ISEJ : Indonesian Science Education Journal

The Effect of a Guided Inquiry Learning Model Integrated with the Jelajah Alam Sekitar Approach on the Cognitive Abilities and Communication Skills of Grade VII Students at Junior High School

Nanda Rayani, Fitri Arsih, Rahmawati D, Elsa Yuniarti — Mon, 19 Oct 2026 23:05:02 +0700

Science learning in rural schools with limited laboratory facilities requires contextual experiences that develop students’ cognitive abilities and communication skills simultaneously. This study aimed to determine the effect of the guided inquiry learning model integrated with the Jelajah Alam Sekitar (JAS) approach on the cognitive abilities and the oral and written communication skills of seventh-grade students at SMPN 48 Tanjung Jabung Barat. A quantitative pre-experimental method with a one-group pretest–posttest design was used. The sample consisted of 23 students selected through total sampling. The instruments were a 15-item multiple-choice test of cognitive ability (levels C3–C6), an eight-item essay test of written communication, and observation sheets for oral communication and student worksheets; all instruments had been validated by experts and tested empirically. The data were analyzed using the paired-samples t-test and Cohen’s d. The mean cognitive score increased from 46 to 64 (39.5%), the mean oral communication score from 47 to 72 (53%), and the mean written communication score from 45 to 70 (55.5%). Statistically significant pre–post improvements were observed in cognitive ability (p < 0.001; d = 1.03, large) and in oral and written communication skills (p < 0.001; d = 2.77 and 2.78, respectively; both large). These findings indicate that guided inquiry integrated with JAS provides meaningful opportunities for students to explore their surroundings, build scientific knowledge, and communicate their findings. Therefore, this model can be considered a contextual learning alternative to support cognitive abilities and communication skills in junior high school science learning.

Teachers' Pedagogical Adaptation to Artificial Intelligence-Enhanced Learning: Practices and Challenges in an Islamic Senior Secondary School

Oki Fitrian Rizki, Reno Fernandes, Erianjoni, Eka Asih Febriani — Mon, 19 Oct 2026 23:05:47 +0700

This study aims to analyze teachers’ pedagogical adaptation to the use of Artificial Intelligence (AI) in learning at MAN 1 Lubuklinggau, focusing on teachers’ understanding and utilization of AI, the challenges encountered, and pedagogical adaptation strategies for integrating AI ethically, pedagogically, and contextually. This study employed a qualitative approach using an instrumental case study. Participants were selected through purposive sampling and consisted of the head of the madrasah, the vice principal for curriculum, teachers who use AI, and students as supporting informants. Data were collected through observation, interviews, literature study, and documentation. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings indicate that teachers’ understanding of AI varies, and AI is primarily utilized as a supporting tool for preparing learning materials, finding references, developing learning media, and designing evaluation instruments. Pedagogical adaptation occurs during the planning, implementation, and evaluation stages, with teachers continuing to verify and adapt AI-generated outputs to learning objectives and students’ characteristics. The challenges include differences in digital competence, limited prompt-writing skills, difficulties in selecting appropriate AI applications, limited time, the need to verify information, and inadequate supporting facilities. Teachers respond through training, workshops, self-directed learning, and collaboration. Institutional support from the madrasah is also essential for sustaining adaptation. These findings demonstrate that AI utilization is a process of professional adaptation that maintains the teacher’s role as a designer, facilitator, guide, and evaluator of learning.

Students' Perceptions of Sanitation Conditions and ‎Government Policy on the Kuin Riverbank, Banjarmasin: ‎Instrument Validation and a Higher-Order PLS-SEM Model for ‎Place-Based Science Education

Sigit Triyono, Mutiani, Herry Porda Nugroho Putro, Syarifuddin, Alex — Tue, 27 Oct 2026 00:00:00 +0700

Riverbank sanitation is a socioscientific issue that students in Indonesian river cities encounter first-hand, yet validated instruments for assessing how students perceive it are scarce. This study examined a 22-item instrument and how two dimensions, perceived sanitation conditions (KS; 8 items) and perceived government policy (KP; 14 items), constitute students' overall perception (PM) of sanitation on the Kuin River, Banjarmasin. Seven experts reviewed the items before administration. After screening 300 returned questionnaires and removing 49 duplicated records, 251 responses from students at three universities adjoining the Kuin riverbank were analysed. PM was specified as a reflective–formative higher-order construct and estimated with PLS-SEM (5,000 bootstrap resamples). Internal consistency was acceptable (Cronbach's α = 0.715 for KS, 0.831 for KP and 0.866 for PM; composite reliability = 0.800 and 0.865) and discriminant validity was supported (HTMT = 0.791), but average variance extracted was below 0.50 (0.33 and 0.32). Both dimensions contributed significantly to overall perception: perceived policy (β = 0.725, 95% CI [0.677, 0.774], p < .001) and perceived sanitation conditions (β = 0.374, 95% CI [0.327, 0.420], p < .001). When the two dimensions were given equal numbers of items, however, their weights converged (0.59 vs. 0.54), indicating that much of the apparent dominance of policy reflects its larger item set. Students' overall appraisal of riverbank sanitation therefore draws on both institutional and physical appraisals, with a modest edge for perceived policy. The instrument offers a starting point for diagnosing such perceptions in place-based science education, pending further validation.

Fishermen's Capabilities, Operational Effectiveness, and Perceived ‎Floating Lift Net Performance: The Role of Small Pelagic Fish ‎Resource Utilization in the Makassar Strait

Andi Heryanti Rukka, Abdul Masyahoro, Femi Riza — Thu, 29 Oct 2026 08:58:57 +0700

Small-scale capture fisheries are important for utilizing small pelagic fish resources and sustaining coastal livelihoods. The relationship between operational effectiveness and perceived fishing performance, particularly the direct and indirect pathways through resource utilization, remains insufficiently examined in light-assisted floating lift net fisheries. This study examines associations among fishermen’s capabilities, operational effectiveness, small pelagic fish resource utilization, and perceived floating lift net performance in the Makassar Strait, Donggala, Indonesia. A cross-sectional survey of 300 purposively selected fishermen using a five-point Likert-scale questionnaire was analyzed with PLS-SEM (SmartPLS). Fishermen’s capabilities were positively associated with operational effectiveness (β = 0.549), resource utilization (β = 0.239), and perceived performance (β = 0.327; all p < .001). Operational effectiveness was positively associated with resource utilization (β = 0.400, p < .001), but its direct association with performance was not statistically significant (β = 0.109, p = .051). Resource utilization was positively associated with performance (β = 0.349, p < .001). The indirect pathway through resource utilization (X2 → M → Y: β = 0.140, p < .001) and sequential pathway (X1 → X2 → M → Y: β = 0.077, p < .001) were significant. The model explained 42.5% of variance in perceived performance. Although Q²predict values were positive (0.142–0.203), some prediction errors exceeded the linear-model benchmark. These findings support the relevance of resource utilization but do not establish causal mediation or objective fishing outcomes.

Advancing SDG 4 through Outdoor Study-Based Problem Learning: ‎Effects on Elementary Students' Conceptual Understanding and ‎Learning Independence ‎

Dian Harum, Joko Sulianto, Bagus Ardi Saputro — Sat, 31 Oct 2026 17:21:22 +0700

Achieving Sustainable Development Goal 4 (SDG 4) requires elementary science instruction that develops not only conceptual understanding but also students’ learning independence. However, limited evidence has examined the integration of Outdoor Study and Problem-Based Learning in elementary science education. This study aimed to examine the effectiveness of integrating Outdoor Study with Problem-Based Learning in supporting students’ conceptual understanding and learning independence. A quasi-experimental pretest–posttest control group design was conducted at SD Negeri 3 Nglengkir (n = 19) and SD Negeri 2 Nglengkir (n = 17), Blora Regency, Indonesia. The intervention was implemented over three instructional sessions, approximately 2 × 35 minutes per session. Conceptual understanding was measured using a pretest and posttest, whereas learning independence was measured once after the intervention using a questionnaire. Data were analyzed using paired-samples t-tests, independent-samples t-tests, and MANOVA. The experimental group demonstrated an increase in conceptual understanding from a pretest mean of 56.80 (SD = 6.03) to a posttest mean of 89.87 (SD = 4.09), whereas the control group increased from 53.73 (SD = 5.66) to 68.87 (SD = 4.91). The between-group comparison of posttest scores was statistically significant, t(28) = 12.730, p < .001. The MANOVA results indicated a significant simultaneous difference between groups, Wilks’ Λ = .241, F(2, 33) = 52.061, p < .001, partial η² = .759. These findings provide empirical evidence that integrating Outdoor Study with Problem-Based Learning may support conceptual understanding and learning independence in elementary science instruction and contribute to competency-oriented education aligned with SDG 4.

Advancing SDG 4 through a Problem-Based Wordwall Edugame: ‎Development, Evaluation, and Effects on Elementary Students' Critical ‎Thinking in Science and Social Studies

Feby Artanty, Muhtarom Muhtarom, Joko Sulianto — Sat, 31 Oct 2026 00:00:00 +0700

This study aimed to develop and evaluate a Problem-Based Wordwall Edugame instructional package for sixth-grade Science and Social Studies (IPAS) and examine its association with students’ critical-thinking performance. Using a research-and-development approach guided by the ADDIE model, the study incorporated a quasi-experimental pretest–posttest comparison involving all 30 sixth-grade students at SDN 3 Sendangrejo, Indonesia, assigned by pretest scores to experimental (n = 15) and control (n = 15) groups. Data were collected through expert-validation sheets, classroom observations, teacher and student response questionnaires, and critical-thinking tests, and analyzed using descriptive statistics, assumption tests, paired- and independent-samples t-tests, and normalized gains. Expert validation yielded 87% for content, 89% for media, and 88% for learning devices; implementation reached 92.76%, and teacher and student responses each reached 93%. Mean critical-thinking scores increased from 56.80 to 89.87 in the experimental group and from 53.73 to 68.87 in the control group; normalized gains were 0.77 and 0.33, respectively. The posttest group difference was significant, t(28) = 12.73, p < .001. These findings are consistent with constructivist and problem-based learning research and suggest that pedagogically integrated gamification can support critical-thinking development. However, the single-school sample, nonrandom group allocation, and combined intervention limit causal inference and generalizability; larger controlled studies should test individual components and longer-term effects.

Effects of a PBL-Assisted AR-Based Book Supporting SDG 4 on Conceptual Understanding and Critical Thinking

Sri Endang Pravita Sari, Joko Sulianto‎, Ngatmini — Sat, 31 Oct 2026 00:00:00 +0700

This study examined differences in sixth-grade students’ conceptual understanding and critical thinking between Problem-Based Learning (PBL) supported by an Augmented Reality (AR)-Based Book and conventional instruction in Solar System learning. A quantitative quasi-experimental study employing a nonequivalent pretest–posttest control group design involved 35 students from two elementary schools in Blora, Indonesia, comprising 17 experimental and 18 control participants. The intervention was implemented across three instructional sessions. Data were collected using validated essay-based assessments and analyzed through analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), controlling for pretest performance. The experimental group achieved higher posttest means in conceptual understanding (86.71 vs. 72.67) and critical thinking (85.82 vs. 70.17). ANCOVA revealed significant adjusted between-group differences in conceptual understanding (mean difference = 13.87, 95% CI [11.45, 16.29], p < .001) and critical thinking (mean difference = 15.38, 95% CI [12.19, 18.57], p < .001). MANCOVA confirmed a significant multivariate difference (Pillai’s Trace = .862, F(2, 30) = 95.34, p < .001). These findings suggest that integrating AR-supported visualization within structured problem-based inquiry may support conceptual learning and evidence-based reasoning. Nevertheless, the small sample, nonrandom allocation, and school- and teacher-level confounding preclude definitive causal conclusions. Larger multisite and factorial studies are recommended.

Developing Ethnomathematics-Based Geo-Puzzle Math Using the ‎Pucuk Rebung Motif to Enhance Junior High School Students’ ‎Problem-Solving Skills

Saiman Saiman, Muhammad Zaki, Uci Dwi cahya — Sun, 01 Nov 2026 00:00:00 +0700

This study aimed to develop and evaluate Geo-Puzzle Math, an ethnomathematics-based manipulative learning medium incorporating the Acehnese Pucuk Rebung motif, to support eighth-grade students’ mathematical problem-solving skills in geometry based on Polya’s framework. Employing a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study involved expert validators, mathematics teachers, and 30 junior high school students in Langsa City, Aceh, Indonesia. Data were collected through expert validation sheets, teacher and student practicality questionnaires, and mathematical problem-solving pretests and posttests. Descriptive statistics and normalized gain (N-Gain) analysis were employed to evaluate product validity, practicality, and learning improvement. The results showed that Geo-Puzzle Math achieved an overall expert validation score of 90.25% (Very Valid) and a practicality score of 89.82% (Very Practical). Students demonstrated improvements across all four Polya problem-solving indicators, with N-Gain values ranging from 0.60 to 0.76 (Medium to High). The highest improvement occurred in understanding the problem (N-Gain = 0.76). These findings suggest that integrating culturally meaningful geometric patterns with hands-on manipulation may facilitate mathematical reasoning and contextual understanding while introducing local cultural heritage. Nevertheless, the limited sample and absence of reported controlled comparisons constrain causal interpretation. Further studies involving larger samples and comparative designs are recommended to establish the medium’s effectiveness and generalizability.

Integrating Deep Learning Approaches and Audiovisual Media into Elementary Science Education to Enhance Conceptual Understanding and Critical Thinking: A Systematic Literature Review

Anisatu Fithratin Ni’mah, Achmad Buchori, Bagus Ardi Saputro Saputro — Sun, 01 Nov 2026 00:00:00 +0700

Enhancing conceptual understanding and critical thinking in elementary science requires meaningful learning experiences supported by appropriate instructional media. Examining the effects of integrating Deep Learning approaches and audiovisual media on students’ conceptual understanding and critical thinking was the primary aim of this study. A quantitative approach with a quasi-experimental matching-only design involved 30 fifth-grade students, comprising 15 students in the experimental group and 15 in the control group. Data were collected using conceptual understanding and critical thinking tests, with reliability coefficients of 0.84 and 0.86, respectively. Data analysis employed ANCOVA and MANCOVA. Results showed that the experimental group obtained higher posttest means in conceptual understanding (91.47) and critical thinking (89.72) than the control group (72.47 and 68.47). ANCOVA indicated significant effects on conceptual understanding, F(1,56) = 86.57, p < 0.01, η²p = 0.59, and critical thinking, F(1,56) = 72.43, p < 0.01, η²p = 0.56. MANCOVA also revealed a significant simultaneous effect, Pillai’s Trace = 0.68, F(2,56) = 58.72, p < 0.01, η²p = 0.68. Overall, integrating Deep Learning approaches with audiovisual media substantially improved both outcomes within the studied context.

Development of a Biology Module Incorporating Minangkabau Local Wisdom on Biodiversity to Enhance Phase E Students’ Learning Motivation and Critical Thinking Skills

Annisa Mardhatillah, Moralita Chatri, Muhyiatul Fadilah, Irdawati — Sun, 01 Nov 2026 19:06:02 +0700

This study developed a biology module integrating Minangkabau local wisdom into biodiversity learning for Phase E students at MAN 2 Tanah Datar, with the aim of supporting learning motivation and critical thinking skills. The study addressed students’ low motivation and critical thinking performance, as well as difficulties in understanding biodiversity because of its broad scope and limited connections to the local environment. Preliminary assessments showed critical thinking performance of 55.8% and learning motivation of 58.7%; the mean daily assessment score for biodiversity was 65.46, below the learning achievement criterion of 78. The research employed a research-and-development approach based on the ADDIE model (analysis, design, development, implementation, and evaluation). The printed module connects biodiversity concepts with Minangkabau local wisdom, including local plant varieties, distinctive West Sumatran flora and fauna, biological resource use, Rimbo Larangan, and the philosophy of Alam Takambang Jadi Guru. It includes structured learning activities, exercises, assessments, and reflection tasks. The research design included expert validation of content, media, and language, teacher and student practicality assessments, and a pretest–posttest comparison of motivation and critical thinking outcomes. The module is intended to provide a contextual and culturally relevant resource for biology learning. The available results should be interpreted in light of the still-incomplete reporting of validation, practicality, and inferential effectiveness outcomes.

Technology-Enhanced Collaborative Learning to Develop Students' Chronological Thinking: A Video-Assisted Think–Pair–Share Intervention

Rita Lestari, Ridho Bayu Yefterson, Erianjoni, Eka Asih Febriani — Sun, 01 Nov 2026 00:00:00 +0700

Students' limited chronological thinking skills remain a major challenge in history education, partly because teacher-centered, one-way instruction continues to dominate classroom practice that limits students' active participation. This study examined the effectiveness of video-assisted Think–Pair–Share (TPS) cooperative learning in improving the chronological thinking skills of eleventh-grade students at SMKN 1 Painan, and compared the outcomes of video-assisted TPS with those of expository instruction. A quantitative, quasi-experimental pretest–posttest control-group design was employed. Using purposive sampling from a population of 218 eleventh-grade students, class XI MP 1 (n = 30) served as the experimental group and class XI MP 2 (n = 30) as the control group. Across five meetings on the Japanese occupation of Indonesia, the experimental group received video-assisted TPS instruction, whereas the control group received expository instruction. Data were collected using a chronological thinking test comprising 20 multiple-choice and seven essay items and analyzed using descriptive statistics, the Shapiro–Wilk test, Levene's test, an independent-samples t-test, and normalized gain (N-gain). The mean posttest score of the experimental class (79.27) was higher than that of the control class (68.43), and the between-group difference was statistically significant (p < .001). The mean N-gain was 0.60 in the experimental class and 0.36 in the control class, with both values in the moderate category. The results suggest that video-assisted TPS is associated with greater improvement in chronological thinking than expository instruction.

From Local Culture Projects to Deeper Learning: Strengthening Conceptual Understanding and Critical Thinking in Elementary Natural and Social Sciences

Lia Agesti, Ahmad Syarif, Eka Sastrawati — Mon, 02 Nov 2026 00:00:00 +0700

Elementary Natural and Social Sciences learning often remains oriented toward recall, leaving students with limited opportunities to explain concepts, justify decisions, and apply knowledge to everyday situations. This classroom action research investigated whether deep learning principles integrated with Project-Based Learning (PjBL) could strengthen fourth-grade students’ conceptual understanding and critical thinking. The participants were 22 students at SD Negeri 225/IX Kasang Solok, Muaro Jambi, Indonesia. Two action cycles, each comprising planning, action, observation, and reflection across two meetings, used contextual projects: a local-culture mind map, a pop-up book, a “rule tree” poster, and a rules-classification game. Data were collected through observation rubrics, concept-understanding tasks, critical-thinking assessments, field notes, interviews, and documentation, then analyzed descriptively using mean percentage scores and reflective comparison across meetings. Conceptual-understanding scores increased from 65.3 to 74.2 in Cycle I and from 67.6 to 80.0 in Cycle II. Critical-thinking scores increased from 66.85 to 73.3 in Cycle I and from 67.4 to 79.6 in Cycle II. Reflection indicated that contextual questions, structured group roles, scaffolding, project presentation, and written reflection supported the strongest improvement. The findings suggest that culturally situated projects can operationalize deep learning by connecting conceptual representation, reasoning, application, and reflection. Nevertheless, the single-class action design limits causal and broader generalization claims.

From AI Dependency to AI-Giarism: The Mediating Role of Cognitive Offloading Among Preservice Physics Teachers

Mon, 09 Nov 2026 11:03:24 +0700

With the growing adoption of generative AI (GenAI) in higher education, concerns have emerged about excessive AI dependence and the inappropriate use of AI-generated content. However, few studies have examined the relationships among AI dependency (AID), cognitive offloading (CO), and AI-giarism (AIG). This study examined the direct and indirect associations among these constructs among 191 preservice physics teachers (PSPTs) from universities in Sulawesi, Indonesia, using a quantitative cross-sectional design and partial least squares structural equation modeling (PLS-SEM). The results showed that AID was positively associated with CO (β = 0.664, p < 0.001) and AIG (β = 0.603, p < 0.001), while CO was positively associated with AIG (β = 0.242, p = 0.003). CO also showed a statistically significant indirect association between AID and AIG (β = 0.160, p = 0.003). The model accounted for 44.0% of the variance in CO and 61.6% of the variance in AIG. These findings indicate that AID is associated with self-reported AIG both directly and indirectly through CO within the specified model. However, the cross-sectional design does not establish causal relationships, and the self-reported outcome does not confirm actual incidents of academic misconduct. These findings highlight the importance of teacher education approaches that promote responsible AI use, independent reasoning, critical evaluation of AI-generated information, and transparent disclosure of AI assistance.

The Ethnochemistry Dimensions of Lemeng in Malingping: Producer and Seller Narratives

Mon, 09 Nov 2026 15:25:29 +0700

Lemeng is a traditional food from Malingping, Lebak Regency, Banten Province, Indonesia. It is prepared from glutinous rice cooked inside bamboo segments through direct-fire roasting. This study examined the ethnochemical concepts embedded in the production process of lemeng and compares the perspectives of producers and sellers using a qualitative ethnographic approach. Data were collected in May 2026 through in-depth interviews (lasting approximately 35 minutes each) and direct, non-participant observations (totaling 325 minutes) with six purposively selected respondents: three producers and three sellers from the Lebak region, aged 38 to 80 years, with over five years of experience. The findings indicate that the production process of lemeng involves several chemistry concepts inferred from traditional practices and supported by published literature—such as starch gelatinization, coconut milk emulsification, heat transfer (conduction and radiation), release of volatile compounds, and the Maillard reaction—rather than empirically established through chemical assays in this study. Patterned thematic differences in perspectives emerged from the informants' narratives: producers prioritized cultural preservation and the transmission of tradition, whereas sellers emphasized product consistency and market demand. These findings suggest that lemeng embodies both cultural and historical significance while incorporating scientific chemical principles, highlighting its potential as a contextual foundation for the future development of ethnochemistry-based chemistry education at secondary and tertiary levels.