ISEJ : Indonesian Science Education Journal

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

Thu, 23 Jul 2026 00:00:00 +0700

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

Arsita Oktaviani, Endang Susantini, Mahanani Tri Asri — Sat, 11 Jul 2026 00:00:00 +0700

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

Endy Sri Wigati, Wisanti, Raharjo — Sun, 12 Jul 2026 00:00:00 +0700

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

Sun, 12 Jul 2026 00:00:00 +0700

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

Susilawati, Umar Faruq, Annisa Fazila Sabrina Damanik, Adisti Yuliastrin — Tue, 21 Jul 2026 15:38:49 +0700

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

Sat, 25 Jul 2026 19:23:42 +0700

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

Nike Astiswijaya, Turmudi Turmudi, Kusnandi Kusnandi, Dadang Juandi — Fri, 31 Jul 2026 00:00:00 +0700

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

LM Zulfahrin UZ, Rudi Susilana, Wawan Wahyu — Fri, 07 Aug 2026 11:33:47 +0700

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

Dian Puspita, Nesvira Amanda, Rian Vebrianto, Susilawati Susilawati — Sun, 16 Aug 2026 00:00:00 +0700

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

Yendrita Yendrita, Sri Nengsi, Usmadi Usmadi, Sandy Mulyanda — Sat, 22 Aug 2026 11:14:13 +0700

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.

Analysis of Elevation Effects on the Chemical Composition Of ‎Moringa Oleifera Leaves Using a Multivariate Statistical Approach

Thu, 10 Sep 2026 20:30:24 +0700

This study aimed to compare the chemical composition of Moringa oleifera leaves across three elevation-associated sampling ranges and examine relationships among chemical traits. Leaf composition data from samples collected at 0–250, 251–500, and 501–750 m above sea level were evaluated using one-way ANOVA, Duncan’s multiple range test, effect size estimation, Pearson correlation, and principal component analysis (PCA). Protein content differed significantly among ranges (η² = 0.984), declining from 31.69 ± 0.58% in the lowest range to 29.93 ± 0.28% in the highest. Between these ranges, tannin and crude fiber contents increased from 0.64 ± 0.21% to 0.86 ± 0.41% and from 4.91 ± 0.45% to 7.81 ± 0.96%, respectively. Total phenolic and flavonoid contents showed decreasing trends, from 618.73 ± 69.45 to 486.40 ± 45.78 mg gallic acid equivalents/g and from 2.83 ± 0.11 to 1.51 ± 0.06 mg quercetin equivalents/g, respectively. Protein correlated negatively with tannin, whereas total phenolics correlated positively with flavonoids. The first two principal components explained 93.97% of total variance, separating nutritional traits from structural and defense-related traits. These contrasting patterns are consistent with environmental influences on nutrient accumulation and secondary metabolism. However, site-specific confounding limits attribution to elevation alone. Future studies should incorporate environmental covariates and replicated sampling sites to clarify these relationships.

Development and Preliminary Evaluation of Project-Based ‎Learning Teaching Materials for Animal Development Courses to ‎Support Biology Students’ Critical Thinking Performance

Mareta Widiya, Nopa Nopiyanti — Sat, 19 Sep 2026 09:36:44 +0700

This study aimed to develop and preliminarily evaluate Project-Based Learning (PjBL)-based teaching materials for the Animal Development course in terms of validity, practicality, learning outcomes, critical-thinking performance, and student attitudes. A research and development approach was employed using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The developed materials were evaluated by three experts in content, media, and language aspects. Practicality testing involved lecturer responses and a limited trial with six Biology Education students, while field implementation involved 28 students at Universitas PGRI Silampari. Data were collected through expert validation sheets, response questionnaires, achievement tests, critical-thinking performance assessments, and attitude questionnaires. Data analysis was conducted descriptively using percentage scores, mean comparisons, and normalized gain analysis. The results showed that the teaching materials achieved a validity score of 92.71%, indicating a highly valid category. The practicality evaluation obtained an overall score of 87.50%, categorized as highly practical. Students’ mean achievement increased from 62.43 in the pretest to 81.25 in the posttest, with a normalized gain score of 0.50. Critical-thinking performance reached an average score of 85.50, while student attitudes toward the learning implementation obtained an average score of 85.50. These findings indicate that the developed PjBL-based teaching materials are feasible and demonstrate promising potential for supporting active, contextual, and reflective learning in biology education. The study implies that integrating project-oriented activities into discipline-specific teaching materials can provide a meaningful framework for fostering students’ scientific reasoning and critical-thinking performance.

Mathematics Learning with Concrete Manipulatives among Second-Grade Students at SDN Tridadi: A Perspective on the Concrete Operational Stage

Wed, 30 Sep 2026 00:00:00 +0700

Mathematics learning in elementary schools needs to consider students’ cognitive development, particularly among second-grade students who are beginning to develop logical thinking while still relying on concrete experiences. Although Jean Piaget’s theory of cognitive development has been widely discussed in relation to elementary mathematics education, empirical evidence of how characteristics of the concrete operational stage are manifested in actual classroom learning remains limited. This study aims to examine the characteristics of the concrete operational stage in mathematics learning among second-grade students and to explore the role of concrete manipulatives in supporting their understanding of mathematical concepts. A descriptive qualitative approach was employed involving 15 second-grade students at SDN Tridadi selected through purposive sampling. Data were collected through structured classroom observations and clinical interviews, while source and method triangulation were used to strengthen the credibility of the findings. The data were analyzed using an interactive qualitative analysis model consisting of data reduction, descriptive data presentation, and conclusion drawing. The findings indicate that the students demonstrated characteristics of the early concrete operational stage. Classification and number conservation were observed during mathematics learning, while reversibility was still developing and required support through concrete objects. The use of concrete manipulatives provided opportunities for students to directly manipulate, compare, and represent mathematical quantities when solving addition and subtraction problems. Clinical interviews further showed that students’ reasoning was closely related to their ability to visualize and manipulate concrete quantities. The study concludes that empirical observation of second-grade students provides important insight into the manifestation of the concrete operational stage in actual mathematics learning. Mathematics instruction that considers students’ cognitive developmental characteristics and incorporates concrete manipulatives can provide learning experiences that connect mathematical concepts with concrete and observable experiences.

Analysis of Critical Thinking Skills and Self-Efficacy in Mathematical Problem Solving among Grade VII Students on Linear Equations in One Variable at Sriwarin School Thailand

Novayana Gajah, Masdelima Azizah Sormin, Nur Sahara, Johan Pador — Wed, 30 Sep 2026 11:14:03 +0700

This study aims to describe the critical thinking skills, self-efficacy, and mathematical problem-solving ability of Grade VII-1 students at Sriwarin School, Thailand, in solving linear equations in one variable. This study employed a descriptive quantitative approach involving 30 students selected through purposive sampling. The research instruments consisted of critical thinking and mathematical problem-solving tests, a Likert-scale self-efficacy questionnaire, interviews, and observation sheets. The results showed that the three variables had the same descriptive distribution: 8 students (26.7%) were categorized as high, 14 students (46.7%) as moderate, and 8 students (26.7%) as low. The class average scores were 54.8 for critical thinking skills, 42.7 for self-efficacy, and 63.2 for mathematical problem-solving ability, all of which were categorized as moderate. These findings indicate that the students' critical thinking skills, self-efficacy, and mathematical problem-solving ability generally showed moderate profiles, with similar category distributions across the three variables. The study provides a descriptive overview of students' critical thinking, self-efficacy, and mathematical problem-solving profiles in learning linear equations in one variable.

Development of a Problem-Based Learning-Based E-Module to Enhance Critical Thinking Skills and Biology Concept Understanding Among Eleventh-Grade Senior High School Students

Rahmani Rahmani, Fitri Arsih, Muhyiatul Fadilah, Irdawati Irdawati — Wed, 30 Sep 2026 00:00:00 +0700

This study was motivated by the suboptimal use of digital teaching materials that support students' critical thinking skills and biology concept understanding in learning the human circulatory system. Learning activities that are still dominated by printed textbooks have limited students' opportunities to connect biological concepts with contextual problems. Therefore, it is necessary to develop teaching materials that facilitate students in learning independently, actively, and through a problem-centered approach. This study aimed to develop a Problem-Based Learning-based E-Module that is valid, practical, and effective in improving the critical thinking skills and biology concept understanding of eleventh-grade senior high school students.

This study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation.. The validity of the E-Module was assessed by four subject-matter experts, consisting of two Biology lecturers from the Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, and two Biology teachers from SMAN 10 Padang, as well as one language expert from the Faculty of Languages and Arts, Universitas Negeri Padang. The practicality of the product was evaluated by two Biology teachers, eight students in the limited trial, and forty students in the field trial. Data were collected using validation sheets, practicality questionnaires, and tests of critical thinking skills and biology concept understanding. Validity and practicality data were analyzed using percentages, while effectiveness was analyzed using the N-Gain test, normality test, homogeneity test, and Independent Sample t-test.

This study was motivated by the limited use of digital teaching materials designed to strengthen students’ critical thinking and biological concept understanding in the human circulatory system. Learning dominated by printed textbooks restricts opportunities to connect biological concepts with contextual problems and engage in independent, active, problem-centered learning. This study aimed to develop a Problem-Based Learning-based E-Module that is valid, practical, and effective for eleventh-grade senior high school students. The study employed Research and Development using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. Product validity was assessed by four subject-matter experts—two Biology lecturers from Universitas Negeri Padang and two Biology teachers from SMAN 10 Padang—and one language expert from Universitas Negeri Padang. Practicality was evaluated by two Biology teachers, eight students in a limited trial, and forty students in a field trial. Data were collected through validation sheets, practicality questionnaires, and tests measuring critical thinking and biological concept understanding. Validity and practicality data were analyzed using percentages, whereas effectiveness was examined using N-Gain, normality, homogeneity, and independent-samples t-tests. The E-Module achieved a validity score of 94.91%, indicating very high validity. Teacher practicality reached 97.50%, while limited- and field-trial scores were 94.68% and 94.18%, respectively, indicating very high practicality. Critical thinking N-Gain scores were 74.47 in the experimental class and 69.91 in the control class. Biological concept understanding scores were 73.60 and 65.07, respectively. The hypothesis test yielded p < 0.001. These findings demonstrate that the developed E-Module is valid, practical, and effective in improving students’ critical thinking skills and biological concept understanding. The module therefore provides an accessible digital resource for implementing contextual PBL and supporting meaningful, student-centered biology learning in senior high school classrooms more consistently.

Students' Difficulties in Mathematical Literacy Based on Keirsey Personality Types

Bettri Yustinaningrum, Nurul Qomariyah Ahmad, Leni Agustina Daulay — Wed, 30 Sep 2026 00:00:00 +0700

Mathematical literacy involves not only the ability to obtain mathematical answers but also the skills of formulating, employing, and interpreting. This study aimed to analyze students' difficulties in solving mathematical literacy problems based on Keirsey personality types. A qualitative approach with a case study design was employed. The initial participant pool consisted of 20 students who completed the Keirsey personality questionnaire and a mathematical literacy test based on PISA problems. Based on personality type categorization and data completeness, four primary subjects were selected: Artisan (SA), Guardian (RF), Idealist (SY), and Rational (FA). Data were collected via personality questionnaires, mathematical literacy tests, and semi-structured interviews, then analyzed through data reduction, data presentation, and conclusion drawing. The results revealed that the four subjects experienced difficulties with distinct characteristics. At the formulating stage, all four subjects struggled to translate problems into mathematical representations. At the employing stage, all four subjects encountered difficulties regarding the strategy application indicator. Difficulties concerning the application of mathematical facts, rules, algorithms, and structures were experienced by the Guardian and Rational subjects. At the interpreting stage, subjects across all Keirsey personality types faced challenges in interpreting the mathematical results they obtained. These findings indicate that Keirsey personality types offer a valuable perspective for understanding the variations in students' difficulties during the mathematization process. The study's implications highlight the importance of providing scaffolding tailored to the specific characteristics of the students' difficulties.

The Effectiveness of Diorama-Assisted Project-Based Learning in Improving Elementary School Students’ Natural and Social Sciences Learning Outcomes on Food Chain Concepts

Eko Purnomo, Joko Siswanto, Ngatmini Ngatmini — Wed, 30 Sep 2026 00:00:00 +0700

This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model assisted by diorama media on students' cognitive learning outcomes regarding the topic of Food Chains in the Natural and Social Sciences (IPAS) subject among fifth-grade students at SDN 04 Petanjungan. This research employed a quasi-experimental method using a non-equivalent control group design. The sample comprised 40 students divided into an experimental group (Class V A, ) implementing diorama-assisted PjBL and a control group (Class V B, ) receiving conventional instruction. Cognitive learning outcomes, serving as the primary outcome variable, were measured using a valid and reliable 20-item multiple-choice test (). Diorama creation and observation checklists served strictly as instructional learning activities and process-oriented data to monitor treatment implementation. Data were analyzed using descriptive and inferential statistics, specifically the Independent Samples t-Test and normalized gain (N-Gain) score analysis. The findings revealed that the post-test mean score of the experimental group () was significantly higher than that of the control group (), with (). The mean N-Gain score for the experimental group was (classified as high/effective), whereas the control group recorded (classified as moderate). In conclusion, the implementation of the PjBL model assisted by diorama media is effective in enhancing elementary school students' cognitive learning outcomes in science.

Students’ Mathematical Creative Thinking Process Based on Cognitive Style

Deby Ashri Khardita Deby, S. B. Waluya, Masrukan Masrukan, Isnaini Rosyida — Wed, 30 Sep 2026 00:00:00 +0700

This study aimed to describe students’ mathematical creative thinking processes in solving statistical problems based on field-independent and field-dependent cognitive styles. A qualitative descriptive research design was employed in the context of statistics learning among tenth-grade students at SMA Teuku Umar. Four participants were purposively selected and classified as field-independent or field-dependent using the Group Embedded Figures Test (GEFT) based on Witkin’s classification criteria. Data were collected through mathematical creative thinking tests and semi-structured interviews. Data were analyzed through data reduction, data display, and conclusion drawing, while the credibility of the findings was ensured through triangulation of test and interview data. The findings revealed that field-independent students demonstrated all stages of the mathematical creative thinking process preparation, incubation, illumination, and verification more systematically than field-dependent students. They understood problems comprehensively, generated multiple solution strategies, and carefully verified their answers. In contrast, field-dependent students experienced difficulties in understanding problems, selecting appropriate solution strategies, and verifying their answers, and they generated fewer alternative solutions. These findings suggest that students with different cognitive styles exhibit distinct mathematical creative thinking processes in solving statistical problems. Therefore, mathematics teachers should consider students’ cognitive styles when designing instruction to support the development of students’ mathematical creative thinking.

Praxis–Logos Imbalance in Pythagorean Theorem Textbook Content: A Praxeological Diagnosis of Indonesia's Kurikulum Merdeka for Mathematics Education Quality

Rizqi Amaliyakh Sholikhakh, Isnani, Agus Hendriyanto, Lukman Hakim Muhaimin — Wed, 30 Sep 2026 00:00:00 +0700

Mathematics textbooks function as primary didactic artifacts that shape the organization of mathematical knowledge in classroom settings. This study aims to analyze the praxeological organization of the Pythagorean Theorem content in a Grade VIII mathematics textbook for lower secondary education under the Kurikulum Merdeka, the analyzed textbook is Matematika untuk SMP/MTs Kelas VIII (Semester 2), published by Kemendikbudristek (ISBN 978-602-427-919-6); the analysis focused on Chapter 2 (The Pythagorean Theorem, pp. 46–96) using the framework of the Anthropological Theory of the Didactic developed by Yves Chevallard. The research employs a qualitative content analysis method, with units of analysis consisting of task types (T), techniques (τ), technology (θ), and theory (Θ) identified across five subchapters of the Pythagorean Theorem. The findings reveal 28 task types organized into eight scaffolding stages, with a significant dominance of the praxis block over the logos block. Based on descriptive coding of task categories (not statistical analysis), approximately 70 percent of the tasks are procedural and computational in nature, while only 15 percent require reasoning and proof. The technology (θ) that justifies techniques is predominantly implicit, and the theory (Θ) that legitimizes the technology is entirely absent in explicit form. Further analysis identifies 16 potential learning obstacles, including epistemological, didactic, and ontogenetic obstacles. These findings suggest the need to strengthen the logos block through the inclusion of alternative proofs, explicit justification of techniques, and diversification of task types to support the development of students’ relational understanding. This study contributes to a deeper understanding of how didactic transposition shapes praxeological organization in textbooks and its implications for the quality of mathematics learning.

Developing Social Skills Through Role-Playing Activities for Early Childhood Learners in Early Childhood Education Institutions in Semarang City

Wed, 30 Sep 2026 00:00:00 +0700

This study aims to develop an integrative learning guidebook based on role-play activities to enhance social skills in early childhood. The research employed a Research and Development (R&D) method adapted from the Borg and Gall model, simplified into five stages: identifying potentials and problems, data collection, product design, expert validation, and product revision. Preliminary findings from observations, interviews, and document analysis showed that although role-play activities were implemented in PAUD settings, they remained unstructured and were not explicitly directed toward social skill development. These findings informed the creation of a structured and practical guidebook. Data were collected through interviews, observations, and questionnaires, and analyzed using qualitative descriptive techniques along with quantitative validation from experts. Validation by material and media/language experts indicated that the guidebook met criteria for content relevance, clarity, visual quality, and usability. Suggestions provided by experts were incorporated into the revision process. In conclusion, the guidebook is feasible and appropriate to support teachers in implementing structured role-play activities to promote children’s social skills. Further studies may conduct broader field trials to measure its effectiveness in improving children’s social development outcomes.

Development Strategy for Snakehead Fish (Channa striata) ‎Albumin Agroindustry in South Kalimantan: SWOT Analysis and IE ‎Matrix

Almira Ulimaz, Dwi Anggraini, Kevin Tanjung, Kurniawan Shidiq Sutikno — Wed, 30 Sep 2026 00:00:00 +0700

Snakehead fish albumin is a product based on South Kalimantan fishery resources that has the potential to be developed as a value-added agro-industrial product, but its development still faces various strategic obstacles. This study aims to formulate a strategy for developing snakehead fish albumin through an analysis of internal and external factors using the SWOT approach combined with the IFAS, EFAS, and IE matrices. The study used a descriptive analytical method with data collection through interviews, observations, and questionnaires to relevant stakeholders. Approximately 250 respondents were involved, including producers and MSME actors, representatives of government and technical institutions, private-sector actors, and other stakeholders within the selected institutional network in South Kalimantan. The analysis results show an IFAS value of 2.87 and an EFAS value of 2.76, which places the development of snakehead fish albumin in Cell V of the IE Matrix. This condition indicates an average internal position and a medium external position. The development strategy is directed at strengthening supply stability, product quality, production efficiency, and selective market development. This research provides a conceptual contribution through the integration of SWOT analysis and IE Matrix in formulating strategies for developing local resource-based agro-industrial products, while also providing an applied science context that integrates biological resources, production systems, stakeholder assessment, and evidence-based decision-making relevant to science learning and fisheries processing education.

The Evolution of Sexuality Education in Elementary Schools (2021–2025): A Bibliometric Visualization and Curriculum Implications for Natural and Social Science

Muhammad Nurfitrian, Riche Cynthia Johan, Nurdiansyah Nurdiansyah — Wed, 30 Sep 2026 00:00:00 +0700

This research aims to map the evolution of global literature trends regarding sexuality education at the primary school level during the 2021–2025 period, as well as to formulate its curriculum design implications through an ethnopedagogical approach. The bibliometric analysis of this research selected 43 English-language journal articles from the Scopus databaseusing the exact search string: "Sexuality Education" AND "Elementary School" OR "Primary School". Data were subsequently visualized using the VOSviewer application through a keyword co-occurrence counting method, setting a minimum inclusion threshold of 2 occurrences. The results of the Network Visualization mapping identified seven thematic clusters that remain fragmented across demographic, policy, pedagogical, and family ecosystem domains. The Overlay Visualization results revealed a trend shift from an initial focus on the fundamentals of breaking taboo boundaries, subsequently shifting towards a focus on enhancing teacher competence and evaluating program effectiveness. Meanwhile, the Density Visualization discovered a crucial research gap in the form of a deficit in locally-based ethnographic methodologies. This research proposes the integration of bodily autonomy and sexual violence prevention materials into the Science and Social Studies subject, emphasizing an ethnopedagogical approach. To address this methodological gap and offer a novel perspective, this research proposes the integration of bodily autonomy and sexual violence prevention materials into the Science and Social Studies subject, emphasizing an ethnopedagogical approach that aligns global literature with local cultural contexts.

Enhancing Students’ Critical Thinking Skills Through STEM-Integrated Project-Based Learning Modules: A Quasi-Experimental Study of Vocational Financial Mathematics

Dessy Indriyanti, Sri Hatuti Noer, Agung Putra Wijaya — Wed, 30 Sep 2026 00:00:00 +0700

Strengthening students' critical thinking skills has become an important objective of vocational mathematics education, particularly in preparing learners to solve authentic and interdisciplinary problems. This study investigated the effectiveness of STEM-integrated Project-Based Learning (PjBL) modules in supporting students' critical thinking skills in vocational financial mathematics. A quasi-experimental pretest–posttest control group design was conducted with Year 11 students from a vocational high school in Lampung Province, Indonesia, involving an experimental group (n = 30) and a control group (n = 32). Students' critical thinking skills were assessed using pretest and posttest essay tests, and the data were analysed using normalized gain (N-gain) analysis and the Mann-Whitney U test. The STEM-integrated PjBL modules engaged students in authentic vocational financial projects, including motorcycle installment calculations, loan interest analysis, investment planning, and annuity problem-solving. The experimental group demonstrated greater improvement than the control group, with the mean score increasing from 34.13 to 60.47 (N-gain = 0.588), compared with 33.37 to 47.07 (N-gain = 0.304) in the control group. The difference in learning gains was statistically significant (U = 1.00, Z = -6.782, ). These findings suggest that the use of STEM-integrated Project-Based Learning modules was associated with greater improvements in students' critical thinking skills and provide practical evidence for mathematics teachers seeking to implement contextual STEM-integrated project-based learning in vocational financial mathematics.

Comparative Analysis of Moving Average and Exponential Moving ‎Average in a Soil Moisture Monitoring System

Wed, 30 Sep 2026 00:00:00 +0700

Low-cost capacitive soil moisture sensors can produce short-term fluctuations that reduce the readability of monitoring displays. This study evaluated the internal signal behavior of Moving Average (MA) and Exponential Moving Average (EMA) filters in an Arduino-based soil moisture monitoring system; it did not assess calibrated soil-moisture accuracy. Three repeated acquisition runs were conducted using fresh 2 kg Regosol samples, a capacitive sensor v1.2, and one-second sampling during staged water addition. The primary comparison aligned Raw ADC, MA5, and EMA with α = 0.2 over samples 5–300, yielding 888 observations. Parameter sensitivity was examined using MA windows of 3, 5, 7, and 10 and EMA coefficients of 0.1, 0.2, 0.3, and 0.5 over 873 aligned observations. MA5 produced lower internal deviation than EMA with α = 0.2, with MAD values of 2.141 versus 3.851 ADC and RMSD values of 6.754 versus 9.367 ADC. MA5 also showed a shorter lag and empirical T50, whereas EMA with α = 0.2 produced slightly smaller point-to-point changes. Sensitivity analysis confirmed systematic trade-offs between smoothing strength, tracking fidelity, and response delay. Therefore, filter selection should be based on the operational objective, while calibration remains necessary before Raw ADC values are interpreted as physical soil-water content.

Comparative Evaluation of Moving Average Filtering and Linear ‎Regression Calibration in an ESP32-Based Water pH Sensor

Wed, 30 Sep 2026 00:00:00 +0700

This study compared Moving Average filtering and Linear Regression calibration in an ESP32-based low-cost pH measurement system using nominal buffers of pH 4.01, 6.86, and 9.18. One ESP32–PH-4502C sensor unit was evaluated through 60 repeated measurement cycles per buffer under approximately 25 °C room conditions. Performance was assessed using MAE, MSE, RMSE, bias, standard deviation, 95% confidence interval, drift slope, and lag-1 autocorrelation. Moving Average filtering did not reduce measurement error, and MAE generally increased with larger window sizes. Linear Regression reduced MAE by 25.2% at pH 4.01 but increased MAE by 158.9% at pH 6.86 and 42.4% at pH 9.18. The recorded Linear Regression condition also showed lower dispersion, drift slopes closer to zero, and lower lag-1 autocorrelation. However, because the processing conditions were not evaluated as paired transformations of the same underlying voltage sequence, these stability differences cannot be attributed solely to the regression transformation. The findings show that smoothing did not improve accuracy, while regression performance varied across buffer values. The results are device-specific and do not establish field performance or generalization across sensor units.

How Effective is Interprofessional Education? A Mixed-Methods Evaluation of Collaborative Learning in Health Professional Programs

Arsad Suni, Rugaya M Pandawa, Ramli Muhammad — Wed, 30 Sep 2026 00:00:00 +0700

Interprofessional education (IPE) is widely used to prepare collaborative-practice-ready health professionals, but evidence remains concentrated in short-term, single-method evaluations from university settings, with limited process-oriented evidence from vocational health-professions education. This study evaluated the implementation and perceived educational outcomes of a three-year IPE program (2022–2024) and examined conditions associated with perceived effectiveness. A convergent mixed-methods evaluation guided by the Context, Input, Process, Product (CIPP) framework was conducted across three annual sixth-semester cohorts. Of 326 eligible students from nursing, midwifery, nutrition, medical laboratory technology, and environmental health, 297 completed a collaborative-competency questionnaire. Qualitative data comprised six coordinator interviews, two faculty focus group discussions (n = 14), and four student focus group discussions (n = 30). Quantitative and qualitative strands were analyzed independently and integrated through a joint display. Composite collaborative competency was moderate-to-high (M = 3.87), with teamwork (M = 4.12) and interprofessional communication (M = 4.03) highest and role-boundary understanding lowest (M = 3.46). Program-level process ratings increased across successive annual cycles, although participation remained uneven across disciplines. Interaction quality during community-based activities showed the strongest association with perceived IPE effectiveness (β = 0.41, p < 0.001), whereas infrastructure adequacy was weakly associated (β = 0.12, p = 0.052). Mixed-methods integration showed convergence around communication, teamwork, and role ambiguity, and expansion around facilitator readiness and scheduling. Because the annual cohorts were distinct and no pre-program baseline or control group was available, the findings do not establish causal effectiveness. The results suggest that authentic, well-facilitated interprofessional interaction may be more educationally consequential than structural provision alone.

SCADA System Design for Enhancing Power Distribution Reliability ‎at Sultan Mahmud Badaruddin II International Airport Palembang

Wed, 30 Sep 2026 00:00:00 +0700

Reliable electrical distribution is essential for critical airport operations, yet the electrical system at Sultan Mahmud Badaruddin II International Airport, Palembang, still depends largely on manual monitoring, field-based parameter recording, and decentralized supervision. This study aimed to develop a site-specific Supervisory Control and Data Acquisition (SCADA) architecture that integrates monitoring, data acquisition, communication, and supervisory control within a centralized environment. A site-specific engineering-design case-study approach was used, combining on-site technical survey, asset and network-configuration inventory, operational-needs analysis, technical specification, and Detail Engineering Design development. The assessment identified a 4,330 kVA utility supply, 51 medium-voltage panels, 14 transformers, three synchronized 1,000 kVA generator sets, mixed closed-loop and radial feeders, legacy analog protection, and limited centralized monitoring. The proposed architecture integrates a central control room, dual real-time servers, operator workstations, RTUs, fiber-optic communication, alarm and event management, historian functions, energy monitoring, and multi-protocol interoperability. Protection modernization, relay-coordination review, validated interlocking, communication testing, and cybersecurity assessment are treated as prerequisites for commissioning remote-control functions. The design therefore provides an engineering foundation for improved observability, controllability, interoperability, and maintainability. Because implementation and field-performance testing have not yet been completed, no quantitative improvement in recovery time or reliability indices is claimed.

Analysis of Adaptive Leadership on Academic Supervision for Deep Learning in MAN 2 Tanah Datar

Wed, 30 Sep 2026 00:00:00 +0700

This study aims to analyze the adaptation of madrasah leadership behavior in implementing academic supervision for deep learning-integrated Islamic Religious Education (PAI) in the era of Artificial Intelligence (AI) and to identify factors influencing its effectiveness. The primary problem addressed in this research is the gap between the rapid advancement of AI technologies and the persistence of administrative-oriented academic supervision practices that inadequately support instructional innovation and teacher professional development. To address this issue, the study proposes an adaptive academic supervision model emphasizing collaboration, reflective practice, professional mentoring, and technology-supported instructional improvement. A descriptive qualitative approach grounded in the constructivist paradigm was employed. Data were collected from 27 PAI teachers, one madrasah principal, and one vice principal for curriculum affairs at MAN 2 Tanah Datar through semi-structured interviews. The collected data were analyzed using source triangulation and thematic analysis to identify recurring patterns, themes, and relationships related to leadership adaptation and supervision practices. The findings reveal a significant transformation from compliance-based supervision toward developmental and collaborative supervision. Leadership adaptation was reflected in open communication, participatory decision-making, mentoring practices, and continuous support for instructional innovation and technology integration. The study further demonstrates that adaptive leadership strengthens teachers’ confidence, promotes deep learning-oriented pedagogical practices, and enhances professional growth. The discussion highlights that adaptive academic supervision serves as a strategic mechanism for aligning technological innovation with educational quality and Islamic values. The study concludes that leadership adaptation is a critical factor in fostering meaningful learning, sustainable instructional improvement, and educational transformation in the AI era.

Keywords: Adaptive Leadership, Academic Supervision, Deep Learning, Madrasah