Scientica Education Journal (SEJ) is a peer-reviewed open access international journal established for the dissemination of cutting-edge knowledge in the field of natural science education. SEJ will be published sixr times a year. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is to ensure the quality of manuscripts published in the journal. The journal, which has been published since 2024, is published six times each year in March, May, July, September, November, January. Journal title : Scientica Education Journal Initials : SEJ Frequency : 6 (six) times a year (March, May, July, September, November, January) DOI : 10.62872 ISSN Online : 3046-8523 Editor in Chief : Desi Ratna Sari Managing Editor : Rahmat Assistant Editor : Rosmaria Publisher : PT. Anagata Sembagi Education Accreditation : Index Copernicus International
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Integration SDG Principles into Project-Based Science Learning to Increase Student ' Enviromental Awareness
This study analyzes the integration of Science for Global Sustainability (SFG) principles into Project-Based Science Learning (PBSL) to enhance students' environmental awareness. Using a qualitative descriptive approach supported by literature analysis, this research evaluates the pedagogical and ecological rationale of the SFG-PBSL model, the effectiveness of its behavioral change mechanisms, and the challenges surrounding its implementation at classroom and institutional levels. Findings indicate that without sustainability-oriented values, PBSL produces scientific engagement but fails to promote long-term ecological behavior. In contrast, integrating SFG fosters explicit links between scientific knowledge, moral responsibility for the environment, and sustainable practices through data-driven inquiry, reflection, and action. The analysis demonstrates that SFG is essential to transform PBSL from a purely technical pedagogy into a framework capable of shaping students' ecological identities. The study recommends curriculum redesign, teacher professional development, and school–community collaboration to sustain this learning approach.
Copyright (c) 2026 Yohanes Kamakaula (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Suitability of Science Content in YouTube Learning Videos for Elementary School Students
This study aims to analyze the suitability of Natural Science (IPA) learning video content available on the YouTube platform with the elementary school (SD) curriculum in Indonesia. This study used a descriptive qualitative method with a content analysis approach to a number of science learning videos selected based on certain criteria, such as theme relevance, number of views, and age segmentation. The analysis instrument was compiled based on the core competency indicators in the 2013 Curriculum and the Independent Curriculum. The results showed that most videos were thematically aligned with the curriculum, but still found inaccurate scientific concepts, language use that was not appropriate to students' cognitive levels, and minimal relevance to everyday life contexts. Videos from official or verified channels generally showed better content quality. This study recommends the need for evaluative guidelines for teachers and parents in selecting digital learning media, as well as encouraging improvements in the quality of YouTube-based educational content to support meaningful science learning at the elementary school level
Copyright (c) 2025 Firayani Firayani (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Project-Based Learning in Renewable Energy Materials: Analysis of Implementation and Its Impact on Students' 21st Century Skills
The urgency of renewable energy education has become increasingly important in developing students' 21st-century skills and environmental awareness. Project-Based Learning (PjBL) emerges as an innovative pedagogical approach that can effectively integrate theoretical knowledge with practical implementation in renewable energy topics. This study aims to analyze the implementation of Project-Based Learning in renewable energy materials and examine its impact on students' 21st-century skills development, particularly critical thinking, creativity, collaboration, and environmental consciousness. This qualitative descriptive study employs a multiple case study approach, analyzing various implementations of PjBL in renewable energy education across different educational levels. Data were collected through document analysis, observation records, and implementation reports from 15 selected studies representing diverse contexts of PjBL application in renewable energy materials. The analysis reveals that PjBL implementation in renewable energy materials consistently enhances students' conceptual understanding, critical thinking skills, creativity, and collaboration abilities. Integration with STEM/STEAM approaches and ethnoscience further enriches the learning experience and increases local relevance. Key success factors include innovative learning media development, hands-on projects, and systematic teacher training. Project-Based Learning proves to be highly effective in renewable energy education, significantly improving both cognitive and affective learning outcomes. However, successful implementation requires systematic support including teacher training, appropriate learning resources, and institutional commitment.
Copyright (c) 2025 Ratna Puspitasari (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation Approach Inquiry in Science learning for Increase Ability Think Critical
This study aims to analyze the effectiveness of the inquiry approach in science learning to improve the critical thinking skills of junior high school students in Indonesia. The research employed a quasi-experimental method using a pretest-posttest control group design. A total of 120 students were selected and divided into two groups: an experimental group (taught using the inquiry approach) and a control group (taught using conventional methods). The instrument used to measure critical thinking was developed based on Ennis's indicators and adapted to the Indonesian context. The analysis revealed a significant difference between the experimental and control groups, with an effect size of 3.75, indicating a substantial practical impact of the inquiry approach on students' critical thinking development. Each critical thinking component including interpretation, analysis, evaluation, inference, and explanation showed a significant improvement. The study also highlights that integrating local cultural contexts into inquiry-based learning enhances its relevance and effectiveness. These findings support the implementation of inquiry-based approaches as a more effective alternative to conventional teaching methods in fostering students' critical thinking skills in Indonesian science education
Copyright (c) 2025 Dewi Andariya Ningsih (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of Global SDGs Issues in Science Material: Curriculum Review
This study aims to examine the extent to which global issues in the Sustainable Development Goals (SDGs) are integrated into Natural Science (IPA) subject matter in the 2013 Curriculum and the Independent Curriculum in Indonesia. The method used is descriptive qualitative with a document analysis approach to national curriculum documents and science textbooks for elementary and secondary education. The results show that the integration of SDGs in science material has begun, especially in themes such as the environment, energy, and climate change. However, this integration is not evenly distributed and remains implicit. The Independent Curriculum provides greater space for the development of contextual learning based on global issues, while textbooks and learning guides still need to be adjusted to support integration with the SDGs. Strengthening of learning policies and guidelines is needed so that teachers can develop science learning with a sustainable perspective in a more systematic and comprehensive manner
Copyright (c) 2025 Nahri Idris (Author) https://creativecommons.org/licenses/by-sa/4.0
Applying AI-Based Adaptive Assessment to Map and Enhance Science Literacy Skills in Generation Z: A Systematic Literature Review
Science literacy is a critical 21st-century competency, yet student achievement in this area presents significant challenges globally. This gap is exacerbated by conventional assessment methods that are misaligned with the learning characteristics of the digital-native Generation Z, who expect personalized, interactive, and instantaneous feedback. This study aims to analyze and synthesize the current research landscape on the application of AI-based adaptive assessment to map and enhance the science literacy skills of Generation Z. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, this study identifies existing theoretical models, platforms, evidence of effectiveness, and implementation challenges. The findings indicate that AI-based adaptive assessment platforms, such as Inq-ITS and ALEKS, effectively measure various science sub-skills and improve learning outcomes. Key features including personalization, interactivity, and immediate feedback closely align with the preferences of Generation Z, thereby enhancing student motivation and engagement. Nevertheless, implementation faces significant challenges related to infrastructure, teachers' pedagogical readiness, and crucial ethical considerations, including data privacy and algorithmic bias. This study concludes that AI-adaptive assessment holds transformative potential, yet its effective and equitable adoption requires addressing existing challenges and future research gaps.
Copyright (c) 2025 Gde Wikan Pradnya Dana (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital-Based Science Learning Innovation in Improving Generation Z Science Literacy
This research aims to describe the form of digital-based science learning innovation and analyze its role in improving Generation Z's science literacy. The research method used is descriptive qualitative with data collection techniques through in-depth interviews, observation, and documentation. The research informants consisted of science teachers, generation Z students, and school principals who were purposively selected. The results showed that digital-based science learning innovation was realized through the use of e-learning platforms, virtual simulations, interactive videos, and digital project-based learning. The implementation of this learning is able to improve students' science literacy, especially in terms of concept understanding, critical thinking skills, problem solving, and information literacy. Supporting factors for success include adequate digital infrastructure, teacher readiness, and active student involvement, while barriers include limited facilities, gaps in teacher competence in technology, and potential student distraction when using gadgets. This research confirms that digital-based science learning innovation has a significant contribution in strengthening Generation Z's science literacy in the digital era.
Implementation of The Project Based Learning Model in Science Learning To Improve Scientific Literacy on The Issue of Global Climate Change
Global climate change is a pressing issue that demands scientific literacy among young people to enable them to understand, analyze, and formulate scientifically based solutions. However, the low scientific literacy achievement of Indonesian students based on the PISA results indicates the need for pedagogical innovation in science learning. This study aims to examine the relevance of Project Based Learning (PjBL) in improving scientific literacy through the integration of climate change issues. The method used is a qualitative literature review approach of scientific articles, books, and research reports from the last ten years. Data analysis was carried out through reduction, presentation, and synthesis of findings to confirm the connection between PjBL, scientific literacy, and climate change issues. The results of the study indicate that PjBL effectively encourages active, collaborative, and experience-based learning that is relevant to global challenges. This model develops critical thinking skills, scientific communication, and ecological awareness through real-life projects such as waste management, reforestation, and experiments on the greenhouse effect. The theoretical implications are aligned with constructivism and the inquiry approach, while the practical implications include the transformation of teacher roles, authentic assessment, and applicable curriculum design. Despite constraints on facilities and teacher competencies, collaborative strategies and the use of technology can be a solution. In conclusion, PjBL is a strategic approach to strengthening scientific literacy while forming a critical, creative, and environmentally conscious generation.
Copyright (c) 2025 Purwo Adi Nugroho, Naomi Dias Laksita (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of Climate Education in Science Learning to Foster Students' Environmental Awareness
This study examines the integration of climate education in science learning to foster students' environmental awareness through systematic literature review of 27 scientific articles published between 2020-2025, the purpose of the research is to identify effective approaches, strategies, and science learning models in integrating climate education and evaluate its impact on students' environmental awareness, the research method uses systematic literature review with Inclusion Criteria An article that discusses the integration of climate education in science learning, published in the period 2020-2025, and using an empirical approach, the results of the study show that the inquiry-based learning approach, project-based learning, and the integration of technologies such as Augmented Reality and interactive media have proven to be effective in increasing students' understanding and awareness of climate, school-university collaboration through citizen science also has a positive impact For practical learning about climate issues, learning that integrates science, technology, social, and humanities (STEM and E-STEM) aspects shows optimal results in building students' critical awareness, the integration of climate education in science learning not only improves cognitive knowledge, but also develops students' affective aspects and action skills against climate change.
Contextual Learning of Science Based on Environmental Problems Around Schools
Science learning in schools often does not connect science concepts with the environmental realities faced by students on a daily basis, this leads to low learning relevance and lack of ecological awareness of students, this study aims to examine the effectiveness of contextual science learning based on environmental problems around schools in improving students' understanding of concepts and concern for environmental issues, this study uses a Systematic approach Literature Review (SLR) by analyzing 27 scientific articles published between 2020–2025, articles were obtained from various reputable databases with inclusion criteria including a focus on environment-based science learning, available in full text, and from primary to secondary education levels, the results of the analysis showed that contextual science learning based on environmental issues significantly improved students' understanding of science concepts, Critical thinking skills, as well as forming a character of caring for the environment, in addition, this approach is effective in integrating students' real experiences with teaching materials, the environment-based contextual approach is a relevant innovative strategy to support meaningful and sustainable science education in schools.
Copyright (c) 2025 Said Ashlan, Firayani Firayani (Author) https://creativecommons.org/licenses/by-sa/4.0
Inquiry Method: An Effective Strategy to Improve Science Understanding in Science Learning
This study aims to comprehensively describe the effectiveness of the inquiry method in enhancing students' scientific understanding within the context of Natural Sciences (IPA) learning at the elementary school level. Employing a qualitative research design with a case study approach, the study focused on capturing in-depth insights into the implementation of inquiry-based learning in a real classroom setting. Data collection was carried out through systematic observation, in-depth interviews with teachers and students, and documentation of teaching and learning activities. The findings reveal that the implementation of the inquiry method significantly contributed to increasing students’ active engagement during science lessons. It also fostered a deeper and more meaningful understanding of scientific concepts by encouraging students to explore, question, and construct knowledge through hands-on experiences and guided discovery. Moreover, the inquiry approach effectively developed essential science process skills, such as making detailed observations, classifying information, formulating hypotheses, and drawing evidence-based conclusions. Students demonstrated high levels of enthusiasm, curiosity, and motivation throughout the inquiry-based activities, which further supported their cognitive and affective engagement in learning. While some challenges were encountered—such as the need for adequate teacher preparation, time constraints, and the varying levels of student readiness—the inquiry method nonetheless emerged as a powerful pedagogical strategy. It provided a contextualized, student-centered learning environment that not only aligned with the nature of science but also improved the overall quality and relevance of science instruction. Therefore, this study affirms that the inquiry method holds strong potential as an effective approach to promoting scientific literacy and inquiry-mindedness among young learners in elementary education.
Copyright (c) 2025 Sitti Nurfaidah (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Science Learning in Building Climate Change Awareness in Students
This study aims to analyze the role of Natural Science (IPA) learning in shaping students' awareness of climate change. Using a descriptive qualitative approach and case study method, this study involved students, science teachers, and learning documentation at an elementary school that has integrated climate change issues into its curriculum. Data were collected through interviews, classroom observations, and document analysis. The results showed that IPA learning has a positive contribution in increasing students' knowledge about climate change, as well as fostering environmentally conscious attitudes and behaviors. Contextual and participatory learning strategies, such as discussions and environmental projects, have proven effective in strengthening student awareness. However, it was also found that the lack of teacher training and limited learning media are obstacles to optimally strengthening climate awareness. Therefore, it is necessary to strengthen teacher capacity and systematically integrate climate change material into the IPA curriculum.
Copyright (c) 2025 Arjulayana Arjulayana (Author) https://creativecommons.org/licenses/by-sa/4.0
Student Learning Styles in Science Learning and Their Influence on Concept Understanding
This study aims to identify students' learning styles in science learning and analyze their influence on conceptual understanding. The approach used is descriptive qualitative, with data collection techniques through observation, in-depth interviews, and documentation. The research subjects consisted of students with visual, auditory, and kinesthetic learning styles. The results of the study indicate that students' learning styles play an important role in influencing the level of understanding of science concepts. Students with visual learning styles understand material better through images and videos, auditory students through oral explanations, and kinesthetic students through direct practice. The mismatch between teacher teaching methods and students' learning styles can reduce the effectiveness of conceptual understanding. Therefore, teachers need to adopt multimodal learning strategies so that science learning is more optimal and in accordance with students' needs.
Project-Based Learning to Foster Creativity and Collaboration Among High School Students
This study aims to explore how the implementation of Project-Based Learning (PjBL) can encourage the development of creativity and collaboration among high school students. Using a qualitative approach with a case study method, data were collected through in-depth interviews, observations, and documentation of project-based learning activities in a high school. The results show that PjBL provides a space for students to express ideas creatively through real-life projects and strengthens collaborative skills such as communication, role-sharing, and shared responsibility. Furthermore, teachers play a crucial role as facilitators who guide students' exploration process. However, challenges remain in terms of time management and unequal participation among students. These findings confirm that PjBL is an effective approach in developing 21st-century skills when implemented in a structured manner and supported by the active role of teachers.
Copyright (c) 2025 Nahri Idris, Abd Muis (Author) https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education Students' Perceptions of the Origin of Humans, the Creation of the Universe, and the Shape of the Earth from the Perspective of Science and Islam
This study aims to describe the perceptions of Islamic Religious Education (PAI) students on three main issues that are the subject of debate between science and religion: the origins of humans, the creation of the universe, and the shape of the earth. Using a quantitative method with a descriptive approach, this study involved 70 new students of the PAI Study Program at KH. Ruhiat Cipasung Islamic University, Tasikmalaya Regency, who were selected purposively. The instrument used was a closed-ended Likert-scale questionnaire, with descriptive statistics as the data analysis technique. The results showed that all respondents believed that Prophet Adam was the first human, although 12.9% of them were open to the possibility of integration with the theory of evolution. As many as 75.7% stated that the Big Bang theory does not contradict the concept of creation in the Qur'an, while 90% believed the shape of the earth is spherical, in accordance with a non-literal interpretation of the verses of the Qur'an. These findings indicate an integrative and moderate tendency among PAI students in addressing the differences between science and Islam. This study has important implications for the development of an PAI curriculum that can bridge science and religion critically and harmoniously.
Copyright (c) 2025 Harun Harosid (Author) https://creativecommons.org/licenses/by-sa/4.0
Utilization of Virtual Labs in Science Learning: An Alternative Solution for Student Practicals in Secondary Schools
This study aims to describe the use of virtual labs in Natural Science (IPA) learning as an alternative solution to the limitations of practical implementation in secondary schools. The method used is a descriptive qualitative approach with data collection techniques through in-depth interviews, observation, and documentation. Research informants consisted of teachers and students in secondary schools that have implemented virtual lab-based learning. The results of the study indicate that virtual labs are able to improve conceptual understanding, learning interest, and provide easy access to practical activities. However, there are still obstacles such as limited devices, internet networks, and digital readiness of teachers and students. This study confirms that virtual labs are a potential learning medium to support innovation in science learning, especially amidst the limitations of conventional laboratory facilities.
Copyright (c) 2025 Juliaster Marbun, Khoironi Fanana Akbar (Author) https://creativecommons.org/licenses/by-sa/4.0
Utilization of PhET Simulation to Improve Understanding of Electrical Concepts
The understanding of the concept of electricity is a challenge in learning physics because of its abstract and complex nature, various studies show that misconceptions often occur in students in understanding the relationship between current, voltage, and resistance, this study aims to analyze the effectiveness of Physics Education Technology (PhET) simulations in improving the understanding of electrical concepts, compare them with hands-on approaches, identify conceptual aspects that are experienced, as well as compiling evidence-based pedagogical recommendations, the method used is Systematic Literature Review (SLR) for 25 articles in the 2020–2025 range. The studies analyzed included various integrative approaches, such as blended learning, discovery learning, to project-based approaches, the results of the analysis showed that the PhET simulation consistently provided a significant improvement in the understanding of electrical concepts, with an average score increase of 15–30%, this simulation also encouraged learning motivation and active student engagement, compared to hands-on practice, the PhET simulation has advantages in terms of time efficiency and accessibility, PhET is a very effective learning medium to improve the quality of electrical learning in an interactive, efficient, and concept-based manner, integrating this simulation in the physics curriculum and teacher training is a strategic step to overcome conceptual obstacles in electrical learning.
Copyright (c) 2025 Sahwa Sahwa (Author) https://creativecommons.org/licenses/by-sa/4.0
Addressing the Global Environmental Crisis: The Critical Role of Natural Science in Sustainable Solutions
This research aims to examine the role of natural sciences in overcoming global environmental crises through sustainable science-based solutions. With environmental problems such as climate change, pollution, and ecosystem degradation on the rise, a comprehensive scientific approach is needed to identify effective mitigation and adaptation strategies. The research method used in this article is Systematic Literature Review (SLR). This approach is used to collect and analyze previous research that discusses the contribution of natural sciences in dealing with environmental crises. The literature analyzed includes international journals, academic books, and research reports from trusted institutions. The data are categorized based on relevance, methods, results, and conclusions of the research to gain a deep understanding of the latest developments in sustainable solutions. The results of the study show that natural sciences have a crucial role in overcoming the global environmental crisis through various innovations and science-based approaches. Continuous research has contributed to the development of solutions such as renewable energy, environmental conservation, and environmentally friendly technologies. To increase the effectiveness of the implementation of these solutions, closer collaboration between scientists, governments, industry, and the public is needed in integrating research results into real policies and practices. Thus, increasingly complex environmental challenges can be overcome more effectively, so that the future of the earth can be better preserved for future generations.
Copyright (c) 2025 Dwi Siyamsih, Anggia Faradina, I Nengah Simpen, Anis Noviya, Amalia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
Differentiated Learning Strategies in Improving Science Learning Achievement in Elementary Schools
This study aims to analyze the effectiveness of differentiated learning strategies in improving learning achievement in Natural Science (IPA) in elementary schools. Differentiated learning is important because each student has different needs, abilities, and learning styles. By implementing this strategy, it is expected to provide a more personal and effective learning experience, which in turn can improve students' understanding of science materials and their learning achievement. This study uses the Systematic Literature Review (SLR) approach to evaluate various previous studies that examine the application of differentiated learning in the context of elementary education. The results of the analysis show that differentiated learning has a positive impact on student learning achievement in science. The use of this approach allows teachers to adjust teaching methods and materials according to the abilities and needs of each student, which ultimately increases student motivation, engagement, and learning outcomes. This study also identified several factors that influence the success of implementing differentiated learning in elementary schools, such as teacher competence, learning facilities, and student readiness. Therefore, it is recommended that elementary schools implement this strategy adequately in order to improve the quality of science learning.
Copyright (c) 2025 Muhammad Muhib (Author) https://creativecommons.org/licenses/by-sa/4.0
Biology and Ecosystem Conservation: The Role of Life Sciences in Addressing the Destruction of Nature
This study aims to examine the role of biology in ecosystem conservation and efforts to overcome environmental degradation through an evidence-based scientific approach. The method used is the Systematic Literature Review (SLR), which allows a comprehensive analysis of various relevant previous articles and studies. Literature was collected from leading academic databases, such as Google Scholar, PubMed, ScienceDirect, and JSTOR, with a focus on publications in the last five years that discuss ecosystem conservation, environmental restoration, and the use of biology in environmental conservation. The main keywords used in the search include "biological conservation," "ecosystem restoration," "environmental degradation," and "sustainable ecosystems." The results of the study indicate that biology has a crucial role in ecosystem conservation through a deep understanding of species, ecological interactions, and environmental dynamics. Effective conservation efforts require a holistic approach that integrates science, technology, and active community participation. Thus, to achieve environmental sustainability and reduce the impact of environmental degradation, a collaborative strategy is needed that makes biology the main pillar in ecosystem conservation and restoration efforts.
Copyright (c) 2025 Harja Efendi (Author) https://creativecommons.org/licenses/by-sa/4.0
Utilization of Audio Visual Media to Improve Motivation and Learning Outcomes in Natural Sciences
This study aims to analyze the effect of the use of audio-visual media on students' motivation and learning outcomes in Natural Sciences (IPA) learning. The research method used is the Systematic Literature Review (SLR) approach, with articles selected based on inclusion criteria, such as a focus on the use of audio-visual media in science education, relevance to motivation, and learning outcomes. Articles were obtained from leading academic databases, such as Google Scholar, ERIC, Scopus, and JSTOR. The results of the study indicate that the use of audio-visual media can significantly increase students' learning motivation. This media presents learning materials in a more interesting, interactive, and easy-to-understand way through visual and audio elements. In addition, audio-visual media also has a positive impact on learning outcomes, as seen from the increase in post-test scores which are higher than conventional learning methods. Visualization of abstract concepts through video, animation, and simulation makes it easier for students to understand and remember learning materials. Routine use of audio-visual media is recommended to create a more dynamic and effective learning experience. These findings provide practical recommendations for educators to utilize learning technology in improving the quality of science education. In addition, this study also emphasizes the importance of teacher training in developing and using audio-visual-based learning media so that the results obtained are more optimal.
Integrated Radiology and Radiation Protection: The Physics of Optimizing Safety in the Era of 3D and 4D Imaging
In the era of ever-evolving medical imaging technology, integrated radiology plays a vital role in improving diagnosis and therapy. The application of 3D and 4D technology in radiology has provided significant advances in terms of diagnostic accuracy and therapy planning. With the ability to produce clearer and more detailed images, doctors can make better decisions in patient care. However, the increasing use of radiation in medical imaging also raises serious concerns about the safety of both patients and medical personnel. This study aims to explore the importance of physics in optimizing radiation protection, as well as the challenges faced in integrating advanced technologies. We use a Systematic Literature Review (SLR) approach to identify best practices and recommendations that can be implemented to improve safety in the use of radiation. Through an analysis of existing literature, this study aims to provide insights into effective strategies in protecting patients from radiation risks without compromising imaging quality. Thus, this study will not only contribute to academic knowledge but will also benefit future clinical practice, ensuring the safety of patients and medical personnel in the era of high technology.
Copyright (c) 2024 Samsun Samsun, Maryadi Maryadi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Nature Education in Developing Student Character in Building an Environmentally Caring Generation
This study aims to explore the role of nature education in the development of students' character and its impact on environmental concerns. In the face of urgent environmental challenges, such as climate change and declining biodiversity, education is key to forming a generation that cares about the environment. To achieve this goal, the study uses the Systematic Literature Review (SLR) approach, which collects and analyzes a variety of relevant related studies. This method includes the identification, evaluation, and synthesis of previous research, so as to uncover emerging patterns and themes in the context of nature education. The results of the study showed that nature education significantly increased students' ecological awareness. Active involvement in outdoor activities—such as tree planting, beach cleanups, and conservation projects—encourages students to adopt eco-friendly behaviors. Through hands-on experience, students not only gain theoretical knowledge, but also build an empathetic and responsible attitude towards environmental sustainability. These findings emphasize the importance of integrating nature education in the curriculum, which not only shapes the character of students, but also prepares them to become responsible leaders in efforts to safeguard and preserve the environment. With this approach, it is hoped that future generations can be more active in overcoming global environmental challenges.
Copyright (c) 2024 Dwi Yuniasih Saputri, Risa Juliadilla (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Nature Education in Building Students' Emotional Connections with the Environment
Nature education has great potential in forming emotional connections between students and their environment. In today’s educational context, where urbanization and modernization are increasingly dominant, it is important to refocus on direct experiences in nature. Through this approach, students not only learn about ecosystems and biodiversity, but also develop a sense of empathy and responsibility towards the environment. Direct experiences, such as camping, exploring the forest, or doing conservation projects, provide opportunities for students to actively engage with nature. This study aims to explore how nature education can strengthen students’ emotional ties to their surroundings. Using the Systematic Literature Review (SLR) method, this study analyzes various existing literatures to understand the impact of nature education on students’ attitudes and behaviors. The findings of this study indicate that experiences in nature not only increase environmental awareness but also create a deeper connection between students and nature. Students who engage in nature education tend to show positive attitudes towards environmental conservation and are more active in conservation activities. In addition, these experiences can also improve students’ mental health by reducing stress and increasing emotional well-being. Thus, nature education not only functions as an educational tool, but also as a medium to form a generation that is more concerned and responsible for the environment, which is very important amidst the environmental challenges faced today.
Copyright (c) 2024 Muhammad Arsyad, Nurul Layli R, Gamar Abdullah (Author) https://creativecommons.org/licenses/by-sa/4.0
SLR: Discovering STEAM Integrated Science Disciplines for Learning Planning for Primary School Students in Indonesia Towards the Era of Society 5.0
This research aims to find elements related to STEAM from 100 Google Scholar indexed articles resulting from scientific research. Elements related to STEAM can be implemented in elementary school students in facing the era of society 5.0. The method used in this research is the SLR (Literature Review System) PCR model (Planning, Conducting, Reporting) with the aim of systematically reviewing the literature to find elements related to STEAM based on research results from the last 7 years (2017-2024). The research results showed that other elements were compared with STEAM, such as language, social sciences, economics, religion, culture and literacy with the terms STREAM, SELAMeT, STREAME, STELAM and STEAMS and were even used as a basis for curriculum development such as in South Korea with the term WS-STEAM . Based on these findings, there are elements that can be used as a reference in developing learning plans in elementary schools towards the era of society 5.0 which are in accordance with the national basic education curriculum, especially in elementary schools in Indonesia, namely language, social (including culture and economics in social science learning ), religious, and literacy.
Copyright (c) 2024 Rafiuddin Rafiuddin, Syarifuddin Syarifuddin, Saparuddin Saparuddin, Nurjihadin Nurjihadin, Farah Alfian Ghofar Rahmat (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of RADEC Model for Improving Higher Order Thinking Skill (HOTS) in Science Learning at Elementary Schools
Science learning in elementary schools requires Higher Order Thinking Skills (HOTS), so supportive learning model is needed. This research aims to: 1) describe the application of HOTS in science education at elementary level; 2) describe the RADEC learning model for science learning, and 3) describe the factors that support and hinder the application of RADEC to improve HOTS in science education in elementary schools. This research uses a systematic literature review method or literature review, which focuses on the process of reviewing and analyzing widely and carefully several literature relevant to the research topic. The results of this study show: 1) HOTS is indispensable in science learning; 2) The introduction of RADEC greatly improves the science HOTS skills of elementary students; 3) The application of RADEC to improve students' HOTS is influenced by many factors, including teachers' understanding and competence of the RADEC model, facilities and infrastructure, and teacher support.
Copyright (c) 2024 Nur Rohmatillah (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of Difficulty in Solving Story Problems Based on Newman Error Analysis on Flat Building Material in Grade IV Elementary School
This study aims to analyze the difficulties students experience based on errors in solving story problems related to flat shapes using Newman’s Error Analysis procedure. The method used in this research is descriptive analysis. The subjects of the study are fourth-grade students at SDN Sindangkasih. Data was collected through tests and interviews. The results of the data analysis using the Newman procedure reveal that student errors include reading errors at 0.51%, comprehension errors at 2.5%, transformation errors at 16.24%, process skill errors at 39.5%, and encoding errors at 41.63%. The increase in the percentage of errors from reading to encoding is due to students' inability to solve problems correctly after encountering difficulties at the initial stage.
Copyright (c) 2024 Tammara Nur Aisah, Dindin Abdul Muiz, Muhammad Rijal W Muharam (Author) https://creativecommons.org/licenses/by-sa/4.0
Assessing The Reliability of Module For Adolescence Psychological Well-Being In Malaysia Using The Application Of Sidek Model
In this study, a module of adolescence psychological well-being in Malaysia using the application of Sidek module development model was developed by the Counselling and Psychology Association of Malaysia (PEKAMARA) to optimize psychological well-being o teenagers aged 13-25 years. The assessment of the adolescence psychological well-being in Malaysia module was meticulously crafted following a systematic approach encompassing needs analysis, objective formulation, content development, strategy selection, module production, implementation, and evaluation. Rigorous psychometric measures adapted from the Sidek module were employed to assess the validity and reliability of the adolescence psychological well-being module. The findings reveal a good level of validity, with a coefficient of 0.80, indicating that the module has successfully targets and addresses the specific psychological challenges faced by teenagers in this age group. Furthermore, the overall reliability coefficient was impressively high, with an Alpha Cronbach value of 0.93, underscoring the module's consistency in measuring desired outcomes across different facets of psychological well-being. The Sidek module development model leverages evidence-based practices from cognitive-behavioural therapy, positive psychology, and mindfulness, offering tailored interventions to enhance stress management, emotional regulation, resilience, and overall life satisfaction among adolescents. By integrating these methodologies, the module of adolescence well-being in Malaysia provides comprehensive support to address the complex mental health needs of young individuals during their formative years. This study contributes to advancing the field of mental health interventions for adolescents by demonstrating the efficacy of a structured and systematic approach in promoting positive psychological outcomes. The results highlight the importance of integrating theoretical frameworks into practical modules that are not only effective but also adaptable to diverse cultural contexts and individual needs.
Module of adolescence psychological well-being in Malaysia
Copyright (c) 2024 Mohd. Shahrul, Dayang Nurina Nazihah, Dayang Nurafiqah, Raudhah Ahmadi, Johari Md Salim, Saidatul Nadia (Author) https://creativecommons.org/licenses/by-sa/4.0
Analisis Keterampilan Kolaborasi Peserta Didik Pada Mata Pelajaran Fisika Di Sman Titian Teras Kabupaten Muaro Jambi
Pembelajaran Abad 21 ditandai dengan karakteristik yang memerlukan peserta didik untuk memiliki kecakapan belajar 4C, yaitu Critical Thinking, Creativity, Communication Skills, serta Collaboratively. Kolaborasi merujuk pada sebuah proses kerjasama dan koordinasi yang melibatkan ketergantungan yang positif dalam kelompok tertentu, dengan tujuan bersama yang ingin dicapai. Ilmu Fisika adalah bidang pengetahuan yang muncul dan berkembang melalui serangkaian langkah, seperti pengamatan, identifikasi masalah, pembentukan hipotesis melalui eksperimen, deduksi, serta pengembangan teori dan konsep baru. Dalam proses pembelajaran, kolaborasi antara siswa diperlukan untuk mencapai hasil yang optimal. Tujuan dari penelitian ini adalah untuk mengidentifikasi keterampilan kolaborasi siswa dalam mata pelajaran Fisika di SMAN Titian Teras. Jenis penelitian ini adalah Ex-post Facto dengan desain penelitian deskriptif kuantitatif. Subyek dalam penelitian ini adalah peserta didik kelas XI MIPA 1 SMAN Titian Teras yang berjumlah 38 peserta didik. Penelitian ini menggunakan instrumen angket keterampilan kolaborasi peserta didik dengan jumlah poin pernyataan sebanyak 30 poin yang terdiri dari tiga indikator keterampilan kolaborasi. Hasil penelitian yang dilakukan diperoleh keterampilan kolaborasi peserta didik yang dihitung pada setiap indikator berada pada kategori sedang dengan persentase 74% untuk kategori berkontribusi secara aktif, 79% pada kategori bekerja secara produktif dan 53% pada indikator bertanggung jawab. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa keterampilan kolaborasi peserta didik pada masing-masing indikator berada pada kategori sedang, sehingga membutuhkan perbaikan mutu pembelajaran dan pola interaksi belajar peserta didik dengan menelaah kembali kemampuan peserta didik dengan mengadopsi pembelajaran Abad 21.
Copyright (c) 2024 Muhammad Musyaddad, Feliza Paramitha Sinaga, Sri Wina Oktavia (Author) https://creativecommons.org/licenses/by-sa/4.0
Analisis Motivasi Belajar Peserta Didik pada Mata Pelajaran Fisika di SMAN 8 Kota Jambi
Pendidikan merupakan suatu media untuk memajukan dunia dan teknologi. Artinya, pendidikan dapat menciptakan manusia yang berkualitas, serta memajukan dunia melalui kemajuan teknologi. Salah satu materi pembelajaran dalam pendidikan yang memiliki peranan penting bagi perkembangan teknologi dan kemajuan negara adalah pelajaran fisika. Fisika adalah ilmu yang mempelajari teori, konsep, maupun hukum-hukum fisika, serta pemahaman mengenai bagaimana suatu gejala fisis dapat terjadi. Dalam pembelajaran fisika siswa akan terlatih untuk mempunyai sikap ilmiah dan dapat menghasilkan produk melalui konsep, prinsip, serta teori yang dipelajari di fisika. Keberhasilan dalam pembelajaran, termasuk pembelajaran fisika sangat dipengaruhi oleh motivasi belajar siswa. bertujuan untuk menganalisis motivasi belajar peserta didik pada mata pelajaran fisika di SMAN 8 Kota Jambi. Metode pada penelitian ini adalah deskriptif kuantitatif. Subyek dalam penelitian ini adalah peserta didik kelas XI IPA 3 SMAN 8 Kota Jambi dengan sampel yang berjumlah 30 peserta didik. Penelitian ini menggunakan instrumen angket motivasi belajar peserta didik dengan jumlah soal sebanyak 20 poin yang merujuk pada empat indikator motivasi belajar. Hasil penelitian yang dilakukan diperoleh motivasi belajar peserta didik yang dihitung pada setiap indikator berada pada kategori yang bervariasi. Kategori sedang pada indikator pertama dan keempat dengan presentase 43% dan 53%. Indikator kedua termasuk kategori rendah dengan dengan persentase 40% dan untuk indikator ketiga diperoleh kategori tinggi dengan presentase 47%. Hasil penelitian tersebut menunjukkan bahwa motivasi belajar peserta didik pada masing-masing indikator berada pada kategori yang bervariasi, sehingga memerlukan perbaikan mutu pembelajaran dan pengembangan strategi pembelajaran agar dapat meningkatkan motivasi belajar siswa.
Copyright (c) 2024 Nisaul Afifah, Risna Sari (Author) https://creativecommons.org/licenses/by-sa/4.0