ISEJ : Indonesian Science Education Journal

Integrating Ethno-Vlog into Liveworksheet-Based E-LKPD: Developing Contextual Ecology Learning Media to Enhance Students’ Science Literacy

Tue, 03 Sep 2024 00:00:00 +0700

The low level of Indonesian students’ science literacy as reflected in the PISA 2022 results highlights the need for innovative, contextualized learning media that can bridge scientific concepts with real-life and cultural experiences. This study aimed to develop and evaluate a Liveworksheet-integrated E-LKPD enriched with an ethno-vlog of Bukit Manengteung on ecology and ecosystem material to enhance students’ science literacy. Employing a research and development design with the 4D model (define, design, develop, and disseminate), the product was validated by experts, tested for readability, and implemented with seventh-grade students at SMP Negeri 2 Ciledug during the 2024/2025 academic year. Validation results indicated high feasibility with Aiken’s V values above 0.87, while student responses confirmed that the media was engaging, clear, and easy to use. Effectiveness tests showed a significant improvement in students’ science literacy, with pretest and posttest scores increasing from an average of 45.69 to 81.72 and an N-Gain of 0.68, categorized as medium to high. Improvements were observed across all science literacy dimensions, particularly in scientific attitudes, and the integration of ethno-vlog content enabled students to contextualize ecology concepts within their local cultural environment. These findings confirm that the developed media is valid, practical, and effective, with implications that integrating ethnoscience-based digital media into science instruction can enhance students’ scientific competencies while simultaneously preserving and strengthening cultural identity.

Implementing Online Learning Models to Strengthen Student Characteristics in Physics Education during the Covid-19 Pandemic

Diva Alkhadia Rana, Lais Shifa Aulia, Reinhard Andrianus — Sat, 07 Sep 2024 00:00:00 +0700

The Covid-19 pandemic has significantly transformed higher education, shifting conventional face-to-face instruction to online learning and creating both challenges and opportunities for student development. This study aimed to analyze the implementation of online learning models and their influence on student characteristics in the Physics Education Study Program at Universitas Indraprasta PGRI. A descriptive qualitative approach was employed with purposive sampling of undergraduate students who had experienced online learning for at least two semesters, and data were collected through questionnaires, semi-structured interviews, and documentation. Thematic analysis was applied to identify patterns related to student learning strategies, the use of digital platforms, and character formation during online learning. The results revealed that students employed varied strategies such as mind mapping, blended learning, and group discussions via applications like WhatsApp, Zoom, and Google Classroom to sustain learning, while challenges included unequal internet access, limited technological facilities, and varying levels of readiness. Despite these obstacles, online learning contributed to the development of key character values, including independence, responsibility, discipline, and adaptability, which are essential in preparing students for the demands of the 21st century. The novelty of this study lies in its focus on the affective dimension of online learning, emphasizing character formation alongside cognitive achievement. The findings imply that universities and policymakers should design online learning systems that not only address technological barriers but also intentionally integrate character education to ensure holistic student development in future digital learning environments.

Development of Ethno-vlog Media and Virtual Reality (VR) Teh Oyol Ecology and Biodiversity Materials to Equip Students Science Process Skills

Luky Hidayat, Sudarmin, Hendra Febriyanto, Norma Eralia, Sunardi — Sun, 15 Sep 2024 00:00:00 +0700

Education in the 21st century requires innovative approaches that integrate technology and local wisdom to strengthen students’ science process skills (SPS). This study aims to develop, validate, and evaluate the effectiveness of ethno-vlog and virtual reality (VR) media based on the cultural context of Oyol tea in enhancing junior high school students’ SPS on ecology and biodiversity topics. Employing a research and development design with the 4D model (Define, Design, Develop, Disseminate), this study involved small-scale (n = 15) and large-scale (n = 32) trials with grade VII and VIII students at a junior high school in Indonesia. Data were collected through expert validation, student response questionnaires, observation sheets, and pre-post assessments of SPS. The results indicated that both media met the “very feasible” criteria from expert validators (average ≥ 87.5%) and received highly positive responses from students. Statistical analysis using N-gain (0.76, high category) and the Mann–Whitney test (p < 0.05) confirmed a significant improvement in students’ SPS, particularly in observation, prediction, inference, classification, measurement, and communication skills. These findings demonstrate that the integration of ethnoscience-based vlog and VR provides a meaningful, interactive, and culturally relevant learning experience. The study contributes to digital pedagogy by bridging local knowledge and advanced technologies, offering a scalable model for science education in developing countries. Future research may extend this approach to other cultural contexts and subject areas to strengthen broader applicability.

Development and Validation of a Problem-Based Learning (PBL)-Based Science Worksheet on Environmental Pollution for Grade VII Junior High School Students

Edi Yansah, Yokos Pranata, Nurlia Latipah — Thu, 19 Sep 2024 00:00:00 +0700

This study aims to develop and validate a PBL-based science worksheet on environmental pollution for Grade VII students in Indonesian junior high schools. The worksheet was designed using the Borg and Gall development model, adapted by Sugiyono, and was validated by experts in content, language, and design. The validation process resulted in positive assessments, with content and language experts rating the worksheet at 80%, indicating its alignment with curriculum goals and appropriateness for the target grade. Media and design validation was rated at 70.58%, suggesting room for improvement in visual appeal. The worksheet was then field-tested with 10 students and one teacher, receiving high practical ratings of 88.3% from students and 96.19% from the teacher, indicating its effectiveness in fostering student engagement and learning. The findings suggest that PBL-based worksheets can enhance critical thinking, environmental awareness, and problem-solving skills, supporting the development of more interactive and student-centered learning environments. Despite some design-related limitations, the study highlights the potential of PBL as an effective teaching strategy for promoting active learning in science education. Future research should explore the broader applicability of PBL-based tools across different subjects and educational settings.

Integrating Scratch and Canva to Foster Digital Literacy in Junior-Secondary Science: A Feasibility Study in Indonesia

Kartika Fitriana Rizky, Dian Ayu Ramadhani, Muti'ah — Wed, 25 Sep 2024 00:00:00 +0700

This study investigated the feasibility of integrating Scratch (block-based programming) and Canva (visual design) to cultivate digital literacy within a junior-secondary science lesson on the human circulatory system in Indonesia. Using a descriptive, cross-sectional design, one intact Grade VIII class (n = 12) at an MTs participated in a single-period implementation that combined brief teacher input with a make-and-explain sequence: students authored a simple Scratch mini-project to externalize mechanism and then produced a concise Canva infographic to communicate key ideas. Data were collected via structured classroom observations, a brief post-lesson teacher interview, and a four-item student questionnaire (binary Yes/No) capturing satisfaction, perceived difficulty, prior exposure to similar media, and perceived improvement in digital literacy; analysis focused on counts and percentages. Results showed high acceptability and usability: 11/12 students (91.7%) reported satisfaction, none reported difficulty (0/12), 8/12 (66.7%) indicated prior exposure, and 11/12 (91.7%) perceived improved digital literacy; observations corroborated sustained on-task behavior, successful navigation of core interface actions, and productive peer support. These patterns suggest that a low-threshold, creation-centered workflow is implementable under ordinary school conditions and pedagogically consistent with active, student-generated learning. The study concludes that explicitly coupling executable modeling (Scratch) with audience-ready visual explanation (Canva) is a promising approach for classroom-level digital-literacy development, while noting limitations of a small, single-class sample and reliance on brief self-reports. Teachers can package lessons as short inputs → templated production → micro-publication to strengthen digital literacy without heavy infrastructure; future research should adopt larger, pre–post or quasi-experimental designs with validated multi-item scales, content assessments, fidelity checks, and comparisons of integrated versus single-tool conditions.