Journal of Science Education Research (J. Sc. Edu. Research) is an open-access science education journal that publishes quality peer-reviewed articles in the field of science education research. This journal is to provide a forum for the sharing, dissemination, and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, evaluation and assessment, educational media, educational projects and innovations, learning methodologies and new technologies in science education implemented in primary education, secondary education, and tertiary education. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Read more...
Journal of Science Education Research allows readers to read, download, copy, distribute, print, search, or link to its articles' full texts and allows readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions Authors are allowed to archive their submitted article in an open access repository Authors are allowed to archive the final published article in an open access repository with an acknowledgment of its initial publication in this journal
Development of PBL E-Module on the Role of Nyale Worms in Coral Reef Ecosystems to Increase Learning Interest and Critical Thinking among High School Students
This study aims to develop a Problem-Based Learning (PBL) e-module with a flipped classroom approach that is valid, Applicable, and effective in enhancing the learning interest and critical thinking skills of Phase E students on the ecosystem topic, particularly the role of nyale worms in coral reef ecosystems. Using the ADDIE development model, the study was conducted at MAN 2 Mataram with 63 students selected through cluster random sampling, where class X-11 served as the experimental group and class X-9 as the control group. The research instruments included expert validation questionnaires, Applicable assessments, critical thinking tests, and learning interest questionnaires. The results indicated that the developed e-module: (1) is valid according to media and content experts, (2) highly Applicable based on evaluations by teachers and students, and (3) effective in increasing learning interest and critical thinking skills, as evidenced by MANOVA analysis. Integrated into the PBL model, the e-module combines local potential with a flipped classroom strategy, offering students an engaging, interactive, contextual, and meaningful learning experience. Based on the research findings, the flipped classroom PBL e-module on the role of nyale worms in coral reef ecosystems is concluded to be feasible, highly Applicable, and effective in enhancing both learning interest and critical thinking skills among Phase E students in ecosystem learning.
Copyright (c) 2026 Mawaddah Fatin Nuradiah, Suyitno Aloysius Suyitno , Fhadinda Hizza Raphasya, Era Mutiara, Nurul Izzurrahmah, Muhammad Fikri Alfiansyah http://creativecommons.org/licenses/by-sa/4.0
Development of Temperature and Heat Teaching Modules Based on Problem Based Learning to Improve Students' Critical Thinking
This study aims to develop a physics teaching module based on Problem-Based Learning (PBL) on Temperature and Heat for 11th grade high school students, integrated with deep learning principles and PhET virtual practicums, to enhance critical thinking skills. Due to time and resource constraints, only the first three phases of the 4-D model (Define, Design, Develop) were implemented. Three experts in content, media/design, and curriculumvalidated the module. Ten Grade 11 students from SMA PGRI Gelumbang participated in a small-group trial to assess practicality. Data were collected using a Likert-scale questionnaire and analyzed with the HEOS % formula. The module achieved an average validity score of 96.58%, classified as Very Valid, confirming alignment with curriculum standards and scientific accuracy. Practicality scores ranged from 83% to 90%, falling in the Practical to Very Practical category, indicating students found the module engaging, understandable, and feasible within classroom constraints. The integration of PhET simulations significantly reduced barriers to understanding abstract concepts like heat capacity and energy transfer. The module’s structure supports student-centered learning and can be adapted to diverse learning contexts. By embedding contextualized problems and deep learning strategies, it effectively fosters conceptual understanding and higher-order thinking. The high validity and practicality scores collectively demonstrate that the PBL-integrated module is both technically robust and pedagogically effective for improving critical thinking in thermal physics education. Keywords: Problem based learning, deep learning, temperature and heat, PhET virtual labs, 4-D model, critical thinking.
Copyright (c) 2026 Mutiara Putri, Hamdi Akhsan, Kistiono http://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review: Technology-Based and Contextual Science Literacy in Elementary School Science Education
Low science literacy is one of the challenges in education in Indonesia. Various learning innovations are one of the efforts to increase students' interest and science literacy. This study aims to systematically review trends, approaches, and innovations in technology-based and contextual science learning in improving students' science literacy. The method used was a systematic literature review of 26 selected articles from various databases, which were selected using specific inclusion and exclusion criteria. The results of the analysis show that the trend of publications has been increasing since 2023 with various innovations in science literacy learning. The most widely used learning approaches include technology-based learning, outdoor learning, science experiments, social science issues, and local culture or ethnoscience. The learning innovations that have been developed include science curricula, VR media, interactive video media, E-LKPD, and so on. The conclusion of this study confirms that science literacy can be improved through various learning innovations to increase students' interest and motivation in learning science. Technology-based and contextual science learning has proven to be a strategic response to the challenge of low science literacy.
Copyright (c) 2026 Arika Febriana, Woro Sumarni, Nuni Widiarti, Bambang Subali http://creativecommons.org/licenses/by-sa/4.0
Exploratory Study of Student Needs in the Development of Technology-Based Chemical Computing Software
The development of digital technology in education demands innovations in chemistry learning, especially in explaining abstract concepts such as molecular structure, chemical reactions, and properties of compounds. This research aims to explore the needs of chemistry education students towards the development of technology-based chemical computing software. The research method uses a quantitative approach with an exploratory descriptive design. The data was obtained through a closed questionnaire on the Likert scale, which was distributed to 117 students of the Chemistry Education study program from three universities in Indonesia. Data analysis was carried out using descriptive statistics in the form of frequency, average, and standard deviation. The results showed that students had a high need for interactive 3D molecular visualization features (M = 4.09), integration of materials with concept animation (M = 4.09), and interactive exercises (M = 4.06). In addition, simple reaction simulation features and auto-scoring were also considered important (M = 4.03). Meanwhile, the aspect of cross-device access (M = 3.76) and the availability of Indonesian content according to the national curriculum (M = 3.55) received a lower score, although it remained in the high category. The conclusion of this study emphasizes the importance of developing chemical computing software that is not only visual, but also educational, adaptive, and according to the needs of students. The implications of the research results provide direction for educational technology developers, curriculum designers, and higher education institutions in designing chemistry learning media that are more contextual, inclusive, and sustainable.
Copyright (c) 2026 Ariyatun Ariyatun, Sylva Sagita, Devita Marlina Venessa, Vida Zenitha Sudariasri, Rosi Fitri Ramadani, Novi Andri Nurcahyono http://creativecommons.org/licenses/by-sa/4.0
Investigating Teachers’ Conceptualizations of Deep Learning in Science Education
This study investigates junior high school science teachers’ conceptualizations of deep learning within the context of Indonesian educational reform. Using a qualitative descriptive approach, data were collected from 39 science teachers in Cirebon through open-ended questionnaires and analyzed thematically using Atlas.ti. The results reveal that teachers define deep learning as a holistic process that integrates cognitive, affective, and psychomotor dimensions, emphasizing student-centeredness, collaboration, and meaningful learning. Teachers further articulated key principles of deep learning, including contextualization, critical and creative reasoning, innovation, independence, joyful and mindful learning, ethical awareness, and the ability to connect science concepts to real-life situations. The implementation of deep learning was characterized by project-based learning, authentic tasks, collaborative practices, backward design, and supportive classroom environments. However, teachers reported challenges such as limited resources, unequal technological access, time constraints, and diverse student readiness, indicating the complexity of translating deep learning into practice. To address these issues, teachers highlighted the need for systematic supports including sustained professional training, mentoring, peer observation, and high-quality instructional modules. The study contributes theoretically by clarifying teacher perspectives on deep learning and practically by offering recommendations for professional development and policy directions to strengthen deep learning in Indonesian science education.
Copyright (c) 2026 Nurwanti Fatnah, Zakiyyah, Mutiara Dwi Cahyani http://creativecommons.org/licenses/by-sa/4.0
Quantifying Research Productivity: A Bibliometric Analysis of Ethnoscience
This study aims to investigate the progress of ethnoscience research published on Google Scholar between 1966 and 2023, utilizing a computational bibliometric analysis approach with the assistance of the Publish or Perish and VOSviewer applications. Parameters including title, publication type, keywords, Citation, and year range were utilized to select the relevant data obtained from the Publish or Perish applications, resulting in a compilation of 252 articles related to the chosen theme, each spanning a period of 10 years, starting from theory, society, culture, and education, up to chemistry and physic subjects, supported by highly cited journal findings. The trending topics in the field of education are approaches and learning media. Based on the gathered data, it is evident that there are still numerous opportunities for further research in the field of Ethnoscience. The utilization of the VOSviewer application can aid in identifying problematic areas that can be explored as potential research innovation topics within the field of ethnoscience. Future research should explore the integration of ethnoscience with sustainability, digital learning, and global challenges while addressing gaps in knowledge and underrepresented contexts.
Copyright (c) 2026 Syahida Ainaya, Winny Liliawati, Lilit Rusyati http://creativecommons.org/licenses/by-sa/4.0
Literature Review: Effectiveness of Canva Media in Science Learning on Students' Interests and Learning Outcomes
Canva is one of the many applications that teachers can use to create learning media. Canva simplifies the learning process for teachers and students by combining technology, skills, creativity, and other benefits. This is because Canva’s design features can enhance students' interest in learning activities, increase their motivation and learning outcomes by presenting instructional materials in an engaging way. The purpose of this study is to analyze the effectiveness of using Canva as a learning medium in increasing students' interest in learning and learning outcomes, and to find out how Canva can create interesting, interactive, and easy-to-understand learning. The data sources in this study are scientific articles published in national and international journals in the last 7 years (2017-2024) totaling 20 journal articles. Based on the analysis of the literature review of the 20 journal articles, it was found that Canva as an effective learning media in supporting distance learning. It was found that Canva as a learning medium is effective in supporting science learning activities in schools. Canva as a learning medium is considered effective for students in facilitating the understanding of abstract concepts in science subjects. The results of the study show that using Canva-based learning media can increase students' motivation and learning outcomes in science. Therefore, using Canva as an instructional medium is worth considering as a solution to improve the quality of education in schools.
Copyright (c) 2026 Dodi Rizal Pradana http://creativecommons.org/licenses/by-sa/4.0
Evaluating the Need for Creativity and Metacognition in STEM Integration for Sustainable Education within the Pancasila Student Profile Strengthening Project
This study explores the integration of metacognitive strategies, STEM elements, creativity, and Assessment as Learning (AaL) within the Pancasila Student Profile Project (P5) teaching materials in Indonesia’s Kurikulum Merdeka. Utilizing a qualitative design, the research involved rubric-based analysis of 32 P5 modules and semi-structured interviews with 10 teachers from urban and rural schools. Findings revealed that while the modules address themes of sustainability, they remain narrowly focused and exhibit moderate integration of ESD (1.3), creativity (0.5), STEM (1.6), and metacognitive scaffolding (1.3). The materials often lacked open-ended problem-solving, project-based design, and reflective prompts essential for fostering creativity and self-regulated learning. Triangulated data showed consistency between module analysis and teacher perspectives, highlighting gaps in problem-action alignment and superficial STEM applications. Thematic analysis also identified limited teacher familiarity with AaL and STEM-PjBL, reinforcing the need for targeted professional development. The study concludes that strengthening teacher capacity, scaffolding inquiry-based strategies, and revising assessment frameworks are critical to enhancing the transformational potential of P5 for 21st-century learning.
Copyright (c) 2026 Anisa Puteri, Didit Ardianto, Indarini Dwi Pursitasari http://creativecommons.org/licenses/by-sa/4.0
Enhancing Senior High School Students’ Critical Thinking and Graphical Representation Skills through an AR-Integrated Guided Inquiry E-Book in Thermodynamics
This study addresses the persistent challenge of improving students’ higher-order thinking skills in physics, particularly critical thinking and graphical representation abilities, which remain relatively low in Indonesian high schools. To overcome this issue, a guided inquiry-based e-book integrated with Augmented Reality (AR) was developed and tested within the domain of thermodynamics. The research employed the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages, to ensure the systematic construction of the product. A quasi-experimental pretest–posttest control group design was applied with three groups: (1) guided inquiry-based e-book assisted by AR, (2) guided inquiry-based e-book without AR, and (3) conventional PowerPoint-based instruction. The product was validated by subject matter experts and practitioners, who confirmed its feasibility across material, media, and design aspects. Student responses indicated that the developed e-book was practical and engaging for classroom use. Effectiveness testing was conducted with 90 students using MANOVA, supported by prerequisite tests for normality, homogeneity, and multicollinearity. The results revealed significant improvements in both critical thinking and graphical representation skills, with the AR-assisted e-book outperforming the other instructional methods and achieving a moderate effect size. These findings highlight the pedagogical potential of integrating AR into guided inquiry-based e-books to foster interactive, student-centered learning environments. Furthermore, the study suggests that such innovations may serve as an effective alternative to traditional physics teaching methods and could be adapted for other physics topics beyond thermodynamics.
Copyright (c) 2026 Bayu Aji Wicaksono, Heru Kuswanto http://creativecommons.org/licenses/by-sa/4.0
Effect of Socio-Scientific Issues Based-Instruction on Critical And Creative Thinking Skills on The Topic of Environmental Change
This study aims to determine: 1) the influence of the Socio-scientific Issues (SSI) based-instruction on critical thinking skills of the students of SMAN 2 Bantul; and 2) the influence of the Socioscaintific Issues based learning on creative thinking skills of the students of SMAN 2 Bantul. SSI learning steps include problem analysis, clarification of science, refocus on socioscientific dilemmas, role playing tasks, and meta-reflective activities. The conflict raised was whether or not a shrimp pond was needed on the southern coast of Bantul Regency and was discussed in the topic of environmental change. This research was a quasi-experimental research type Nonequivalent control group design. The research sample was taken from 2 classes, one class as the experimental class and the other as the control class. The sampling technique used in this study was cluster random sampling. The data were collected using a written test, the observation sheet for the implementation of the learning model and the student response questionnaire. Data were analyzed using one-way ANOVA.The results of this study indicate that: 1). The SSI learning model in Biology learning has a very significant effect on the critical thinking skills of students of SMAN 2 Bantul with a significance value 0.00. This effect is on the aspects of providing simple explanations, developing basic skills, concluding, making further explanations and arranging strategies and tactics.; 2) The SSI learning model in Biology learning has a very significant effect on creative thinking skills in students of SMAN 2 Bantul with a significance value 0.00. This influence on the aspects of fluency, flexibility, originality and elaboration.
Copyright (c) 2026 Yakun Paristri, Slamet Suyanto http://creativecommons.org/licenses/by-sa/4.0
Electronic Worksheets for Students on Conventional Biotechnology Kombucha to Improve Critical Thinking and Creativity Skills
This study develops an electronic Student Worksheet (LKPD) integrated with Project-Based Learning (PjBL) on conventional biotechnology material, specifically kombucha fermentation, to strengthen Phase E students’ critical thinking and creativity. The research is based on the limited mastery of 21st-century skills, particularly critical thinking and creativity, which remain challenges in schools. A Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. The product underwent validation by media and material experts, followed by practicality testing with teachers and students. A limited trial in two Grade 10 classes involved questionnaires, observations, and tests. Data were analyzed descriptively and inferentially using MANOVA. Validation results indicated that the PjBL-based electronic LKPD is highly feasible in terms of content, technical quality, and presentation. Practicality testing also showed very good responses from teachers and students. Furthermore, MANOVA analysis confirmed a significant effect of the LKPD on improving both critical thinking and creativity simultaneously (Hotelling’s Trace, p < 0.05). In conclusion, the developed LKPD is feasible, practical, and effective as an innovative learning medium. It enhances critical thinking, fosters creativity, and contributes to the mastery of essential 21st-century competencies.
Copyright (c) 2026 Nurul Fadilah, Ixora Sartika Mercurian, Paidi http://creativecommons.org/licenses/by-sa/4.0
The Roles of Academic Ability, Gender, and Grade Level in Pre-Service Teachers' Critical Thinking Skills at Ecology Course
Pre-service teachers (PSTs) are expected to have the ability to engage in mitigating various ecological difficulties in the future thanks to their abilities in critical analysis. Critical thinking (CT) is influenced by various factors. However, not much in-depth research has been conducted on CT skills in previous studies. This study evaluated PSTs’ CT abilities based on GPA, gender, and grade level. In this quantitative descriptive research, 265 PSTs from various institutions in Java, Indonesia participated. An ecological essay test was used to collect data, and descriptive statistics and the Kruskal Wallis test were used to analyze the data. The results showed that PSTs' CT skills were in the medium category ( = 45.12), with the interpretation component getting the highest score ( = 51.64) and the inference aspect getting the lowest score ( = 33.96). The findings of this study also showed statistically significant differences in CT skills based on GPA, gender, and grade level. Better CT skills are found in PSTs who have a high GPA, are female, and are in 5th grade. This finding may have an impact on improving lecture programs so that PSTs' CT skills improve more effectively.
Copyright (c) 2026 Panggih Priyambodo, Wulandari Saputri, Risya Pramana Situmorang, Rini Rita T. Marpaung, Zalsa Nurlinda Apriyani, Handrianus Eka Uma http://creativecommons.org/licenses/by-sa/4.0
Development of E-LKM Inquiry Learning oriented STEM Respiration and Photosynthesis Materials to Improve Science Literacy and Student Investigation Ability
This study aims to produce E-LKM Inquiry learning media oriented STEM towards respiration and photosynthesis materials that are appropriate, practical, and effective in increasing science literacy and student investigation capabilities. This research is a study and development (R&D) with the Addie model. In this study, it was not only a trial in a small scale, but also a large scale test was conducted using the Non-Equivalent Control Group quasi-experimental design in 62 students divided into experimental and control groups. The instrument used was in the form of a scientific literacy test and a student investigation capability questionnaire. Data analysis was carried out using the Manova test. The results showed that the E-LKM Inquiry Learning is STEM-oriented and practical to support the learning process with a very good category, based on validation by media experts and materials and based on the assessment of educators and students. In addition, E-LKM Inquiry Learning oriented STEM also affects in increasing science literacy and students' investigation abilities simultaneously from GIS grades. Manova test of 0,000 (<0.05). In conclusion, the E-LKM Inquiry Learning oriented STEM is declared feasible, practical, and effectively used in learning, especially in respiration and photosynthesis material. This media is proven to be able to increase science literacy and students' investigation abilities simultaneously.
Copyright (c) 2026 Intan Elvianti Agustina, Suyitno Aloysius http://creativecommons.org/licenses/by-sa/4.0
Systematic Review of the Literature: STEM Approaches in Learning to Improve Students' Argumentative Skills
Scientific argumentation skills are essential competencies in 21st-century learning, which not only reflect students' critical and analytical thinking abilities, but also become the foundation for evidence-based decision-making. In the context of science learning, the integration of STEM approaches is believed to be able to strengthen students' ability to build and evaluate scientific arguments in more depth. This study aims to conduct a systematic literature review (SLR) on various STEM-based learning media and approaches used to improve students' argumentation skills. The review process was carried out by following the PRISMA 2020 protocol, including searching articles from reputable databases such as Scopus, SpringerLink, DOAJ, and Google Scholar. The inclusion criteria include articles published between 2015 to 2025, indexed by scopus Q1-Q4, explicitly mentioning argumentation skills, and being in the context of STEM education. Out of a total of 277 articles identified, 40 articles were selected for further analysis. The results of the study revealed that approaches such as argument-driven inquiry (ADI), project-based learning (PjBL), socioscientific issues (SSI), and engineering design process (EDP), have consistently proven to be effective in improving the quality of students' arguments. Learning media such as digital scaffolding, interactive simulations, argumentative worksheets, and argument mapping are widely used to support the critical thinking process and argument structuring. In addition, real-issue based learning and experimental activities show a positive impact on students' ability to structure claims, reasons, and evidence in a structured manner. This study makes an important contribution in directing the development of STEM learning designs that explicitly support the strengthening of scientific argumentation skills. The practical implications of this study include the need for teacher training, the integration of argumentation rubrics in assessments, as well as the development of adaptive digital learning media.
Copyright (c) 2026 Irnawati, Joko Waluyo, Indrawati, Pramudya Dwi Aristya Putra http://creativecommons.org/licenses/by-sa/4.0
Identification of Science Laboratory Service Quality from the Perspective of Junior High School Students in Majene Regency Using the Importance Performance Analysis Method
This study aims to obtain comprehensive and detailed information regarding the quality and priority of science laboratory services for improving the quality of science laboratory services at the junior high school level in Majene Regency. This research used a quantitative method with a descriptive approach. The population of this study was all junior high school students in Majene Regency. The sample size was 184 students, obtained through purposive sampling. The data collection technique used was a questionnaire. The instruments used consisted of a validation sheet and a questionnaire, both of which had undergone content validation by two experts. The instrument validation stage yielded an internal consistency coefficient (content validity) of 0.83 > 0.75, indicating that the questionnaire is valid and can be used in the research activities. The data were analyzed using Importance Performance Analysis. This involved two calculations: a conformity level calculation using Microsoft Excel and a priority dimension calculation using Simple Scatter in SPSS version 26. The results of the study indicate that the quality of science laboratory services at the junior high school level in Majene Regency, from the students' perspective, is generally of high quality, as 93% of the items fall into the category of alignment between the service experienced and the expected service. Furthermore, five items were prioritized for improvement in the quality of science laboratory services at the junior high school level in Majene Regency, spread across the dimensions of reliability, responsiveness, assurance, and empathy.
Copyright (c) 2026 Wahyuni Adam, A. Mutmainnah Taslim, Nasran Aziza http://creativecommons.org/licenses/by-sa/4.0
Effect of Applying the Outdoor Learning Process on Concept Understanding and Scientific Attitude
This study aims to determine the effect of applying the Outdoor Learning Process on concept understanding and scientific attitude regarding the Spermatophyta sub-material in Grade X students. Learning using the Outdoor Learning Process method was conducted in the greenhouse and school garden. This research is a quasi-experiment using a non-equivalent control group pretest & posttest design. The population in this study included all Grade X students of SMA Negeri 1 Jetis. The research sample was determined using cluster random sampling techniques, with class X1 as the experimental class and class X2 as the control class, totaling 64 students. Data collection was carried out through testing techniques, observation, interviews, and documentation. Research instruments used pretest and posttest questions. The obtained data were analyzed descriptively and inferentially. Inferential analysis used: MANOVA (Multivariate Analysis of Variance) to determine the effect of the Outdoor Learning Process on students' concept understanding, and Gain Score calculation to determine the improvement in students' concept understanding. The results showed that: the application of the Outdoor Learning Process affects the concept understanding of Spermatophyta sub-material in Grade X students, evidenced by a significance value of 0.000 < 0.05 and a medium improvement category from the N-Gain Score calculation of 0.7513. The Outdoor Learning method is able to accommodate students in obtaining direct learning experiences14. Direct learning experiences make students more enthusiastic about learning, more concentrated on the material, and develop their thinking power, thereby making it easier for students to understand the material better.
Copyright (c) 2026 Istanti Yuli Astuti, Djukri Djukri http://creativecommons.org/licenses/by-sa/4.0