation, and Product Revision I. Three validators evaluated the model and its supporting products; their ratings were analysed using Aiken’s V, and their written recommendations were examined descriptively. The developed model comprises six phases linking coastal environmental problems, STEAM-IC project activities, SOLO-based reasoning, and four dimensions of environmental awareness: knowledge, attitude, behaviour, and skills. All validated components were classified as very valid, with Aiken’s V coefficients ranging from 0.902 to 0.961. Expert feedback led to clearer operational syntax, stronger theoretical mapping, more explicit STEAM-IC integration, improved alignment with SOLO-based thinking and environmental awareness, and refinement of the student response questionnaire. The model and its supporting products were therefore considered sufficiently valid to proceed to subsequent classroom field testing.
Copyright (c) 2026 Srilesnawati Lalusu, Elya Nusantari, Frida Maryati Yusuf, Abubakar Sidik Katili, Hartono Mamu, Muhammad Rifai Katili, Masra Latjompoh https://creativecommons.org/licenses/by/4.0
Development of Deep Learning-Based E-LKPD in Physics Learning to Improve Critical Thinking and Creative Thinking Skills of High School Students
The low critical and creative thinking skills of eleventh grade students at SMAN 1 Lembah Melintang on mechanical wave material, reaching only 38.20% and 47.10% respectively, indicate an urgent need for innovative teaching materials. This study aims to develop a Deep Learning-based Electronic Student Worksheet (E-LKPD) assisted by Heyzine on Mechanical Wave material to improve critical and creative thinking skills of high school students. The research used Research and Development (R&D) method with the Plomp model encompassing three phases: preliminary research, prototyping phase, and assessment phase. The E-LKPD integrates three pillars of Deep Learning: Meaningful Learning, Joyful Learning, and Mindful Learning. The results show that the developed E-LKPD: (1) was declared very valid with an average Aiken V value of 0.87; (2) was declared very practical with a score of 88.54% according to teachers and 84.32% according to students; and (3) proved very effective in improving critical thinking skills from 38.20% to 80.93% and creative thinking from 47.10% to 81.90%, with N-Gain values of 0.691 (medium) and 0.658 (medium) respectively. This Deep Learning-based E-LKPD is suitable as an innovative alternative teaching material in high school physics learning aligned with the demands of the Merdeka Curriculum.
Copyright (c) 2026 Linda Khoiro, Yohandri, Fatni Mufit, Emiliannur https://creativecommons.org/licenses/by/4.0
Quality Stability of Spent Laying Hen Patties Supplemented with Lemongrass Powder During Refrigerated Storage for Sustainable Meat Product Development
Spent laying hen meat processed into patties is susceptible to quality deterioration during refrigerated storage. This study evaluated the physicochemical, microbiological, and sensory characteristics of spent laying hen patties supplemented with 1.50% lemongrass powder during refrigerated storage at 4.00°C. Observations were conducted on days 0, 7, 14, and 21. The analyzed parameters included pH, peroxide value, color (L*, a*, b*), texture, moisture content, Total Plate Count (TPC), and sensory attributes. Statistical evaluation was performed using analysis of variance (ANOVA), with Duncan’s Multiple Range Test applied for multiple comparisons among storage periods. Storage duration significantly affected all observed parameters (p<0.01). During storage, pH increased from 5.56 to 6.08, peroxide value increased from 0.67 to 1.51 meq/kg, moisture content increased from 56.28% to 59.54%, and TPC increased from 1.71 to 2.82 log CFU/g. In contrast, texture decreased from 11.31 to 8.27 N, accompanied by reductions in color and sensory acceptance scores. Overall, the addition of 1.50% lemongrass powder helped maintain the physicochemical, microbiological, and sensory quality of spent laying hen patties, particularly up to 14 days of refrigerated storage, supporting the development of sustainable meat products with added value.
Copyright (c) 2026 Nimas Dwi Sukmawardani, Herly Evanuarini, Dedes Amertaningtyas, Ria Dewi Andriani, Eko Widodo https://creativecommons.org/licenses/by/4.0
Development of a Multimedia-Oriented Problem-Based Learning Model to Support SDG 4: Quality Education for Grade IV Elementary School Students
This research is motivated by the low involvement of students in learning Pancasila Education in elementary schools, the limited use of innovative interactive learning media, and the need for a learning model that is able to develop critical, collaborative, and problem-solving skills. This research aims to develop a Canva-based interactive multimedia oriented to the Problem Based Learning (PBL) model that is valid, practical, and effective in improving the learning outcomes of grade IV elementary school students in the subject of Pancasila Education. This type of research is research and development using the ADDIE model which includes five stages, namely analysis, design, development, implementation, and evaluation. The validity of the product is assessed by subject matter experts, media experts, and linguists. Practicality was measured through the responses of teachers and students using questionnaires, while effectiveness was tested through a comparison of pretest and posttest results analyzed using the N-Gain formula. The results of the study showed that the interactive multimedia developed obtained a very valid category with an average score of 89.56%. In addition, this media is stated to be very practical based on positive responses from teachers and students, especially in the aspects of ease of use, attractive visual appearance, and clarity of navigation. In terms of effectiveness, interactive multimedia has been proven to be able to improve students' learning outcomes with an N-Gain value of 77.67 which is included in the high category. Thus, Canva-based interactive multimedia oriented to the PBL model can be an innovative learning media alternative that is valid, practical, and effective to improve the quality of learning.
Copyright (c) 2026 Endang Saputra, Alwen Bentri, Jasrial, Ulfia Rahmi, Rayendra https://creativecommons.org/licenses/by/4.0
Application of Utopia and Graxpert AI in Studying Celestial Objects to Support Research and Education Interests at the High School Level, and Public Outreach
UTOPIA is a remotely operated robotic telescope developed by Observatorium Astronomi Itera Lampung (OAIL) to support astronomy education and research. Integrated with an Android-based control system, it enables remote observations and is applied across different levels of astronomy education. This study integrates UTOPIA with GraXpert, an open-source artificial intelligence tool for astronomical image enhancement through background extraction and noise reduction. A program involving 30 senior high school students was conducted through guided celestial observations, data acquisition, and collaborative image analysis. Participants were introduced to optical telescope principles, CCD imaging, and basic astronomical data processing, while GraXpert was used to enhance nebular image quality and visualization. The effectiveness of the program was evaluated using pre-test and post-test assessments. Results show a significant increase in understanding, with the mean score rising from 10.33 to 25.10 and a normalized gain of 0.75, indicating high conceptual improvement. Questionnaire results indicate positive learning perception, with most participants reporting improved understanding of nebular objects and better comprehension of the UTOPIA system, reflected in dominant positive responses. These findings demonstrate that integrating robotic telescopes with AI-based image processing supports astronomy education and improves students’ conceptual understanding through inquiry-based activities.
Copyright (c) 2026 Iwan Maryawan, Robiatul Muztaba, Herpratiwi, Sowiyah, Melya Riniarti, Ririn Andriyani, Aditya Abdillah Yusuf https://creativecommons.org/licenses/by/4.0
Development of SDG-Oriented Natural and Social Sciences Teaching Materials Using Mind Mapping for Grade IV Elementary School Students
This research aims to develop valid, effective, and practical teaching materials based on mind mapping for Natural and Social Sciences (IPAS) subjects for fourth grade elementary school students, which is motivated by low learning outcomes and student motivation due to the use of less interesting conventional materials. The method used is development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), with data collected through class observation, interviews, expert validation, questionnaires, as well as pre-tests and post-tests. The results of validation by material, media, and language experts show that the teaching material is very valid with Aiken's V scores of 0.97, 0.89, and 0.97, respectively. An effectiveness test with an N-Gain score showed a significant improvement in learning outcomes, with scores of 0.7765 (small group) and 0.7971 (large group), both in the high category. The paired sample t-test showed a significance value of p = 0.000 (< 0.05), indicating a significant difference between the pre-test and the post-test. In terms of practicality, the teaching materials received a very positive response from teachers (96.36%) and students (93.25%), which showed that the materials were easy to use, interesting, and helped the understanding of IPAS concepts. Thus, the mind mapping-based teaching materials developed in this study have proven to be feasible to improve the quality of science learning in fourth grade basic education.
Copyright (c) 2026 Idrus Salam, Ramalis Hakim, Darmansyah, Zelhendri Zen https://creativecommons.org/licenses/by/4.0
The Challenges of New Town Development at High-Speed Rail Transit Oriented Development: Case of Jakarta–Bandung HSR
This study examines the development of a sustainable new town based on Transit-Oriented Development (TOD) in Tegalluar to address urban sprawl, inefficient land use, and social inequality. Using a mixed-method approach, data were collected through field surveys, questionnaires, and interviews. Spatial and SWOT analyses were employed to evaluate the characteristics, socio-economic conditions, and community perceptions. The findings reveal Tegalluar's potential as a hub for sustainable activities, supported by adequate transport infrastructure, although public accessibility and supporting facilities remain limited. The SWOT analysis identifies strengths such as strategic location and policy support, weaknesses in public services, opportunities for economic investment, and threats from social inequality. This research recommends strategies to enhance infrastructure, foster community engagement, and integrate public policy with spatial planning to realise sustainable TOD. The model could serve as a reference for new town development in Indonesia to support sustainable urban development.
Copyright (c) 2026 Raden Anggara, Hayati Sari Hasibuan, Chrisna T Permana https://creativecommons.org/licenses/by/4.0
Analysis of Factors Affecting Rubber Production in Koto Alam Village, Pangkalan Koto Baru District, Lima Puluh Kota Regency, West Sumatra Province
People's rubber plantations play an important role in the welfare of farmers, the country and the world. However, people's rubber production is still low and many rubber plants are unproductive. This study aims to analyze the factors that influence rubber production in Nagari Koto Alam, Pangkalan Koto Baru District, Lima Puluh Kota Regency. This research was conducted conducted from March 2020 to July 2020. The research method used multiple linear regression and purposive sampling. The results of the study showed test regression R square = 0.827 was obtained, meaning that 82.7 % of the variables of land area, labor, and number of rubber trees were able to explain rubber production. Land area had 1.791 coefficient, a positive and significant effect. So, rubber farmers must expanded their land area Farmers. The number of rubber trees had a negative (0.099) and significant effect. Because did not maintain rubber trees properly, and many rubber plants was damaged. Labor had a negative (2.086) and insignificant effect on rubber production. So it is necessary to increase the maintenance and rejuvenation of rubber plants.
Copyright (c) 2026 Helentina Situmorang, Mukhlis https://creativecommons.org/licenses/by/4.0
STEM-PBL Instructional Materials to Support Quality Education through Chemical Literacy in Thermochemistry
The purpose of this study was to evaluate the effectiveness of STEM-Problem Based Learning (STEM-PBL) instructional materials in improving students’ chemical literacy on thermochemistry topics. This study employed a quasi-experimental method using a pretest-posttest control group design. The participants were 56 Chemistry Education students divided into an experimental class and a control class, each consisting of 28 students. Data were collected using a validated and reliable essay test (Cronbach’s α = 0.85). The results showed that the experimental class improved from 36.11 to 88.50, while the control class improved from 31.50 to 78.43. An independent samples t-test revealed a significant difference between the two groups (p < 0.05). In addition, the effect size analysis yielded a Cohen’s d value of 1.16, indicating a large effect. These findings suggest that STEM-PBL instructional materials effectively improve students’ chemical literacy, particularly in conceptual understanding, critical thinking, and problem-solving related to thermochemistry. In conclusion, STEM-PBL instructional materials are effective and feasible for enhancing chemical literacy and supporting quality, contextual, and 21st-century-oriented chemistry learning at the university level.
Copyright (c) 2026 Dwy Puspita Sari, Mutiara Agustina Nst, Ani Sutiani, Ratu Evina Dibyantini, Alfira Julian Pratiwi https://creativecommons.org/licenses/by/4.0
Guided Inquiry with STEAM: Fostering Critical Thinking on Fluid Statics Concepts
Critical thinking is one of the higher levels of thinking. This study aims to determine the level of critical thinking of students using the STEAM-integrated guided inquiry learning model on static fluid material. The research method used is mixed methods that focuses on the design of embedded experimental models. The subjects in this study consisted of 11th grade high school students in Salatiga. Data from this study were analyzed quantitatively and qualitatively. The conclusion of this study is that there is an increase before and after being taught using STEAM-integrated guided inquiry learning. This is evidenced by the results of the analysis of students' critical thinking levels which were previously in the good category of 3.12%, moderate 31.25%, poor 28.12%, and very poor 37.5% and after learning using STEAM-integrated guided inquiry learning are in the very good, good, and moderate categories. The percentages are very good 6.25%, good 53.12%, and moderate 40.62%.
Copyright (c) 2026 Prima Warta Santhalia, Diane Noviandini https://creativecommons.org/licenses/by/4.0
Nanogel Formulation of Butterfly Pea Flower Extract (Clitoria ternatea L.) Against Propionibacterium acnes Bacteria Inhibitory Test
The chemical components of butterfly pea flowers (Clitoria ternatea L.) have a strong bacterial inhibition zone. The aim of this research is to make nanogels using the active ingredient ethanol extract of butterfly pea flowers and demonstrate the antibacterial activity of nanogels against Propionibacterium acnes bacteria. Because nanogels are more stable, translucent, and have small particle sizes making them efficient in releasing active chemicals and increasing bioavailability, nanogels are used in tropical medicine. Maceration is the extraction technique used. Nanogel of butterfly pea flower ethanol extract (BPFEE) was added to the nanogel formulation at concentrations of F1 (5%), F2 (10%), and F3 (15%). Transmission testing is part of the ideal formula; Other tests for characterization include phytochemical, organoleptic, particle size, pH, adhesion, spreadability and viscosity tests. Next, antibacterial activity was tested against Propionibacterium acnes using the well method. The research results showed that the % transmittance was 84-88%, the organoleptic results were in the form of a gel, color and distinctive aroma, particle size 114.9 – 283.9 mm, pH 5.6 – 6, adhesive power 1.36 – 2.1 seconds, spreadability 4.8-5.6 cm, viscosity 4071 – 3043.75 mPa.S. Telang flower ethanol extract nanogel can inhibit the growth of P. acnes bacteria, namely 8.2-11.7 mm.
Copyright (c) 2026 Niluh Puspita Dewi, Radhika, Magfirah, Indah Kurnia Utami, Yasinta Rakanita, Nur Ramadhani, Nuraisya, Ni Ketut Marlina https://creativecommons.org/licenses/by/4.0
From Biomass Waste to Functional Iron Oxides: Mechanistic Understanding, Structure Engineering, and Environmental Applications
Biomass-mediated green synthesis of iron oxide nanomaterials has gained increasing attention as a sustainable alternative to conventional chemical methods, offering lower energy requirements, reduced chemical toxicity, and intrinsic surface functionalization. Unlike previous reviews that mainly summarize synthesis routes or environmental applications separately, this review establishes an integrated structure–property–performance framework to systematically correlate biomass chemistry, phase evolution, and functional remediation behavior of iron oxide nanomaterials. A structured scoping review was conducted by analyzing 42 peer-reviewed articles published between 2010 and 2024, selected from major scientific databases using predefined inclusion criteria emphasizing crystalline phase identification, quantitative structural characterization, and measurable environmental performance. Comparative synthesis of the collected data reveals that phytochemical constituents, particularly polyphenols and organic acids, regulate Fe³⁺ reduction, chelation equilibria, nucleation kinetics, and phase selectivity among Fe₃O₄, γ-Fe₂O₃, and α-Fe₂O₃. Fe₃O₄-rich systems exhibited smaller particle sizes (10–30 nm), higher saturation magnetization (30–70 emu g⁻¹), and superior pollutant removal efficiencies (90–99%), while γ-Fe₂O₃ showed moderate magnetic properties (20–50 emu g⁻¹) and α-Fe₂O₃ displayed larger particle sizes (30–60 nm), lower magnetization (<2 emu g⁻¹), but greater thermodynamic stability. Adsorption capacities ranged from 30–250 mg g⁻¹ depending on pollutant type and phase composition. Despite these promising performances, variability in biomass composition, phase instability, and inconsistent testing protocols remain major barriers to reproducibility and scalability. This review provides a quantitative and mechanistic framework to guide rational synthesis design, improve reproducibility, and accelerate scalable deployment of biomass-derived iron oxide nanomaterials for environmental remediation.
Copyright (c) 2026 Dewi Kurnianingsih Arum Kusumahastuti, November R. Aminu, Agung R. Gintu, Emmanuel Hernanda Yustisia Susanto, Gecia Ovi Wulandari https://creativecommons.org/licenses/by/4.0
Correlation Analysis between Understanding Biochemistry Concepts and Chemistry Education Students' Problem-Solving Skills through Validated HOTS Instruments
Understanding biochemistry concepts and problem-solving skills are essential competencies for chemistry education students in facing the demands of 21st-century science learning. However, empirical evidence regarding the relationship between these competencies measured through Higher Order Thinking Skills (HOTS)-based instruments remains limited. This study aimed to analyze the correlation between students’ understanding of biochemistry concepts and their problem-solving skills using validated HOTS instruments. A quantitative correlational design was employed involving 60 Chemistry Education students who had completed the Biochemistry course. Data were collected using a HOTS-based biochemistry concept understanding test and a HOTS-based problem-solving skills test. The instruments were validated by experts and tested for reliability. Data were analyzed using descriptive statistics and Pearson correlation analysis after fulfilling normality and linearity assumptions. The results showed that the mean score of biochemistry concept understanding was 72.35 (SD = 8.42), while the mean score of problem-solving skills was 68.10 (SD = 9.15). The normality and linearity tests indicated that the data met the requirements for parametric analysis. Pearson correlation analysis revealed a positive and significant correlation between biochemistry concept understanding and problem-solving skills (r = 0.63, p < 0.05). Furthermore, the coefficient of determination (r² = 0.40) indicated that understanding biochemistry concepts contributed 40% to the variance in students’ problem-solving skills. These findings demonstrate that stronger conceptual understanding is associated with better problem-solving performance. In conclusion, understanding biochemistry concepts significantly contributes to the development of students’ problem-solving skills. Therefore, integrating HOTS-oriented learning and assessment into biochemistry instruction is recommended to enhance conceptual mastery and higher-order thinking skills among prospective chemistry teachers.
Copyright (c) 2026 Mariati, Insan Nuhari https://creativecommons.org/licenses/by/4.0
Nested-local Wisdom Model for Sustainable Science Education: Enhancing Students’ Conceptual Knowledge and Communication Skills
When science is perceived as disconnected from learners’ social dan cultural contexts, students’ engagement and identity in learning science decline. This study evaluates a nested-local wisdom approach integrating the cultural context of Pinisi boats to enhance students’ conceptual knowledge, communication skills, and concept maps, supporting more meaningful and sustainable science education. This study employed a quasi-experimental design with a non-equivalent control group pretest-posttest involving students from SMPN 32 Bulukumba. Two intact classes (n = 31 each) were selected, and their equivalence was verified using pretest scores and academic records. Data were analyzed using MANOVA dan ANOVA. The results revealed a significant multivariate effect the learning model on all dependent variables (Wilks’ Lambda = 0.212, p < 0.001, ηp² = 0.788), indicating a large effect size. Furthermore, ANOVA results revealed the largest effect size in concept maps (ηp² = 0.682), followed by communication skills (ηp² = 0.642) and conceptual knowledge (ηp² = 0.449). These findings suggest that integrating local wisdom within a nested learning structure supports the development of key science competencies, particularly conceptual knowledge and communication skills, through culturally meaningful learning. Therefore, the nested-local wisdom approach offers a contextually relevant and pedagogically grounded strategy for advancing sustainable science education.
Copyright (c) 2026 Andi Asmar, I Gusti Putu Suryadarma, Yuliyanti, Lakilo Laruli https://creativecommons.org/licenses/by/4.0
Impact of Plant Growth Promoting Rhizobacteria (PGPR) on Nitrogen Uptake and Yield of Palu Local Shallots
Plant Growth-Promoting Rhizobacteria (PGPR) play an important role in improving soil microbial populations and enhancing plant growth and nutrient uptake. This study aimed to evaluate the effect of different PGPR concentrations on bacterial colony populations, growth performance, biomass production, and nitrogen uptake of Palu Valley shallot plants. The experiment consisted of four treatments: control (F0), PGPR 10 mL (F1), PGPR 15 mL (F2), and PGPR 20 mL (F3). The observed variables included bacterial colony population, number of shallot bulbs, fresh biomass, dry biomass, and nitrogen uptake. The results showed that PGPR application increased the bacterial colony population in soil, with the highest population recorded in treatment F3 (3.90 × 10⁶ CFU g⁻¹ soil). The average number of shallot bulbs increased from 9 bulbs plant⁻¹ in the control to 12 bulbs plant⁻¹ in treatments F2 and F3. Fresh biomass and dry biomass also increased with higher PGPR concentrations, reaching 11.95 g and 2.42 g respectively in F3. Nitrogen uptake showed a gradual increase from 1.61% in the control to 1.69% in F3. These findings indicate that PGPR application improves soil microbial populations, plant growth, biomass accumulation, and nitrogen uptake in Palu Valley shallot plants, with the 20 mL PGPR (F3) treatment providing the most effective results.
Copyright (c) 2026 Lisa Indriani Bangkele, Sri Sudewi, Idris, Ratnawati, Arfan https://creativecommons.org/licenses/by/4.0
The Influence of Augmented Reality-Based Play Activities on Children's Social and Emotional Skill Moderated by Parental Involvement
The study aims to analyze the influence of augmented reality (AR)-based play activities on children's social and emotional skills moderated by their parents' involvement. We employed a quantitative approach with a quasi-experimental design involving 30 children in Group B of Angkasa 3 Mandai Kindergarten, Maros Regency, in the 2024–2025 academic year. Data were collected through structured observation and questionnaires, then analyzed using descriptive statistics and moderated regression. The results showed that AR-based play activities positively and significantly influenced children's social and emotional development (β = 0.612; p < 0.05), and parental involvement significantly strengthened this influence (β = 0.289; p = 0.012). These findings confirm that the impact of AR learning in early childhood education will be more effective if supported by active parental involvement through continuous collaboration with teachers.
Copyright (c) 2026 Kusmaladewi, Nurdin https://creativecommons.org/licenses/by/4.0
Development of an E-Module Adapted to the Independent Curriculum Informatics Subject on the Basic Elements of Technology and Information for Phase E Grade 10 Students
This study aims to develop an e-module for Informatics learning based on the Independent Curriculum, focusing on the Basic Elements of Technology and Information for grade X phase E students. The development employed the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) to produce a systematic structure and contextual content. Validation results indicated that the e-module was in the valid category, while practicality tests from teachers and students showed it to be very practical and practical, respectively. Effectiveness testing also demonstrated improved learning outcomes in the experimental class compared to the control class. These findings highlight that the e-module effectively facilitates the understanding of abstract Informatics concepts, encourages higher-order thinking skills, and increases learning motivation. Therefore, the developed e-module is considered valid, practical, and effective for use, with potential adaptability to support learning in other subjects.
Copyright (c) 2026 Afri Ola Dewi, Hendri, Yasdinul Huda, Rizky Ema Wulansari https://creativecommons.org/licenses/by/4.0
The Effects of Tourist Activities on Bird Species Diversity in the Tambing Lake Area, Lore Lindu National Park, Central Sulawesi, Indonesia
The increase in tourism activity in the Lake Tambing area has the potential to put pressure on the ecosystem, especially on wildlife that is sensitive to human disturbance. Lake Tambing located in Lore Lindu National Park, Central Sulawesi, is an area of ​​high ecological value and home to a variety of endemic flora and fauna. This study aimed to analyze the potential of fauna, particularly bird populations, as indicators of ecological conditions and to observe the impact of tourism activities on bird diversity. The study was conducted from February to June 2025 at the camping ground and on the trackings trail using the line transect method. Data analysis included the Shannon-Wiener diversity index, evenness index, dominance index, and t-tests for comparisons between habitats. The study identified 56 bird species from 30 families, of which 26 are endemic to Sulawesi. Diversity index values ​​ranged from 2.79 to 3.28, indicating moderate to high levels of diversity. Statistical tests showed that tourist activity had no significant impact on bird diversity in either habitat type. This indicates that anthropogenic disturbance at Lake Tambing remains at a low level. These findings provide an important scientific basis for sustainable tourism practices, standardization of birdwatching site design, and effective endemic species conservation efforts in the Lake Tambing area.
Copyright (c) 2026 Sustri, Sri Ningsih, Naharuddin, Rukmi, Alam Ansary https://creativecommons.org/licenses/by/4.0
Physical and Chemical Characteristics of Soil in the Habitat of Gymnostoma rumphianum (Miq.) L.A.S. Johnson in Tojo Una-Una Regency, Central Sulawesi
Sulawesi, particularly the Wallacea region, has a unique yet extreme ultramafic ecosystem for vegetation growth due to nutrient limitations and high heavy metal concentrations. This study aims to analyze the characteristics of the physical and chemical properties of the soil in the habitat of Gymnostoma rumphianum (Miq.) L.A.S. Johnson in Tojo Una-Una Regency, Central Sulawesi. The study was conducted in Betaua and Podi Villages by dividing the locations based on distance from the river flow. Physical parameters analyzed included bulk density, soil texture, and permeability, while chemical parameters included N, P, K, pH, organic C, C/N ratio, and electrical conductivity (DHL). The results showed that the soil texture in Betaua Village was dominated by sand fractions, while Podi Village was dominated by silt fractions due to the influence of river sedimentation. Chemically, the soil is alkaline (pH 8.05–8.28) with low to very low nitrogen and phosphorus content, but has moderate potassium availability. The presence of G. rumphianum, an actinorhizal plant capable of fixing nitrogen, is a key factor in the adaptation and sustainability of vegetation in this marginal land. This study concludes that despite extreme edaphic constraints, soil-plant interactions and local environmental dynamics such as fluviality significantly determine the structure of the ultramafic habitat in the region.
Copyright (c) 2026 Rahmawati, Yusran, Zulkaidhah, Retno Wulandari, Rukmi, Ramadanil Pitopang https://creativecommons.org/licenses/by/4.0
Isolation and Antibacterial Activity Test of Lactid Acid Bacteria (LAB) from Pliek U and Pliek U Oil (Minyeuk Brok)
Lactic Acid Bacteria (LAB) are a group of microorganisms that play a crucial role in the fermentation of various traditional foods. The presence of LAB in fermented food results in the production of various types of metabolite compounds that can act as antimicrobials. The objective of this study is to isolate and characterise LAB from pliek u and pliek u oil (minyeuk brok), and to determine their potential antibacterial activity against Staphylococcus aureus and Escherichia coli. The disc diffusion method was used to test the antibacterial activity. The results showed two LAB isolates from pliek u (IPU2 and IPU7) and one LAB isolate from pliek u oil (minyeuk brok) (IMP1). The colonies are cream-coloured, cocci in shape, with smooth edges and a raised elevation. The cells exhibit Gram-positive cocci and bacilli. Isolate IPU2 has the largest average inhibition zone diameter against Staphylococcus aureus (6.35 mm) but does not inhibit the growth of Escherichia coli.
Copyright (c) 2026 C Yulvizar, Y S Ismail, Amalina, S Mahzura, S A Zazila, A Haq, Fahrinnisa https://creativecommons.org/licenses/by/4.0
Development of a Web-Based CBT Worksheet for Routine Motorcycle Maintenance
This study aimed to develop a web-based electronic jobsheet system for the periodic motorcycle service subject at SMK Negeri 4 Palembang using the ADDIE model. The development was motivated by the continued use of paper-based practical assessment, which limits documentation and digital integration in vocational learning. The system integrates learning materials, digital jobsheets, procedural checklists, evidence uploads, and assessment features within a platform. The study employed the ADDIE stages of Analysis, Design, Development, Implementation, and Evaluation. Effectiveness testing was conducted during the implementation phase involving 66 Grade XI Motorcycle Engineering students, consisting of 32 students in the experimental class and 34 students in the control class. Data were collected through validation sheets, practicality questionnaires, and pre-test/post-test instruments. The developed system achieved an average validity score of 94.44% and a practicality score of 84.21%, categorized as Very Valid and Very Practical. Learning outcomes in the experimental class improved based on the Paired Sample t-test, with mean scores increasing from 80.28 to 90.16. The N-Gain score was 0.42, categorized as moderate, and slightly higher than the control class score of 0.39. Practical performance was higher, with mean scores of 89.23 and 78.41 respectively. These findings indicate that the developed system is effective.
Copyright (c) 2026 Naufal, Arwizet K, Wawan Purwanto, Ika Parma Dewi, Abdul Habib Arrasyidi Desky https://creativecommons.org/licenses/by/4.0
An Analysis of the Needs for Developing a CPS–EIS (Collaborative Problem Solving for Environmental Issue-Based Socio-Scientific Issues) Based Environmental Change E-Module as an Effort to Improve Students' Critical Thinking Skills
This study aims to analyze the need for developing an e-module based on Collaborative Problem Solving for Environmental Issue-Based Socio-Scientific Issues (CPS–EIS) on environmental change as an effort to improve students' critical thinking skills. This research employed a descriptive design with a needs analysis approach, conducted in December 2025 at a public high school in Karanganyar, involving 10th-grade students and biology teachers. Data were collected through Likert-scale questionnaires and interviews, then analyzed using percentage techniques and qualitative interpretation. The results indicate that although the level of difficulty of environmental change material was relatively low (42.57%), the current learning process remains less engaging and lacks structured problem-solving activities. Students showed a high need for multimedia integration (76.00%), strong readiness for collaboration (84.28%), and high interest in critical thinking-oriented learning (84.00%). From the teachers’ perspective, there was an absolute need (100%) for e-modules that present real-life environmental cases, facilitate collaboration, provide clear problem-solving steps, and integrate multimedia elements. These findings highlight a gap between existing learning conditions and the expectations of interactive, student-centered, and contextual learning. In conclusion, the development of a CPS–EIS-based e-module is strongly needed as an innovative solution to support meaningful learning, bridge theory and real-world environmental issues, and enhance students’ critical thinking skills in the digital era.
Copyright (c) 2026 Endah Pratiwi, Baskoro Adi Prayitno, Umi Fatmawati https://creativecommons.org/licenses/by/4.0
The Effect of Liquid Organic Fertilizer Made from Gamal Leaves (Gliricidia sepium) on the Growth of Stone Begonia (Begonia sp.) Cuttings
Fertilisation is a key factor in improving the productivity and quality of stone mistletoe (Begonia sp.) plants; one method is the application of liquid organic fertiliser made from gamal leaves. This study aimed to determine the effect of the concentration of liquid organic fertiliser made from gamal leaves on the growth of stone mistletoe cuttings. This study employed a Randomised Block Design (RBD) with a single factor comprising six treatment levels and three replicates. The concentrations used were as follows: K0: Control, K1: 40 ml/l water, K2: 80 ml/l water, K3: 120 ml/l water, K4: 160 ml/l water and K5: 200 ml/l water. The observational data were analysed using analysis of variance (ANOVA), and where a significant effect was found, this was followed by a BNJ test at the 5% significance level. The results of the study showed that treatment K3 (120 ml/litre of water) had the most favourable effect on all observed variables, namely shoot length, number of leaves, leaf length, leaf width and root length.
Copyright (c) 2026 Rahmi, Ramal Yusuf, Nadine, Rahmat, Moh. Ilwan https://creativecommons.org/licenses/by/4.0
Synergistic Effect of Amino Acids and NPK on Growth Dynamics, Yield Components, and Grain Productivity of Inpari 32 Rice Variety (Oryza sativa L)
Rice productivity improvement is essential to support food security and sustainable agricultural development. This study aimed to evaluate the synergistic effects of amino acids and NPK fertilizer on growth dynamics, yield components, and grain productivity of the Inpari 32 rice variety (Oryza sativa L.). The experiment was conducted in Sukatani Village, Subang Regency, Indonesia, from July to October 2025 using a Randomized Block Design with nine treatment combinations consisting of three amino acid concentrations (5, 10, and 15 mL L⁻¹) and three NPK fertilizer doses (50, 100, and 150 kg ha⁻¹), replicated three times. Observed parameters included plant height, tiller number, leaf area index, productive tillers, panicle number, filled grains per panicle, 1000-grain weight, harvest dry grain yield, and milled dry grain yield. The results showed that the combination of 10 mL L⁻¹ amino acids and 100 kg ha⁻¹ NPK fertilizer produced the highest plant height (74.42 cm), tiller number (26.20 tillers), productive tillers (19.37), filled grains per panicle (126.57 grains), 1000-grain weight (26.50 g), and milled dry grain yield (7.93 kg plot⁻¹). The synergistic interaction between amino acids and NPK improved nutrient uptake efficiency and physiological performance, resulting in higher grain productivity. Therefore, the combined application of amino acids and NPK fertilizer can be recommended as an effective strategy for sustainable rice production.
Copyright (c) 2026 Tita Kartika Dewi, Wirja, Chalvyn Silasa Pakidi, Ida Marina, Mukhlis https://creativecommons.org/licenses/by/4.0
The Effect of Android-Based Learning and Learning Motivation on Learning Outcomes in Computer Science in the 10th Grade at SMK Negeri 1 Sumatera Barat
This study aims to analyze the effects of Android-based learning and learning motivation on the Informatics learning outcomes of tenth-grade students at SMK Negeri 1 Sumatera Barat. Android-based learning is increasingly important in vocational education because it supports the development of digital competencies and independent learning skills required in the digital era. Previous studies have generally examined Android-based learning and learning motivation separately, while evidence regarding their interaction remains limited. This study employed a quasi-experimental method with a 2 × 3 factorial design involving 84 students in experimental and control classes. Data were collected using a learning motivation questionnaire and a learning outcomes test and analyzed through descriptive statistics and Two-Way ANOVA. The results showed that the experimental class achieved a higher mean posttest score (78.61) than the control class (68.33). The N-Gain score was also higher in the experimental class (0.55) than in the control class (0.34). Two-Way ANOVA revealed significant effects of the learning model (F = 32.47, p < 0.05), learning motivation (F = 22.86, p < 0.05), and their interaction (F = 6.43, p < 0.05) on learning outcomes. These findings indicate that Android-based learning is more effective when supported by high student motivation. This study provides empirical evidence for integrating technology-enhanced learning and motivational factors in vocational Informatics education.
Copyright (c) 2026 Novita Sari, Rizky Ema Wulansari, Syahril, Ika Parma Dewi, Abdul Habib Arrasyidi Desky, Liza Mahera https://creativecommons.org/licenses/by/4.0
Qualitative and Quantitative Traits of Thin Tail Ewes in Bojonegoro East Java, Indonesia
Thin-tail sheep is a local genetic resource widely raised by farmers and requires conservation through appropriate breeding programs. This study aimed to characterize quantitative and qualitative traits of thin-tail ewes reared at PT Juara Farm, Bojonegoro. A total of 66 ewes aged 1–4 years were observed, with quantitative traits including body weight, body length, body height, and chest girth, and qualitative traits focusing on tail shape. Data were analyzed descriptively. The results showed that all body measurements increased with age, with body weight ranging from 23.08 ± 3.83 kg in 1 – <2 years to 29.25 ± 3.79 kg in 3–4 years. Similar increasing trends were observed for body length, body height, and chest girth. Three tail shapes were identified: triangular (48.48%), straight (42.42%), and sigmoid (9.10%). The coefficient of variation indicated that body weight had higher variability compared to other traits. In conclusion, thin-tail ewes exhibit age-related increases in body size with moderate phenotypic variability, providing baseline information for breeding and conservation programs.
Copyright (c) 2026 Irida Novianti, Mashudi, M. Halim Natsir, Poespitasari H. Ndaru, Veronica Margareta Ani Nurgiartiningsih, Sambas Widiyanto https://creativecommons.org/licenses/by/4.0
Optimizing Sustainable Wastewater Treatment: Kinetic and Parametric Study of Methylene Blue Removal Using Electrocoagulation
This study investigates the removal of Methylene Blue (MB) from synthetic wastewater using a batch electrocoagulation (EC) reactor with two pairs of parallel monopolar iron electrodes, directly supporting Sustainable Development Goal 6 (Clean Water and Sanitation). Operational parameters, including initial pH, inter-electrode distance, applied voltage, and electrolysis time, were systematically evaluated. Within 15 minutes of electrolysis, a color removal efficiency of over 80% was achieved at an applied voltage of 10 V and an inter-electrode distance of 5 mm. Treatment efficiency decreased to 60.13% when the inter-electrode distance was widened to 10 mm due to increased cell resistance. Conversely, increasing the voltage from 10 V to 20 V and 30 V significantly enhanced the process efficiency. The MB removal rate was validated using a mass transfer-based kinetic model solved via the 4th-order Runge-Kutta method. The model aligned well with experimental data, displaying a Sum of Squared Errors (SSE) range of 0.09 to 193.57. At an extended electrolysis time of 75 minutes, the average efficiency reached 92.04% across all voltage variations, proving that coagulant saturation overcomes mass transfer limitations.
Copyright (c) 2026 Amir Husin, Dermala Tito A, Fadhila Fadhila, Lies Setyowati, Deny Supriharti https://creativecommons.org/licenses/by/4.0
Chemistry Identity Profiles Across Entry Cohorts Among Prospective Chemistry Teachers: Implications for Quality Education
Chemistry identity shapes students’ engagement and persistence in learning chemistry. This study profiled chemistry identity among Chemistry Education students, examined differences across entry cohorts, and tested gender differences in chemistry identity. A quantitative cross-sectional survey was conducted with 176 students from the Chemistry Education Study Program at Universitas Tanjungpura using the 20-item Measure of Chemistry Identity (MoChI) on a 5-point Likert scale (overall reliability α = 0.91). Overall chemistry identity did not differ significantly across cohorts (p = .755), and no significant cohort differences were found in any MoChI subconstruct. Descriptively, value-related interest was the strongest component (M = 4.21–4.48), whereas feeling-related interest was the next strongest (M = 3.72–3.88). Mastery experiences (M = 3.29–3.49) and verbal persuasion (M = 3.09–3.23) were moderate, while internalized identity was the weakest dimension (M = 2.98–3.41). A Mann–Whitney U test showed a significant gender difference, with male students scoring higher than female students (p = .008, r ≈ .20). These findings suggest that students generally perceive chemistry as valuable, but internalizing a “chemistry person” identity remains less developed and requires more structured mastery experiences, credible recognition, and supportive learning environments for development.
Copyright (c) 2026 Azwa Fadilla Wafiq, Oktavia Sulistina, Anugrah Ricky Wijaya https://creativecommons.org/licenses/by/4.0
Advancing SDG 4 Quality Education: Needs Analysis and Automated PjBL Essay Assessment Design for Projek IPAS in Vocational High Schools
The implementation of Project-Based Learning (PjBL) in vocational high schools requires authentic descriptive essay assessments, yet manual grading frequently induces severe teacher fatigue and subjectivity. This study aims to analyze teachers' assessment needs and design a conceptual model for automated PjBL essay grading specifically for the Projek IPAS subject. Utilizing the initial phases of the ADDIE research and development framework, this descriptive study employed preliminary teacher interviews, field observations, and literature reviews. The needs analysis revealed a critical demand for an efficient evaluation system to mitigate educators' cognitive load. Consequently, a conceptual architecture integrating Word Count, Similarity Index, and Keyword Matching was designed strictly as an administrative and technical pre-screening mechanism, while the Timestamp parameter was relegated solely to task management. Ultimately, this automated conceptual model is projected to serve as a cognitive offloading mechanism to substantially reduce administrative burdens and potentially mitigate grading bias, empowering science educators to reallocate their energy toward authentic substantive assessment.
Copyright (c) 2026 Sayid Juni Riauan, Darmansyah, Zelhendri Zen, Fetri Yeni J https://creativecommons.org/licenses/by/4.0
Integration of Local Potential in Project-Based Learning: Its Impact on Critical Thinking and Scientific Attitudes of Students of SMAN 1 Darussalam
This study aims to analyze the effectiveness of the implementation of the Project-Based Learning (PjBL) model based on local potential on biotechnology material in improving students' critical thinking skills and scientific attitudes. The study used a quantitative approach with a one-group pretest-posttest design for 35 students. The instruments were a critical thinking test and a scientific attitude observation sheet that had been declared valid and reliable (Cronbach's Alpha = 0.789). The results showed a significant increase in critical thinking skills, with an average pretest score of 17.63 increasing to 37.71 in the posttest, and an N-Gain value of 0.897 (high category). The increase occurred in all indicators, with the highest value in the indicator providing simple explanations (0.9226) and the lowest in the indicator organizing strategies and tactics (0.8723), but all in the high category. Students' scientific attitudes also increased, indicated by an average pretest score of 17.49 to 29.51 in the posttest, with an N-Gain value of 0.808 (high category). The highest improvement was found in the critical thinking indicator (0.93), while the lowest was in the collaboration indicator (0.63). Thus, the local potential-based PjBL model effectively improves students' critical thinking skills and scientific attitudes through contextual and project-based learning.
Copyright (c) 2026 Rahmadani, Evi Apriana, Nurlena Andalia, Juli Firmansyah, Ibrahim https://creativecommons.org/licenses/by/4.0
Affective–Cognitive Disparity in Contextual Science Learning: Evidence from Baduy Local Wisdom
Environmental crises require science education to develop not only environmental awareness but also students’ ability to reason about complex socio-ecological systems. This study aimed to analyze students’ Socio-Ecological Reasoning (SER) and Environmental Attitudes (EA) within contextual science learning based on Baduy local wisdom. A descriptive correlational quantitative approach was employed involving 30 seventh-grade students selected through purposive sampling. Data were collected using an essay-based SER test and a Likert-scale EA questionnaire and analyzed descriptively and inferentially using SPSS. The findings showed that students’ Environmental Attitudes were very high (M = 4.40), while Socio-Ecological Reasoning remained moderate (M = 3.07), indicating an affective–cognitive disparity. Pearson correlation analysis revealed a weak and non-significant relationship between both variables (r = 0.12; p > 0.05). This disparity suggests that contextual learning based on local wisdom effectively strengthens environmental values and awareness but has not fully facilitated systems thinking and higher-order reasoning skills, possibly because learning practices still emphasize value internalization more than analytical exploration. Therefore, science learning should integrate phenomenon-based and systems-oriented approaches that explicitly connect local wisdom with scientific inquiry to strengthen both affective and cognitive domains in sustainability-oriented education.
Copyright (c) 2026 Eiftien Yuliar Rasyidin, Asri Widowati, Ismail Fikri Natadiwijaya https://creativecommons.org/licenses/by/4.0
Bridging the Gap in Abstract Biology Concepts: A Needs Analysis for STEM-Integrated Argument-Driven Inquiry (ADI) Photosynthesis Learning
This study aims to analyze teachers' needs for the development of photosynthesis learning based on Argument-Driven Inquiry (ADI) integrated with the Science, Technology, Engineering, and Mathematics (STEM) approach as the basis for developing learning tools. The study was conducted at the needs analysis stage within the Design-Based Research (DBR) framework using a mixed methods approach with a sequential explanatory design. Quantitative data were obtained through a survey of 33 high school biology teachers in Lampung Province using a Guttman scale-based questionnaire, while qualitative data were obtained through in-depth interviews with three biology teachers. The results showed that 66.7% of teachers were not familiar with the ADI model and 54.5% had not implemented the STEM approach in learning. 90.9% of teachers had never used STEM-integrated ADI-based student worksheets, and 100% of teachers had never applied it to photosynthesis material. In addition, 75.7% of teachers had not measured critical thinking skills and 87.8% had not systematically measured collaboration skills. Interview results revealed that teachers still experience difficulties in understanding the implementation of ADI, integrating STEM in learning, developing appropriate learning tools, and facing obstacles such as the abstract nature of photosynthesis material, time constraints, and limited laboratory facilities. Based on these findings, it is recommended to develop a photosynthesis student worksheet based on STEM-integrated ADI equipped with critical thinking and collaboration assessment instruments to support more meaningful biology learning and oriented towards 21st-century skills.
Copyright (c) 2026 Fitriyani, Neni Hasnunidah, Kartini Herlina, Chansanah Diawati, Noor Fadiawati https://creativecommons.org/licenses/by/4.0
Enhancing Educational Quality Through the P4 Budgeting Model Based on BAA: A SWOT Perspective
Financial management plays a crucial role in improving educational quality; however, many educational foundations still struggle to integrate budgeting, accounting, and auditing into a comprehensive financial management framework. Previous studies have generally examined these functions separately, creating a research gap regarding the effectiveness of an integrated model in supporting educational quality and institutional sustainability. This study aims to analyze the implementation of the integrated P4–Budgeting, Accounting, and Auditing (P4-BAA) model at the Almuslim Peusangan Foundation and evaluate its contribution to educational quality improvement. This study employed a qualitative case study approach. Data were collected through semi-structured interviews with 15 purposively selected informants, including foundation leaders, financial managers, school principals, and administrative staff. Additional data were obtained through document analysis and direct observation. Data were analyzed using thematic analysis supported by NVivo software through coding, categorization, theme development, and triangulation. The findings show that the P4-BAA model strengthened financial planning, accountability, and transparency across educational units. Key strengths identified include institutional reputation, affordable tuition fees, and government support, while major challenges involve limited infrastructure, inadequate teacher qualifications, and unstable funding sources. The model improved budget allocation, stakeholder participation, financial reporting, and monitoring mechanisms, leading to more efficient resource utilization and stronger support for teacher development programs. The study concludes that the P4-BAA model provides a practical framework for enhancing financial governance and sustaining continuous improvements in educational quality.
Copyright (c) 2026 Sonny Muhammad Ikhsan Mangkuwinata, Marwan, Munawar, Saiful Bahri, Najmudin, Jamaluddin https://creativecommons.org/licenses/by/4.0
Local Wisdom-Based Rice Field Conservation Through Meugoe Customary Practices in Aceh Besar, Indonesia
This research aims to analyze the local wisdom of the community in rice field conservation and identify customary sanctions for violations that occur. The research uses a qualitative approach with data collection techniques in the form of observation and interviews. The research subjects consisted of the imeum mukim, keujreun blang, and the community of Ateuk Mon Panah Village, Simpang Tiga District, Aceh Besar Regency, with a total of 30 respondents. The results of the study show that local wisdom in the form of meugoe (rice fields) customs, especially related to the order of going down to the rice fields, has been inherited from generation to generation and is still maintained to this day. In addition, there are customary sanctions imposed for violations, such as water theft, in the form of sanctions in the form of the obligation to make talam cakes up to 1000 pieces or the slaughter of goats, depending on the level of violation. Local wisdom in the practice of meugoe has been proven to be in line with the principles of rice field and environmental conservation. Therefore, the preservation of these traditional values is important to support environmental sustainability and can be used as a source of learning for the community and the world of education.
Copyright (c) 2026 Evi Apriana, Erdi Surya, Nurul Akmal, Elvrida Rosa, Elfia Yeni https://creativecommons.org/licenses/by/4.0
Virtual Reality Media in IPAS: A Problem-Based Learning Development Study for Grade 5 Students’ Critical Thinking
This study aimed to develop Virtual Reality (VR)-based learning media integrated with the Problem-Based Learning (PBL) model for fifth-grade IPAS learning. VR was used to present contextual problems at the problem orientation stage, allowing students to explore phenomena immersively before engaging in inquiry and problem-solving activities. This study employed a Research and Development (R&D) approach using the ADDIE model and involved 56 teachers and students from four elementary schools in Padang Ganting and Atar. Data were collected through expert validation, practicality questionnaires, and effectiveness tests. Validation by three experts resulted in an average score of 91%, consisting of content validity (85%), media validity (97%), and language validity (92%), all categorized as highly valid. Practicality tests yielded teacher scores of 93–94% and student scores of 97%, indicating a highly practical category. Furthermore, the effectiveness analysis produced an average N-Gain score of 0.8 (high category). These findings indicate that integrating immersive VR visualization with the PBL model provides meaningful learning experiences and supports the development of students’ critical thinking skills. Therefore, the developed media is feasible, practical, and effective for elementary IPAS learning.
Copyright (c) 2026 Lailatuz Zahra, Desyandri, Ardipal, Yeni Erita https://creativecommons.org/licenses/by/4.0
Development of Canva-Based Digital Physics Worksheets on Motion to Enhance Students' Scientific Literacy
This study aimed to develop and evaluate a Canva-based Digital Student Worksheet (LKPD) on motion concepts to improve students’ scientific literacy. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation phases. Product feasibility was assessed through expert validation, while effectiveness was evaluated through limited field trials (n = 10) and large field trials (n = 20) conducted during the implementation phase. Scientific literacy was measured using PISA-based test items covering the dimensions of scientific content, context, and competency. The developed LKPD achieved a validity score of 93.8% (very valid). Practicality scores reached 94.0% from teachers and ranged from 90.5% to 94.5% from students, indicating a very practical category. The effectiveness evaluation revealed substantial improvements in students’ scientific literacy, with the greatest gains observed in the scientific competency dimension, particularly in explaining scientific phenomena and interpreting data related to motion concepts. N-Gain scores reached 0.71 in the limited field trial and 0.75 in the large field trial, both categorized as high. These findings indicate that the Canva-based digital LKPD is valid, practical, and effective for supporting interactive physics learning and enhancing students’ scientific literacy in secondary education.
Copyright (c) 2026 Eni Sumanti Nasution, Sri Utami Kholilla Mora Siregar, Kasmawati, Randy Sanjaya, Ferawati Artauli Hasibuan https://creativecommons.org/licenses/by/4.0
Fostering Humanistic Decision-Making in Elementary Science Education Amid Artificial Intelligence Disruption: A Case Study of a School Principal
The rapid development of Artificial Intelligence (AI) has created both opportunities and challenges for educational leadership, particularly in elementary science education. School principals are required to make decisions that not only support technological innovation but also uphold humanistic values in educational practice. This study aimed to analyze how the principal of SDN 06 Baruga develops humanistic decision-making in elementary science education amid Artificial Intelligence disruption. The study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the principal as the primary informant, supported by teachers and educational staff. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings revealed that the principal perceives AI as a valuable educational tool that can enhance science learning and broaden access to knowledge. However, technology is positioned as a supporting instrument rather than a substitute for teachers’ roles in education. Humanistic values, including empathy, fairness, responsibility, care, and character development, were found to guide decision-making processes. The principal also implemented various strategies to balance technological innovation with human-centered education while addressing challenges related to rapid technological change and students’ dependence on digital tools. The study concludes that humanistic decision-making provides an effective framework for integrating Artificial Intelligence into elementary science education while preserving the fundamental values of education.
Copyright (c) 2026 Abubakar, Aspin, Eko Saputra Nurdiansyah https://creativecommons.org/licenses/by/4.0
Development of an Ethno-STEM Integrated Problem Based Learning Physics E-Module to Improve High School Students' Creative Thinking Skills
Twenty-first century education demands the cultivation of creative thinking, yet preliminary studies in three high schools in Solok Regency revealed that students' creative thinking skills in physics averaged only 35.5%. This study aims to develop an interactive E-Module of physics on Work and Energy that integrates Problem Based Learning (PBL) with the Etno-STEM approach using the local wisdom of the Minangkabau Rumah Gadang to improve the creative thinking skills of senior high school students. The research employed a Research and Development design using the Plomp model, which consists of three phases: preliminary research, prototyping, and assessment. The product was validated by three experts using Aiken's V; practicality was assessed by teachers (n=2) and students (n=40); and effectiveness was tested through a pretest-posttest control group design at SMA Negeri 1 Pantai Cermin (experimental n=40; control n=41). Results show that the E-Module is highly valid (V = 0.98), highly practical (89.27%), and effective in improving creative thinking skills (N-Gain = 0.66, medium-high category) with significant differences between groups (t = 6.351; p < 0.05) and classical mastery of 87.5%. The integration of PBL and Etno -STEM in a digital, mobile-friendly module proves effective in cultivating fluency, flexibility, originality, and elaboration.
Copyright (c) 2026 Gusdilam Sari, Usmeldi, Desnita, Akmam https://creativecommons.org/licenses/by/4.0
Development of Science Teaching Materials Assisted by Augmented Reality to Improve Students' Ability in V Grade
This study aims to determine how Augmented Reality Teaching Materials can improve students' understanding and skills, given that students initially had difficulty understanding the material because the teaching method used was still the old method, commonly known as the lecture method. Here, the researcher presents a new learning concept, namely using a learning method in which students are actively involved in learning. The researcher uses the ADDIE research method, in which this research begins with At this stage, initial observations were conducted at SDN Podorejo 02, with m pages and classrooms, and a direct meeting with the principal. Next, communication with the fifth-grade homeroom teacher about IPAS subjects. The researcher analyzed how fifth-grade, After conducting an analysis and identifying the problems from the school's analysis, the researcher attempted to design and create a highly interactive learning medium that follows technological developments to replace the old learning method, which only used thick printed books and lectures, Next, for this stage, the development product is ready to be created according to the plan made by the researcher; learning media is prepared, and media is created. Media experts and material experts in their fields are also referred to as teachers, whose job is to guide and check whether the material from the media complies with existing regulations to ensure its validity. After conducting a series of tests through media experts and after going through the revision stage, the next step is to implement the media to students to see whether or not this learning media can improve student learning outcomes. After implementing the media created at Podorejo 02 Public Elementary School, the next step is to evaluate the results of the implementation which involves conducting a formative and summative evaluation to measure whether this media can improve student learning outcomes in Grade V IPAS lessons. And then this conclusion this Based on the results of the research and discussion of teaching materials assisted by Augmented Reality in IPAS lessons at Podorejo 02 Public Elementary School, the following conclusions can be drawn: Development of teaching materials assisted by Augmented Reality in IPAS lessons at Podorejo 02 Public Elementary School using the ADDIE method on the Assemblr Edu website, which shows 3D and AR technology that functions as a teaching medium that can display the shape of objects or images in 3D. Based on the responses from the students, a score of 69% was obtained, indicating an increase from the initial stage where the students did not understand the material to the stage where they became familiar with it. Therefore, this medium is categorized as suitable for use.
Copyright (c) 2026 Firstyansa Heriyanto, Eka Titi Andaryani https://creativecommons.org/licenses/by/4.0
The Integration of Fiqh and Science through Inquiry-Based Learning in the Merdeka Belajar Curriculum
This study examines the integration of Fiqh and science through inquiry-based learning within the Merdeka Belajar curriculum at MTsN 1 Padang Lawas Regency, North Sumatra, Indonesia. A qualitative approach was employed using interviews, classroom observations, and document analysis to explore the implementation, benefits, and challenges of inquiry-based learning in Fiqh instruction. The findings reveal that inquiry-based learning is implemented through contextual problem stimulation, data collection from the Qur’an, Hadith, and other Islamic sources, collaborative discussions, presentations, and reflection. This approach transforms Fiqh instruction into a student-centered learning process, encouraging learners to construct knowledge through questioning, investigation, and critical reasoning. Integrating scientific perspectives enables students to connect Islamic legal principles with real-life issues, including health, hygiene, environmental sustainability, and social responsibility. As a result, students demonstrate improved critical thinking, conceptual understanding, learning autonomy, and collaboration. However, implementation is constrained by limited instructional time, varying student readiness, insufficient inquiry-based teaching materials, and restricted learning resources. Despite these challenges, inquiry-based learning effectively supports the objectives of the Merdeka Belajar curriculum by promoting independent learning, critical reasoning, and character development. Strengthening instructional design, teacher competence, and learning resources is essential for sustainable implementation in Islamic education
Copyright (c) 2026 Mahyarni Junida Nasution, Risnawati, Alpizar https://creativecommons.org/licenses/by/4.0
The Relationship Between Science Literacy and Critical Thinking Skills Among Students at Public Senior High Schools in Bone Regency
This study aims to analyze the relationship between students’ science literacy and critical thinking skills regarding buffer solutions. This study employs a quantitative approach using a correlational method analyzed through simple linear regression. The study population consists of all students at State Senior High Schools in Bone Regency, with samples randomly selected from one class at each school. The instruments used include a science literacy test based on PISA indicators and a critical thinking skills assessment based on Ennis’s indicators. Data were analyzed using classical assumption tests, followed by Spearman’s rank correlation and regression analysis. The results of the data analysis using the Spearman rank test showed a correlation coefficient of 0.882 with a significance value of 0.000 < α = 0.05. Meanwhile, the results of the linear regression test yielded a correlation coefficient of 0.901 with a significance value of 0.000 < α = 0.05. These results indicate that there is a significant relationship between students’ science literacy and their critical thinking skills. Science literacy makes a positive contribution to the improvement of critical thinking skills; thus, the higher the students’ science literacy, the better their critical thinking skills.
Copyright (c) 2026 Andi Nurhidayah, Eda Lolo Allo, Halimah Husain https://creativecommons.org/licenses/by/4.0
Effects of PQ4R-Based Microlearning on Scientific Literacy and Biology Achievement: A Quasi-Experimental Study Controlling Prior Knowledge
This study aims to analyze the effect of implementing the PQ4R learning model assisted by video microlearning on students' scientific literacy and biology learning outcomes in the nervous system material. The study used a quantitative approach with a quasi-experimental nonequivalent control group design. The experimental class was taught using the PQ4R model assisted by video microlearning, while the control class used Project Based Learning (PjBL). Video microlearning was integrated in the Read and Reflect stages to help visualize abstract nervous system concepts. The study sample consisted of 36 students in the experimental class and 35 students in the control class. Data were analyzed using descriptive statistics and analysis of covariance (ANCOVA). The results showed that the average posttest of scientific literacy in the experimental class was 92.44, higher than the control class at 87.20. The average posttest of biology learning outcomes in the experimental class was 93.33, while the control class was 87.89. ANCOVA results showed that the learning model had a significant effect on scientific literacy (F = 29.282; p < 0.001; η² = 0.301) and biology learning outcomes (F = 26.082; p < 0.001; η² = 0.277) after initial abilities were controlled. The research findings showed that the PQ4R model assisted by microlearning videos was more effective than Project Based Learning (PjBL) in helping students understand the concept of the nervous system and improving scientific literacy and biology learning outcomes.
Copyright (c) 2026 Andi Nurfaizah Yusuf, Firdaus Daud, Ismail, Rachmawaty, Faisal https://creativecommons.org/licenses/by/4.0
Exploring Students’ Perceptions and the Need for STEM-Based Games Box Learning Media on Environmental Pollution to Support Creative Thinking in High School Physics
This study explores students’ perceptions of creative thinking and examines the need to develop a STEM-based “Games Box” learning media for environmental pollution topics in high school physics. A descriptive quantitative approach was used, involving 277 students who completed a Likert-scale questionnaire covering six aspects, including creative thinking perception, learning media needs, STEM-based learning needs, interactive learning preferences, physical media accessibility, and readiness to use the Games Box. The findings show that students generally perceive their creative thinking abilities at a moderate level, particularly in fluency (mean = 2.87; 57.4%) and originality (mean = 2.74; 54.8%). At the same time, students express a clear need for more engaging and interactive learning media that integrate STEM approaches to help them understand abstract physics concepts more effectively. Responses also indicate a strong preference for learning media that are hands-on, game-based, and capable of making learning more meaningful and enjoyable. Overall, the results suggest that developing a STEM-based Games Box is both relevant and necessary to support creative thinking in learning environmental pollution. This study also emphasizes the importance of connecting environmental issues with physics concepts such as acoustics in noise pollution, thermodynamics in thermal pollution, and radiation in radioactive contamination. In general, the findings provide a solid foundation for designing innovative, student-centered learning media that align with the demands of 21st-century education.
Copyright (c) 2026 Selvia Mariska Syahputri, Ida Sriyanti, Ismet https://creativecommons.org/licenses/by/4.0
The Effect of Self-Concept and Achievement Motivation on Students' Biology Learning Outcomes in Public Senior High Schools
Quality education plays a crucial role in developing adaptive, innovative, and competitive individuals. In biology learning, students’ achievement is influenced not only by instructional factors but also by psychological aspects, particularly self-concept and achievement motivation. This study aims to examine the effect of self-concept and achievement motivation on the biology learning outcomes of students in public senior high schools in Sidenreng Rappang (Sidrap) Regency.This research used a quantitative ex post facto design. The population consisted of 2,361 students, with a sample of 160 selected through stratified random sampling. Data were collected using questionnaires and documentation, then analyzed through descriptive and inferential statistics, including regression analysis at a 0.05 significance level. The results indicate that self-concept and achievement motivation are generally at a moderate level, while biology learning outcomes are relatively good. Self-concept has a significant effect (R = 0.763; 58.2%), and achievement motivation also shows a significant effect (R = 0.772; 59.6%). Simultaneously, both variables contribute 60.8% (R = 0.780), with achievement motivation being slightly more dominant. These findings highlight the importance of strengthening students’ self-concept and motivation to improve biology learning outcomes through supportive and student-centered learning environments.
Copyright (c) 2026 Tri Widya Ramadhani AY, Muhiddin Palennari, Muhammad Arsyad, Firdaus Daud, Halimah Husain https://creativecommons.org/licenses/by/4.0
Digital Extension Strategies for Empowering Rice Farmers in West Bangka Regency Admid The Agricultural of Era 4.0 Transformation
Agricultural extension plays a strategic role in empowering farmers through non-formal education, particularly in the era of the Agricultural 4.0 transformation, characterized by rapid developments in information technology and digital innovation. This study aims to analyze digital extension strategies in empowering rice farmers in West Bangka Regency, especially in Tebing Village, Kelapa Sub-district. The research employed a qualitative descriptive method using questionnaires distributed to 30 rice farmers selected purposively. The study focuses on farmer characteristics and the role of agricultural extension workers in strengthening farmer empowerment through digital-based communication and information systems. The findings reveal that the characteristics of farmers, including age, formal education, non-formal education, farming experience, and land ownership status, are generally categorized as moderate (40%) in influencing empowerment levels. Meanwhile, the role of extension workers was considered highly significant (80%) in supporting farmer empowerment. In the context of the digital era, extension workers increasingly function not only as facilitators and motivators but also as digital mediators who introduce farmers to information technology, online agricultural marketing, weather and price information systems, and social media-based communication platforms. The integration of digital tools enables farmers to access agricultural knowledge more efficiently, improve decision-making processes, and strengthen market connectivity. This study concludes that digital extension strategies are essential in enhancing the capacity and independence of rice farmers amid the Agricultural 4.0 transformation. The utilization of information technology and digital communication can strengthen agricultural productivity, expand farmers’ access to information, and support sustainable rural agricultural development in West Bangka Regency.
Copyright (c) 2026 Yulia, Robika, Fika Dewi Pratiwi https://creativecommons.org/licenses/by/4.0
Needs Analysis for the Development of a Contextual Physics Interactive E-Module Based on Deep Learning to Enhance Critical Thinking Skills
Physics learning at the senior high school (SMA/MA) level still faces challenges in developing students’ critical thinking skills. This is largely due to the use of instructional materials that are less interactive and the limited implementation of contextual learning approaches. On the other hand, the rapid advancement of digital technology provides significant opportunities to create more engaging, flexible, and meaningful learning experiences through digital-based media. This study aims to analyze the need for developing a contextual physics interactive e-module based on a deep learning approach to enhance students’ critical thinking skills. The research employs a Research and Development (R&D) method using the Plomp development model, which includes the preliminary research, prototyping phase, and assessment phase, with a focus on the need analysis stage. Data were collected through tests, questionnaires, interviews, and documentation studies related to the current learning conditions in schools. The results indicate that students prefer digital-based learning as it is more engaging, interactive, and accessible anytime and anywhere. Furthermore, schools have provided adequate supporting facilities such as technological devices and internet access. However, the use of digital teaching materials in physics learning is still not optimal and has not yet integrated contextual and deep learning approaches. Therefore, the development of an interactive e-module based on deep learning is highly needed as an innovative solution to improve students’ critical thinking skills.
Copyright (c) 2026 Etri Alga Vrimesty, Ratnawulan, Ahmad Fauzi, Emiliannur https://creativecommons.org/licenses/by/4.0
Heyzine Flipbook Based E-Book for Enhancing Students’ Critical Thinking Skills of Junior high school: A Study Development
This study aimed to analyze the effectiveness of a Heyzine Flipbook-based e-book in improving students’ critical thinking skills in Pancasila Education learning. The research employed a quasi-experimental design using a nonequivalent control group design. The participants consisted of two classes: an experimental class that used the Heyzine Flipbook-based e-book and a control class that used conventional textbook media. The results showed that the mean posttest score of the experimental class (83) was higher than that of the control class (60). The average N-Gain score of the experimental class was 0.66 (moderate category), while the control class obtained 0.27 (low category). The independent sample t-test indicated a significance value of p < 0.05, demonstrating a statistically significant difference between the two groups. Furthermore, the effect size was categorized as large, indicating that the Heyzine Flipbook-based e-book had a strong impact on enhancing students’ critical thinking skills. Therefore, the Heyzine Flipbook-based e-book was effective as an alternative digital learning medium to support the development of students’ critical thinking skills.
Copyright (c) 2026 Sriyanti, Eges Triwahyuni, I Wayan Wesa Atmaja https://creativecommons.org/licenses/by/4.0
The Effect of Learning Attitudes and Study Habits on Students' Biology Learning Outcomes in Public Senior High Schools
This study aims to analyze the effect of learning attitudes and study habits on students’ biology learning outcomes in Public Senior High Schools across Kendari City. This research employed a quantitative approach with an ex post facto design involving 185 eleventh-grade students selected through proportional random sampling. Data were collected using Likert-scale questionnaires and documentation, and analyzed using descriptive and inferential statistics. The results showed that learning attitudes, study habits, and biology learning outcomes were generally in the moderate category, with mean scores of 91.86, 89.29, and 70.28, respectively. The results of the inferential analysis showed that learning attitudes had a positive and significant effect on biology learning outcomes with a contribution of (20.9%); study habits had a positive and significant effect on biology learning outcomes with a contribution of (17.9%); and learning attitudes and study habits simultaneously had a significant effect on students’ biology learning outcomes with a contribution of (21.1%), with learning attitudes as the more dominant variable.
Copyright (c) 2026 Nabila Nur Syahirah, Muhiddin Palennari, Muhammad Arsyad, Firdaus Daud, Halimah Husain https://creativecommons.org/licenses/by/4.0
Development of Augmented Reality-Assisted Learning Materials on the Coordination System to Enhance Systems Thinking Skills
This study aimed to develop Augmented Reality-assisted instructional materials on the coordination system, to describe their practicality in improving students’ systems thinking skills, and to evaluate the effectiveness of the developed instructional materials. The research employed a Research and Development (R&D) approach based on the 4-D development model, which consists of four stages: define, design, develop, and disseminate. The instruments used included a needs analysis questionnaire, validity questionnaire, practicality questionnaire, learning implementation observation sheet, and a systems thinking skills pretest-posttest. The results showed that the instructional materials were highly valid, with content validity of 89.5%, construct validity of 94.8%, and attractiveness validity of 97.2%. The Augmented Reality-assisted instructional materials were practical for improving systems thinking skills, as indicated by the implementation of learning activities, which reached 92.5%. Product evaluation responses revealed that most students provided highly positive assessments, with a percentage of 97.22%, while teachers’ assessments reached 95.7%. Furthermore, the instructional materials were effective in enhancing systems thinking skills, as demonstrated by a high N-Gain score of 0.79 and a large effect size of 1.95. Based on these findings, the developed Augmented Reality-assisted instructional materials were effective in improving students’ systems thinking skills.
Copyright (c) 2026 Yesica Renita Putri, Dewi Lengkana, Noor Fadiawati, Viyanti https://creativecommons.org/licenses/by/4.0
Electronic Nose-Based Classification of Breath Odor in Fasting and Non-Fasting Individuals Using Principal Component Analysis
Breath odor contains volatile compounds that can reflect the body’s metabolic condition, including those associated with fasting. This study aims to classify breath odor patterns in fasting and non-fasting individuals using an electronic nose (e-nose) combined with the Principal Component Analysis (PCA) method. The e-nose system was developed using an array of five MQ gas sensors (MQ-2, MQ-3, MQ-4, MQ-5, and MQ-6) to detect breath samples from 100 respondents, consisting of 50 fasting and 50 non-fasting individuals. The sensor responses were recorded and analyzed using PCA for dimensionality reduction and data pattern visualization. The results show that the first two principal components account for 81.2% of the total data variance, with contributions of 56.1% from PC1 and 25.1% from PC2. The PCA score plot demonstrates a relatively clear separation between the breath odor patterns of the fasting and non-fasting groups. These findings indicate that the developed e-nose system has potential as a rapid and non-invasive method for breath-based classification.
Copyright (c) 2026 Imam Tazi, Muthmainnah, Wiwis, Yahya, Yusril https://creativecommons.org/licenses/by/4.0
Assessing the Integration of Environmental Management Systems and Green Supply Chain Management for Sustainable Supply Chains: A Green SCOR Gap Analysis
Environmental Management Systems (EMS) have been widely implemented to improve organizational environmental performance; however, their integration with Green Supply Chain Management (GSCM) remains limited, particularly in the seafood processing industry. This study aims to evaluate the gap between operational-level EMS implementation and integrated GSCM practices at PT. IAMBEU Mina Utama while identifying priority improvement areas to strengthen sustainable supply chain performance. A quantitative-evaluative case study approach was employed using the Green Supply Chain Operations Reference (Green SCOR) framework covering the Plan, Source, Make, Deliver, and Return processes. Data were collected through Likert-scale questionnaires, interviews, field observations, and document analysis. Gap analysis and priority assessment based on environmental and operational impacts were applied to determine critical Key Performance Indicators (KPIs). The results show that EMS implementation (4.20) exceeds GSCM implementation (3.89), indicating a moderate integration gap. The largest gaps were identified in the Return, Deliver, and Plan processes, while priority KPIs include waste management monitoring, circular economy implementation, supplier environmental evaluation, transportation emission monitoring, energy efficiency, and production waste management. The findings indicate that although the company has established a strong internal environmental management system, sustainability practices have not been fully integrated across the supply chain. This study contributes to the development of EMS–GSCM integration using the Green SCOR framework and provides practical recommendations to support sustainable supply chain performance in line with the Sustainable Development Goals, particularly SDG 12 (Responsible Consumption and Production).
Copyright (c) 2026 Putu Widya Purnama Dewi, I Made Gunamantha, Dewa Made Atmaja https://creativecommons.org/licenses/by/4.0
The Impact of Land Use on Flood Management: A Case Study of the Banjir Kanal Barat River in Semarang with HEC-RAS
Urban flooding is influenced by land use change, rainfall characteristics, river conveyance capacity, and downstream tidal conditions. This study evaluates the effect of land use conditions on hydrological response, flood inundation, and structural flood control performance using hydrological analysis and HEC-RAS modeling. The 2025 observed land use condition was classified using Landsat 9 imagery and supervised classification, while the 2031 scenario was based on the Semarang City Spatial Plan 2011–2031. The classification produced an overall accuracy of 85.42% with a Kappa coefficient of 0.83. The runoff coefficient increased from 0.41 in 2025 to 0.46 in 2031. The Nakayasu Synthetic Unit Hydrograph method estimated that the 25-year design flood discharge increased from 111.52 m³/s to 139.09 m³/s. HEC-RAS 1D/2D coupled unsteady flow simulation under the HWL condition showed that inundation increased from 12.21 ha to 17.24 ha. River normalization and levee construction improved channel conveyance capacity and reduced overflow potential in critical segments. These results indicate that integrating land use control and structural flood mitigation can support sustainable urban flood management.
Copyright (c) 2026 Shevananda Arifianto, Ussy Andawayanti, Sumiadi https://creativecommons.org/licenses/by/4.0
Integrating Augmented Reality Based Comics into Chemical Bonding Instruction to Enhance Students’ Thinking Skills
This study aims to investigate the effectiveness of integrating Augmented Reality (AR)-based comics into chemical bonding instruction to enhance students’ critical thinking skills. A quasi-experimental design with a non-equivalent control group was employed, involving 40 eleventh-grade students divided into an experimental group and a control group. The experimental group was taught using AR-based comics within a project-based learning framework, while the control group received conventional instruction without AR support. Data were collected through essay tests, observation sheets, and documentation, and analyzed using descriptive statistics, N-gain, and an independent sample t-test. The results indicate that the experimental group achieved a higher post-test mean score (75.75) compared to the control group (65.30). The N-gain score of the experimental group (0.49) was categorized as moderate, exceeding that of the control group (0.29), which was classified as low. Statistical analysis revealed a significant difference between the two groups (p < 0.05). These findings suggest that the integration of AR-based comics effectively enhances students’ critical thinking skills by facilitating visualization, engagement, and conceptual understanding. Therefore, this approach can serve as an innovative instructional strategy to improve the quality of chemistry learning.
Copyright (c) 2026 Risqah Amaliah Kasman, Muhammad Fuad, Hastuti Agussalim, Imranah Imranah, Muhamad Fadli, Nudia Tuljannah, Siti Yasya Ey Fathanah https://creativecommons.org/licenses/by/4.0
Augmented Reality in Child Education: A Bibliometric and Trend Analysis of Global Research (2015–2025)
This study aims to bibliometrically analyze publication trends, collaboration patterns, and research development directions regarding Augmented Reality (AR) in children's education. Data was obtained from the Scopus database on July 16, 2025 with the keywords "augmented reality, education, learning, teaching", which resulted in 178 initial documents and, after going through the exclusion inclusion screening process, were selected into 71 articles. All data were verified and analyzed using VOSviewer through citation map construction, keyword visualization, author collaboration, and publication distribution by journal, institution, and country. The results show that publications on AR in children's education increased significantly in the period 2015–2025, with a peak in 2024, as well as emerging research hotspots in interactive learning activities, language learning, early childhood education, and support for children with special needs such as Autism Spectrum Disorder (ASD). The collaborative analysis confirms the major contributions of Asian countries, particularly Indonesia, Turkey, Malaysia, and Taiwan, in the development of this literature. Overall, the findings confirm that AR plays an important role in increasing children's motivation, engagement, concept understanding, and social-emotional interaction, although they still face obstacles in the form of limited infrastructure, digital literacy of educators, and lack of longitudinal research. Therefore, further research with a more rigorous design, more diverse participants, and a focus on sustainability and curriculum integration is needed to optimize the implementation of AR as a pedagogical innovation in children's education.
Copyright (c) 2026 Yelva Nofriyanti, Andika Bayu Putra, Desmawati Roza, Evi Desmariani, Meria Ultra Gusteti https://creativecommons.org/licenses/by/4.0
Integrating Green Chemistry Principles into Chemistry Education for Achieving Sustainable Development Goals (SDGs): A Systematic Literature
Advances in science and technology increase chemical use, raising environmental and health concerns. Consequently, green chemistry has emerged to promote sustainable learning practices. This Systematic Literature Review (SLR) aims to analyze the implementation of green chemistry principles in chemistry education using the PRISMA framework. Data were retrieved from Scopus (via Publish or Perish), ACS Publications, and ERIC for the period from January 2016 up to January 2026. Of the 12,737 total articles retrieved, 57 met the inclusion criteria for final analysis. The results indicate that the most frequently implemented green chemistry principle is prevention, followed by safer solvents and auxiliaries and renewable feedstocks, while others remain rarely implemented, highlighting a critical gap for future research and curriculum development. Implementation occurs through diverse learning activities, particularly laboratory experiments, supported by varied pedagogical models and media. Furthermore, integrating green chemistry positively impacts critical thinking, higher-order thinking, systems thinking, and sustainability awareness. Thus, green chemistry strongly supports more contextual, safer, and sustainability-oriented chemistry learning.
Copyright (c) 2026 Tri Diana Alfiyanti Puspita, Muntholib, Ridwan Joharmawan https://creativecommons.org/licenses/by/4.0
Critical Thinking in Fluid Dynamics Learning: A Systematic Review of Learning Models
This study aims to identify learning models implemented to promote student’s critical thinking skills in fluid dynamics learning and synthesize evidence regarding their reported effectiveness. Using the PRISMA framework, seven empirical studies published between 2021 and 2025 and focusing on senior high school students were selected according to predefined inclusion criteria. The review examined student’s initial critical thinking conditions, instructional approaches, and reported learning outcomes. The findings indicate that student’s initial critical thinking skills in fluid dynamics were generally low to moderate, suggesting persistent difficulties in higher-order thinking processes. The reviewed studies implemented five instructional approaches, namely Problem-Based Learning, Guided Inquiry, RADEC, Metacognition Based Discovery Learning, and Think Pair Share, all of which were reported to support student’s critical thinking development. Several studies employing pretest–posttest measures reported moderate to high learning gains, while posttest-based studies showed higher critical thinking performance among students receiving innovative instruction. The reviewed evidence also suggests that students often experience difficulties in relating relationships among pressure, velocity, and flow rate to mathematical representations and scientific reasoning. Overall, student-centered instructional approaches contribute positively to critical thinking development in fluid dynamics learning, although their effectiveness varies across learning contexts and assessment indicators.
Copyright (c) 2026 Cindy Tyas Harvina, Parno, Ahmad Taufiq, Marlina Ali https://creativecommons.org/licenses/by/4.0
The Effect of the STEM Approach on Students Critical Thinking Skills: A Meta Analysis
Indonesia's. STEM education is one method that may help students succeed in the modern world. This study set out to assess the quality of prior work that looked at how STEM education affected students' capacity for critical thinking. Level of education and learning model were the moderators taken into account in this research. In order to get quantitative data, the researchers used meta-analysis to determine the impact size of each study that was relevant. Journals acknowledged with an ISSN between 2020 and 2025 were the criterion used to look for national and international journals that have been researched by previous researchers. According to the impact size study of STEM education on students' critical thinking abilities, which was conducted across all educational levels and models, the findings were in the high category. This suggests that students' critical thinking abilities may be enhanced across all educational levels via the use of the STEM method in the classroom.
Copyright (c) 2026 Betty Mizarwan, Yohandri, Usmeldi https://creativecommons.org/licenses/by/4.0
Digital Literacy in STEM Education: A Bibliometric and Systematic Literature Network Analysis
The rapid development of digital technology and the increasing integration of Artificial Intelligence (AI) in education have transformed learning processes, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. This study aims to analyze the development of research on digital literacy in STEM education through a bibliometric analysis and Systematic Literature Network Analysis (SLNA). The study employed a combination of bibliometric methods, SLNA, and content analysis to identify publication trends, collaboration networks, dominant research themes, and emerging future directions. Data were collected from the Scopus database following the PRISMA 2020 guidelines. A total of 106 relevant articles published between 2019 and 2025 were selected and analyzed using VOSviewer and Orange Data Mining. The findings indicate a significant increase in publications related to digital literacy, AI, and STEM education, particularly in 2025. Bibliometric mapping revealed three major research clusters: technology-integrated teaching and digital literacy in science and engineering education, the role of digital competence and computational thinking in STEM higher education, and the integration of AI and AI literacy in digital literacy development. Topic modeling using Latent Dirichlet Allocation (LDA) identified ten dominant research topics, with technology-based STEM learning and AI-supported education emerging as the most prominent themes. The results also highlight the growing emphasis on AI integration, computational thinking, digital competence, and innovative pedagogical approaches in modern STEM education. Overall, the study demonstrates that research on digital literacy in STEM education is rapidly evolving toward interdisciplinary and AI-driven learning environments. However, challenges remain regarding digital inequality, AI literacy integration, and sustainable pedagogical implementation. This study contributes to the understanding of current research trends and provides future research directions for strengthening digital literacy and AI integration in STEM education.
Copyright (c) 2026 Rufina Agustin Yuarsa, Rayendra, Nofri Hendri, Rahmi Pratiwi https://creativecommons.org/licenses/by/4.0
Analysis of High School Students’ Chemical Mental Models Based on Three Levels of Chemical Representation: A Literature Study
This study aimed to determine the profile of the chemical mental models of high school students and to describe and explain the factors that caused the formation of alternative mental models in students' minds. This research was classified as a document analysis involving 15 theses in the Chemistry Education Study Program, Universitas Pendidikan Ganesha (Undiksha) as research subjects and students’ chemical mental models as the research object. Data collection was done by using a checklist. The data collected underwent descriptive analysis. The results of the study showed that students' chemical mental models included Scientifically Correct as much as 0–28.65%; Partially Correct as much as 23.03%–90.58%; specific misconceptions reaching 0.48%–58.53%; and No Response as much as 0–49.07%. Factors causing the formation of alternative mental models in students' minds include a low understanding at the submicroscopic level, overgeneralization, ignorance of the meaning of chemical symbols, a lack of information related to the complexity of the problem at hand, a lack of understanding of prerequisite concepts, analogy errors, and errors in the learning materials. In general, alternative mental models are arise when students do not understand the submicroscopic structure underlying the properties of substances.
Copyright (c) 2026 I Wayan Suja, I Gusti Lanang Wiratma, Ida Bagus Nyoman Sudria, Qonita Awliya Hanif https://creativecommons.org/licenses/by/4.0
The Role of Virtual Laboratories in Project-Based Learning for Sustainable Development Topics in Biology: A Systematic Literature Review
This study aims to analyze the role of virtual laboratories in project-based learning (PjBL) on biology topics related to sustainable development through a Systematic Literature Review (SLR). The review was conducted following the PRISMA 2020 framework by examining articles published between 2013 and 2025 across major databases, including Scopus, Web of Science, ScienceDirect, ERIC, and Google Scholar. Inclusion criteria focused on studies integrating virtual laboratories, PjBL, and sustainability-related topics in biology education. The selection process identified one core study and several supporting studies relevant to the research objectives. The findings reveal that virtual laboratories function as effective enablers of PjBL by facilitating authentic scientific inquiry, especially in contexts with limited access to physical laboratory resources. Additionally, virtual laboratories contribute to improved conceptual understanding, scientific reasoning, and procedural skills. In terms of sustainable development, virtual laboratories promote resource efficiency and support the development of sustainability competencies, such as systems thinking and problem-solving. Despite these benefits, the limited number of integrated studies indicates a gap in empirical research. Overall, virtual laboratory–supported PjBL demonstrates strong potential for advancing innovative, sustainable, and competency-oriented biology learning.
Copyright (c) 2026 Muhammad Fuad, Risqah Amaliah Kasman, Rahmania Rahman, Muh. Alham Satnur, Herwandi, Armin Arif, A. Rahmatia https://creativecommons.org/licenses/by/4.0
Assessment Instruments for Computational Thinking and Coding Skills to Support Quality Education: A Systematic Literature Review
This study aims to analyze the need for developing assessment instruments to measure coding skills and Computational Thinking (CT) among physics education students through a Systematic Literature Review (SLR). The literature search was conducted through Scopus and Google Scholar databases using systematic filtering procedures following PRISMA guidelines. The inclusion criteria covered studies addressing coding and/or CT in educational contexts, focusing on assessment instruments, providing full-text access, employing clear research methods, and published between 2022 and May 2026. The selection process identified 13422 initial articles, of which only 14 met all inclusion criteria. The findings reveal that studies specifically focusing on assessment instruments for coding and CT are still limited compared with research emphasizing instructional implementation. Most studies focus on Computational Thinking (9 studies), while only 2 studies discuss coding skills, and 3 studies indirectly examine both aspects. Based on educational levels, the studies are distributed across early childhood education (3), primary education (3), secondary education (1), higher education (2), and non-specific contexts (5). These findings indicate that research at the higher education level, particularly related to physics education, remains limited. Furthermore, no standardized instrument has yet been consistently applied to assess these competencies. However, recent developments in project-based assessment, STEM integration, and digital technology utilization demonstrate promising opportunities for more authentic assessment approaches. Therefore, this study highlights the importance of developing structured, valid, and reliable assessment instruments that not only evaluate learning outcomes but also capture students’ thinking processes during learning activities.
Copyright (c) 2026 Berlianti Mandasari, Sardianto Markos Siahaan, muhammad Yusuf https://creativecommons.org/licenses/by/4.0