ISEJ : Indonesian Science Education Journal

Design of an Electronic Medical Record (EMR) Information ‎System for Vertigo Patients Using Python Algorithms

2026-07-23T16:12:48+07:00

Technology adaption for healthcare services generally involves the implementation of electronic medical records. Management ini pharmaceutical facilities using Phyton can be achieved by building a CLI (Command Line Interface) or GUI-based data management systems. This system tracks patient history, diagnoses, medication lists, and dosage analysis for vertigo.

One subsystem of a healthcare facility’s information system is the electronic medical record. This subsystem is connected to other subsystems within the healthcare facility. With the issuance of Minister of Health Regulation No. 24 of 2022 concering Medical Records, a medical records is defined as a document containing patient identity data, examinations, treatments, procedures, and other services provided to patients. This regulation replaces Ministers of Health Regulation No. 269 of 2008 concerning Medical Records.

MENKES Regulation No. Law No. 24 of 2022 explains the purpose of electronics medical records : to improve the quality of healthcare services, provide legal certainty in the implementation and management of medical records, ensure the security, confidentiality, integrity, and availability of medical record data, and realize the implementation and management of digitally-based and integrated medical records. Under these conditions, the Minister of Health stipulates that service facilities are required to implement electronics medical records in their healthcare services.

According to Rano Indriadi, an intellectual, an Electronic Medical Record (EMR) is defined as a medical record stored electronically, containing personal data, demographic data, clinical/medical data, and various clinicals events from the beginning of the service process to the end froam various data sources. It actively functions to support medical decision-making

Development of Biotechnology E-Module Based on Project-Based ‎Learning Integrated with Betawi Local Wisdom to Enhance ‎Creative Thinking Skills

2026-07-23T07:00:55+07:00

Improving the quality of education as part of achieving Sustainable Development Goal (SDG) 4: Quality Education requires the development of innovative teaching materials that can facilitate 21st-century skills, including creative thinking abilities. This study aims to develop and validate biotechnology e-module based on Project-Based Learning (PjBL) that integrates Betawi local wisdom and focuses on students’ creative thinking skills. This study employed a Research and Development (R&D) approach using the 4D model adapted from Thiagarajan. The resulting product is a biotechnology e-module based on PjBL integrated with Betawi local wisdom and oriented toward creative thinking skills. This study involved 69 eleventh-grade students and 2 teachers at SMAN 98 Jakarta. The instruments used included an expert validation sheet, a teacher observation sheet, and a student response questionnaire. E-module was validated by experts in content, language, and design. The validation results indicated that the media was very feasible, with a scores of 90,8% for content, 94,4% for design and 91,6% for language. The results of e-module’s practicality showed an average percentage of 91,36% from students and 91.56% from teachers, with the category very practical. These findings indicate that the developed e-module is valid and practical for use in learning and supports the development of creative thinking skills.

Validity of an Assessment Instrument for Measuring Students’ Eco-‎Awareness of Sidoarjo’s Traditional Aquaculture Pond Ecosystem

2026-07-23T07:02:35+07:00

This study aimed to develop and obtain preliminary validation evidence for an essay-based instrument assessing senior high school students’ eco-awareness ecological knowledge, attitudes, and behavior through the local context of Sidoarjo’s traditional aquatic pond ecosystem. Using a research and development design adapted from the MEASURE approach, the study included blueprint preparation, item construction, expert validation, revision, pilot testing, and psychometric analysis. The initial instrument comprised seven essay items reviewed by four validators: two university lecturers and two senior high school biology teachers. Pilot testing involved 30 Grade 11 students who had studied ecosystem concepts and were excluded from the main sample. Content validity was evaluated through expert-rating percentages, empirical validity through Pearson item–total correlations, and internal consistency through Cronbach’s alpha. Expert-validation scores ranged from 97.92% to 100%, indicating very high content relevance, construction quality, and linguistic clarity. Six items showed significant item–total correlations ranging from .484 to .774, while one item failed to meet the empirical-validity criterion (r = .092, p = .629) and required revision or removal. The six retained items yielded a Cronbach’s alpha of .656, indicating acceptable preliminary consistency for formative use. These findings suggest that the instrument can support contextual assessment of students’ environmental reasoning and assist biology teachers in diagnosing eco-awareness through locally grounded ecological learning. However, the small pilot sample and limited item pool restrict generalizability; further testing with larger, more diverse samples and broader validity evidence is required before high-stakes use.

Implementation of the Discovery Learning Model Assisted by Simple Molecular Teaching Aids to Support In-Depth Learning of Functional Groups at SMA Negeri 2 Maginti

2026-07-23T07:03:51+07:00

This study examined the implementation and learning improvement associated with the discovery learning model assisted by simple molecular teaching aids in supporting in-depth learning of functional groups among grade XII students at SMA Negeri 2 Maginti. In-depth learning in this study refers to students' ability to visualize molecular structures, distinguish functional groups, and explain the relationship between functional group structure and compound characteristics rather than merely memorize names or formulas. The study employed a quasi-experimental one-group pretest-posttest design involving 29 students. The intervention used low-cost molecular models made from cork and satay skewers to represent atoms and chemical bonds during the discovery-learning stages of stimulation, problem identification, data collection, data processing, verification, and generalization. Data were collected through conceptual understanding tests, student activity observation sheets, student response questionnaires, and classroom documentation. Data analysis was conducted descriptively by calculating the mean score, mastery percentage, student activity percentage, student response percentage, and normalized gain (N-Gain). The findings showed that the average pretest score of 46.00 increased to 85.00 in the posttest, while learning completion improved from 10.34% to 89.66%. The N-Gain value reached 0.72, which falls into the high category. Student activity during learning was high to very high, particularly in constructing molecular structures (96.55%), discussing differences among functional groups (89.66%), and drawing conclusions from observations (86.21%). Student responses also showed high agreement that the teaching aids helped visualize molecular structures and clarify functional group concepts. These results indicate that discovery learning assisted by simple molecular teaching aids can support conceptual improvement and active participation in functional group learning, especially in schools with limited facilities; however, the findings should be interpreted within the limits of a one-group design without a control class.

The Expert Validation of a Guided Inquiry-Based WordPress Student Worksheet Integrated with Islamic Values on the Circulatory System

2026-08-22T17:57:38+07:00

This study aimed to develop and validate a guided inquiry-based student worksheet (LKPD) supported by WordPress and integrated with Islamic values for the circulatory system. The study used Research and Development with the Plomp model. This manuscript reports the expert-review stage of the prototyping phase. Three validators were selected purposively: one expert in teaching-material design, one expert in science/biology content, and one expert in Qur'anic exegesis and Hadith. Validation used domain-specific instruments consisting of 30, 26, and 17 items, respectively. Each item was rated on a four-point scale, analyzed as a percentage of the maximum score, and supplemented with qualitative comments for product revision. The teaching-material, subject-matter, and Islamic-values validation scores were 95.0%, 90.0%, and 92.5%, respectively, producing an overall mean of 92.5% in the very valid category. The lowest sub-aspect was the integration of Islamic values within the subject-matter instrument (75.0%), which prompted revisions to connect religious sources, scientific explanations, and reflection activities more coherently. The results indicate that the revised LKPD is sufficiently valid to proceed to practicality and effectiveness testing. The main limitation is that each domain was assessed by one expert; therefore, inter-rater agreement and learning outcomes were not examined.

The The Effect of Realistic Mathematics Education on Ninth-Grade Students' Mathematical Problem-Solving Ability

2026-08-22T17:58:12+07:00

Mathematical problem-solving ability is an essential competency that supports students' Mathematical problem-solving ability is a fundamental competency in mathematics education; however, many junior high school students still experience difficulties in solving non-routine problems. This study aimed to examine the effect of the Realistic Mathematics Education (RME) approach on ninth-grade students' mathematical problem-solving ability. A quasi-experimental study employing a nonequivalent posttest-only control group design was conducted at SMPN 10 Padang during the 2025/2026 academic year. Two intact classes were selected through cluster random sampling, comprising 32 students in the experimental group and 32 students in the control group. The experimental group received instruction using the RME approach, whereas the control group received conventional instruction. Students' mathematical problem-solving ability was measured using a five-item essay test based on Polya's four problem-solving indicators. Data were analyzed using descriptive statistics, an independent-samples t-test, and Cohen's d effect size after satisfying the assumptions of normality and homogeneity. The results showed that the experimental group achieved a higher mean score than the control group (80.75 vs. 71.19). The difference was statistically significant (t(62) = 3.46, p < .001), with a large effect size (d = 0.87). These findings indicate that the RME approach effectively improves students' mathematical problem-solving ability and supports its implementation in secondary mathematics classrooms.

Trends in Research on Self-Efficacy in Mathematics Education: A Bibliometric Analysis for 2013–2025

2026-08-22T17:58:11+07:00

Self-efficacy has been one of the most widely used psychological constructs in mathematics education research for over three decades. However, the development of research, the intellectual structure of the field, and its relationship to learning approaches and mathematical competence have not been comprehensively developed. This study aims to analyze publication trends, thematic structures, and identify research gaps regarding self-efficacy in mathematics education. The study uses a bibliometric approach to 3,096 Scopus Open Access documents from 2013–2025 that have been screened to ensure their relevance to the field of education. The analysis was conducted using Bibliometrix (R) to broadcast publication performance and VOSviewer to map the co-word network. The results show sharp and consistent growth (Annual Growth Rate 20.47%), with Frontiers in Psychology as the most published platform (197 documents) while EURASIA Journal of Mathematics, Science and Technology Education remains the most relevant core journal for the mathematics education audience specifically. The co-word mapping identified four thematic clusters—self-efficacy, mathematics teaching and achievement; health and behavior; clinical education and medical competence; as well as procedures and pilot studies. However, the most pedagogically significant finding is the lack of explicit integration between self-efficacy, team-based learning, and mathematical communication in the context of statistics education: combined phrases such as ‘collaborative learning in statistics’ and ‘communication skills in mathematics’ were completely absent (n = 0) among all the documents analyzed, while the individual terms rarely appeared alongside self-efficacy. This finding confirms that research interventions that integrate collaborative learning with self-efficacy strengthening in statistics courses—particularly in higher education contexts that are still underrepresented in the global literature such as Southeast Asia—represent a pressing research agenda and have the potential to make significant pedagogical contributions to the teaching of mathematics and statistics in higher education.

Effectiveness of a Green Analytical Chemistry-Based Problem-Based Learning Model in Improving Environmental Literacy among Pharmacy Students

2026-08-22T17:58:09+07:00

This study aims to analyse the effectiveness of the Green Analytical Chemistry (GAC)-based Problem-Based Learning (PBL) model in improving pharmacy students' environmental literacy. This study used a quasi-experimental design with a Nonequivalent Control Group Pretest–Posttest Design. The study sample consisted of 60 Pharmacy Study Program students divided into an experimental group and a control group. The experimental group received GAC-based PBL, while the control group received direct instruction. The treatment was carried out over five meetings on the following topics: basic analytical chemistry techniques, physical and chemical properties of drug molecules, acids and bases, instrumental analysis, and reduction–oxidation reactions. The research instrument was an environmental literacy test that measured environmental knowledge, attitudes, environmental problem-solving competencies, and environmental behaviour. Data were analysed using the N-Gain test, Independent Samples t-test, and Cohen's d. The results showed that the experimental group achieved a greater increase in environmental literacy than the control group, with N-Gain values of 0.7040 and 0.3963, respectively. The results of the Independent Samples t-test showed a significant difference between the two groups (p < 0.05). The findings of this study indicate that the PBL model based on Green Analytical Chemistry was effective in improving the environmental literacy of pharmacy students.

Development of a Junior High School/Islamic Junior High School Science Module Integrating Islamic Values into the Human Coordination, Reproduction, and Homeostasis System Material

2026-08-22T17:57:37+07:00

Integrating religious meaning with disciplinary science requires teaching materials that preserve scientific explanations while making value connections explicit and pedagogically defensible. This study developed and evaluated an Islamic values-integrated science module on human coordination, reproductive, and homeostatic systems for Grade IX junior secondary students. Educational design research followed three Plomp phases: preliminary research, prototyping, and assessment. Preliminary research included interviews with two science teachers from UPT SMP Negeri 1 and SMP Negeri 4 in Kampar and a needs-analysis questionnaire completed by 31 Grade IX students. During prototyping, the module was reviewed across content, Islamic-integration, and media domains, with two expert ratings recorded for each domain. Limited assessment at UPT SMP Negeri 1 involved one science teacher for practicality appraisal and 31 students for user-response evaluation. Data were summarized using a five-point scale and percentage scores. The needs analysis showed strong demand for an integrated module: 90.32% of students supported its use, while 74.19% had never learned with a module integrating Islamic values on these human-system topics. Expert scores were 80.00% for content validity, 70.00% for Islamic-value integration, and 81.18% for media validity. Recalculation from the item-level practicality scores yielded 75.71% (practical), while student responses reached 86.65% (very positive). The integration domain was the weakest component, indicating a need for deeper conceptual alignment between Qur’anic or hadith references and biological explanations. The module is therefore best regarded as a feasible and practical supplementary/enrichment resource with strong student acceptability; its effectiveness for improving learning outcomes was not tested.

The Effects of Video-Assisted Jigsaw Cooperative Learning on Students’ Biology Learning Achievement and Critical Thinking Skills

2026-08-27T07:49:07+07:00

Many studies have reported the effectiveness of jigsaw cooperative learning in science education; however, scholars have paid little attention to integrating this model with digital learning media to enhance students’ learning outcomes and critical thinking skills. Therefore, to fill this gap, this study aims to examine the influence of video-assisted jigsaw cooperative learning on students’ learning achievement and critical thinking skills in biology instruction. This quasi-experimental study, using a pretest-posttest control group design, involved tenth-grade students in Phase E, at one of the schools in Lima Puluh Kota Regency, West Sumatra, Indonesia. The number of students in each experimental and control group was 30. The data were obtained from learning achievement and critical thinking tests administered before and after the treatments. The parametric statistics (ANCOVA and MANCOVA tests), were used to analyze the data. The results showed that students in the video-assisted jigsaw cooperative learning group demonstrated significantly higher biology learning achievement scores after controlling for pretest scores, F(1, 57) = 4919.00, p < .001, η² = .989. Similarly, students in the experimental group showed significantly higher critical thinking skill scores after controlling for pretest scores, F(1, 57) = 7596.00, p < .001, η² = .993. Furthermore, the results of the MANCOVA test indicated a significant simultaneous effect on both dependent variables, Wilks’ Λ = .007, F(2, 55) = 4190.00, p < .001, partial η² = .993. These findings suggest that video-assisted jigsaw cooperative learning has the potential to support students’ academic achievement and critical thinking skills in biology.