BIOCHEPHY: Journal of Science Education is an open-access journal published by the MO.RI Publishing. This journal aims to provide a forum for researchers, educators, teachers, trainer, and other practitioners to present their latest research papers on the results of the study and review of the literature in the sphere of Natural Science Education, Biology Education, Chemistry Education, and Physics Education in primary, secondary, and higher education.
Development of a Qur'an-Integrated Student Worksheet on Newton’s Laws to Enhance Self-Regulated Learning: An ADDIE-Based Study in Islamic Junior Secondary School
Physics teaching materials in Islamic schools frequently prioritise conceptual mastery while neglecting the integration of Islamic values and the cultivation of self-regulated learning (SRL), despite both being mandated objectives of Indonesian national education. This study aimed to develop, validate, and assess the practicality and effectiveness of a Qur’an-integrated Student Worksheet (Lembar Kerja Peserta Didik, LKPD) on Newton’s Laws designed to strengthen SRL among seventh-grade students. A Research and Development design following the ADDIE model was employed. Participants comprised two expert validators (subject-matter and media specialists), one physics teacher, and 59 seventh-grade students from MTs Ma’arif Gondang, Indonesia, distributed between an experimental class (VII-A, n = 30) and a control class (VII-B, n = 29). The LKPD was evaluated for validity, practicality, and effectiveness. Expert validation yielded a mean score of 4.39 out of 5.00 (87.8%), placing the product in the “Very Valid” category. Practicality assessment by students and teacher produced a mean score of 3.70 out of 4.00 (92.5%), classified as “Very Practical”. Effectiveness was examined through a pre-test–post-test quasi-experimental design; the experimental group achieved a mean normalised gain (N-Gain) of 57%, exceeding the control group’s 42%. An independent-samples t-test confirmed a statistically significant difference (t = 2.989 > t = 1.673; df = 57; Alpha = .05). These findings indicate that Qur’an-integrated instructional materials can meaningfully advance both conceptual understanding and self-regulatory capacities in secondary physics education.
Copyright (c) 2026 Kuni Fidrotul Badingah, Ahmad Khoiri, Fatiatun http://creativecommons.org/licenses/by-sa/4.0/
Effect of the Pancaniti Learning Model Assisted by Flashcard Media and a Simple Biogas Project on the Science Literacy of Elementary School Students
Science literacy among Indonesian elementary school students remains below international benchmarks, while locally grounded instructional approaches that integrate sustainability education are still limited. This study investigated the effect of the Pancaniti learning model, a five-stage pedagogical framework based on Sundanese values, combined with flashcard media and a simple biogas project, on fifth-grade students’ science literacy. A one-group pre-test–post-test quasi-experimental design was conducted with 32 Grade 5 students at SDN Purwamekar selected through purposive sampling. Science literacy was measured using three PISA-aligned indicators: identifying scientific problems, explaining scientific phenomena, and using scientific evidence. Data analysis employed the Wilcoxon Signed-Rank Test due to non-normal post-test data. Results showed a significant improvement in science literacy, with mean scores increasing from 6.44 to 8.44 (Z = ?4.112, p < .001) and a large effect size (r = 0.727). The overall N-Gain was 0.58 (moderate), with the highest gain in using scientific evidence (0.72; high). These findings indicate that the Pancaniti model effectively enhances elementary students’ science literacy.
Copyright (c) 2026 Leni Nurhafidah, Afridha Laily Alindra, Dania Widia Cahyani, Yuhaniz Aqila, Nurlaila Ramadhan, Mochamad Ilham Abdillah, Caroline Glorya Manurung http://creativecommons.org/licenses/by-sa/4.0/
Vertical Sediment Drilling Technique in Fish-Pond Areas of Lake Limboto
Lake Limboto in Gorontalo is an essential ecosystem for local communities, particularly fishermen, yet fish-pond activities have increased sedimentation and accelerated the lake's degradation. Effective conservation efforts require sediment-characterization analysis, including vertical sediment profiles in pond areas, which has been limited by the lack of appropriate drilling techniques. This study aims to evaluate a vertical sediment-sampling technique in fish-pond zones using a survey method and shallow drilling with an XY-1A spindle-type drilling machine at depths of 1–15 meters. The results indicate that drilling stability is strongly influenced by the structural integrity of the machine's support base, particularly due to water currents and waves in the lake. This drilling technique is recommended for sediment sampling in Lake Limboto, especially in pond areas, and contributes to the advancement of sediment-drilling methods in similar aquatic environments.
Copyright (c) 2026 Muhlis Ali, Raghel Yunginger, Septiana Kurniasari, Indriati Martha Patuti, Idawati Supu, Nurfitri Abd Gafur, Mursalin Mursalin, Mohamad Jahja, Andi Indra Wulan Sari Ramadani http://creativecommons.org/licenses/by-sa/4.0/
Development of a Student Worksheet (LKPD) Integrated with the Qur'an and Hadith on the Digestive System Topic
This study aims to develop a Student Worksheet (LKPD) integrated with Qur'anic verses and Hadith on the digestive system topic for senior high school students, as well as to determine its validity and practicality. The development model used was ADDIE, although the study was limited to the Analysis and Design stages. The instruments consisted of expert validation sheets (material, media, language, and Islamic studies experts) and practicality questionnaires for students and biology teachers. The validation results indicated that the LKPD was categorized as very valid, with the following scores: Islamic studies expert 94.66%, material expert 93.33%, media expert 97.33%, and language expert 97.33%. The practicality test results showed that the LKPD was rated very practical by students with a score of 89% and by biology teachers with a score of 90.66%. Accordingly, the Qur'an- and Hadith-integrated LKPD is considered feasible and suitable for use as a learning resource for the digestive system topic.
Copyright (c) 2026 Siti Nurhayati, Elsa Ofiarni, Tegi Tegi, Ummi Hiras Habisukan, Weni Lestari http://creativecommons.org/licenses/by-sa/4.0/
Development of a PBL-Based E-LKPD Assisted by the wizer.me Website on Buffer Solution Material for Phase F Senior High School Students
This study is a research and development (R&D) study aimed at producing an electronic student worksheet (E-LKPD) based on Problem-Based Learning (PBL) assisted by the Wizer.me website on the topic of buffer solutions. The development model employed was the 4-D model, comprising the define, design, develop, and disseminate stages; however, this study was limited to the develop stage. The research instruments included interview guidelines, validation sheets, teacher practicality questionnaires, and student response questionnaires. The research subjects consisted of three chemistry lecturers from FMIPA UNP, two chemistry teachers from SMA Pertiwi 1 Padang, and Phase F students of SMA Pertiwi 1 Padang in the 2025/2026 academic year. The data collected were primary data analysed through validity and practicality tests. The expert validity test yielded an average Aiken's V index of 0.91, categorised as valid. The practicality test results indicated mean scores of 96% from teachers and 90% from students, both categorised as very practical. Based on these findings, it can be concluded that the developed PBL-based E-LKPD assisted by Wizer.me is valid, highly practical, and feasible for use as a chemistry learning medium on buffer solution material.
Copyright (c) 2026 Suci Ramadani, Desy Kurniawati http://creativecommons.org/licenses/by-sa/4.0/
Neuroendocrine-Immune Homeostasis Disruption in Livestock: Molecular Mechanisms, Health Consequences, and Mitigation Strategies A Systematic Literature Review
Livestock are routinely exposed to environmental, nutritional, managerial, and infectious stressors that challenge the neuroendocrine and immune systems. Dysregulation of this integrated axis is increasingly recognised as a principal driver of reduced health resilience and productive performance. This systematic literature review characterised the molecular mechanisms underlying neuroendocrine–immune homeostasis in livestock, identified major disruption categories triggered by stressor exposure, and synthesised evidence-based mitigation strategies. Forty-one peer-reviewed articles from 2020–2026 were retrieved from Scopus, Web of Science, and Google Scholar and analysed through data reduction, display, and conclusion drawing. Findings indicate that chronic HPA axis over-activation triggers six inter-related disturbances: periparturient immunosuppression, Th1/Th2 imbalance, reproductive hormone dysregulation, pro-inflammatory cytokine dysregulation, heat-stress-induced endocrine disruption, and negative energy balance collectively heightening susceptibility to mastitis and metritis while suppressing reproductive efficiency and growth. Effective mitigation requires adaptive housing, precision nutrition, and evidence-based welfare practices to sustain livestock productivity in tropical systems.
Copyright (c) 2026 Sabrina Putri Setiawan, Zalfa Hervianuri, Amelia Fildza Ramadhani, Adit Rizki Sudrajat, Afridha Laily Alindra http://creativecommons.org/licenses/by-sa/4.0/
Application of The Make A Match Cooperative Learning Model to Improve Student Learning Outcomes on The Circulatory System Topic
This study is a classroom action research (CAR) aimed at improving student learning outcomes on the circulatory system topic through the application of the Make A Match cooperative learning model. The study was conducted at SMA Negeri 5 Mataram with Grade XI students as research subjects. It was carried out in two cycles, each comprising the stages of planning, action implementation, observation, and reflection. The research data covered the implementation of learning using the Make A Match model and student learning outcomes. Data were collected through teacher and student activity observation sheets and learning outcome tests in the form of quizzes and written assignments. Data analysis was conducted descriptively to describe improvements in the learning process and outcomes across each cycle. The results indicated that the application of the Make A Match cooperative learning model was effective in enhancing student learning activity and improving learning outcomes on the circulatory system topic. Therefore, the Make A Match model can be recommended as an alternative biology learning method to support active and meaningful learning.
Copyright (c) 2026 Mohammad Liwa Ilhamdi, Ahmad Reza Mahendra, Mega Nofitri Ikhwan http://creativecommons.org/licenses/by-sa/4.0/
Butterfly Diversity in the Paddy Field Area of Paokmotong Village, Lombok Island
Lombok Island harbours a rich butterfly fauna that plays a vital ecological role as pollinators and bioindicators of ecosystem health. This study investigated butterfly species diversity in the paddy field area of Paokmotong Village, East Lombok Regency, using an exploratory survey method across five observation zones: the northern, southern, eastern, and western field edges, and the central field transect. A total of 49 individuals belonging to eight species from three families (Pieridae, Hesperiidae, and Nymphalidae) were recorded. Eurema blanda and Leptosia nina (both Pieridae) were the most abundant species, while Nymphalidae exhibited the highest species richness with five species. The Shannon-Wiener diversity index (H') was calculated at 1.898, indicating moderate diversity. This value reflects a relatively stable habitat condition in terms of food availability, temperature, humidity, wind speed, and light intensity. The moderate diversity level suggests that, while the paddy field ecosystem of Paokmotong provides a reasonably supportive habitat for butterflies, environmental pressures such as pesticide use and low plant diversity may be limiting species richness. Conservation of wild flowering vegetation along field margins is recommended to sustain and enhance butterfly diversity in this agricultural landscape.
Copyright (c) 2026 Mohammad Liwa Ilhamdi, Agil Al Idrus, Ovy Adelia Hidayat http://creativecommons.org/licenses/by-sa/4.0/
Analysis of Conceptual Understanding of Acids and Bases: A Literature Review
Through an analytical synthesis comparing similarities and differences across various studies, this literature review identifies research trends dominated by qualitative approaches among Grade XI students with a focus on acids and bases, as well as multilevel diagnostic instruments for student misconceptions in chemistry. The review highlights research gaps in the integration of multilevel chemical representations, acknowledges the limitations of prior studies that remain largely descriptive without comprehensive conceptual mapping, and proposes future research directions in the form of evidence-based pedagogical interventions to address student misconceptions about acids and bases. This situation is further compounded by the dominance of rote-learning methods that neglect deeper understanding at the submicroscopic level. Therefore, the instructional approach recommended is the integration of guided inquiry, which is capable of bridging students' understanding from the macroscopic to the submicroscopic perspective through technology-based simulations and laboratory experiments.
Copyright (c) 2026 Deliana Dwi Hafsari, Dania Widia Cahyani, Semilir Inas Khairani, Afridha Laily Alindra http://creativecommons.org/licenses/by-sa/4.0/
Systematics of Student Misconceptions on the Topics of Gravity and Potential Energy: A Systematic Literature Review
Understanding of basic science concepts is often hindered by students' misconceptions regarding phenomena in their surroundings. If left unaddressed, these misconceptions will obscure and interfere with students' future comprehension of more complex physics material. This study aims to identify the patterns of misconceptions among elementary school students on the topics of gravity and potential energy, evaluate the effectiveness of the diagnostic instruments used, and identify the contributing factors. Employing a descriptive qualitative approach, this systematic literature review analyses various scientific sources published between 2022 and 2026. The findings reveal consistent conceptual errors, particularly the assumption that mass affects the falling speed of an object and the belief that potential energy exists only in moving objects. The primary triggering factors include students' personal intuition, conventional teaching methods, and limitations in visual media. In conclusion, the regular implementation of tiered diagnostic instruments, accompanied by a shift toward technology-based learning models, is essential for overcoming these learning obstacles.
Copyright (c) 2026 Rizky Nurul Muslih, Caroline Glorya Manurung, Dzikri Anjar Susilo Sasongko, Afridha Laily Alindra http://creativecommons.org/licenses/by-sa/4.0/
Factors Causing Learning Difficulties in Elementary School Students' Understanding of Optical Concepts
Natural Science learning in elementary schools plays a crucial role in building students' scientific thinking skills. However, understanding basic optical concepts such as light, reflection, refraction, propagation, and shadow formation remains a significant challenge. This study aims to analyse the factors causing students' learning difficulties in understanding basic optical concepts through a literature review. The method employed was a review of eight scientific articles published between 2020 and 2026, sourced from Google Scholar and SINTA, using content analysis techniques. The findings show that students still experience misconceptions in optical concepts, particularly in reflection, refraction, and light dispersion. Learning difficulties are influenced by internal factors such as low prior understanding, limited abstract thinking ability, and learning motivation as well as external factors, including the dominance of lecture-based methods, insufficient learning media, limited practicum activities, and suboptimal use of diagnostic instruments. Efforts to address these difficulties can be pursued through conceptual change strategies, the Predict-Observe-Explain (POE) model, multiple representations, and the use of virtual laboratories to help students visualise abstract concepts in a more concrete and meaningful way.
Copyright (c) 2026 Anggi Harnum Lestari Nasution, Dwina Nurmalia Putri, Shofa Shofiyana, Yugnita Azmi Awalliyah, Afridha Laily Alindra http://creativecommons.org/licenses/by-sa/4.0/
Utilisation of Turmeric (Curcuma longa L.) Extract as a Natural Indicator for Borax Detection in Food Products
The widespread misuse of sodium tetraborate among informal food producers highlights the urgent need for eco-friendly, independent food screening methods. This study aimed to validate the effectiveness of turmeric rhizome (Curcuma longa L.) as an initial screening instrument for borax in high-moisture food clusters. An experimental method was applied through direct visual contact testing of reactive curcumin extract against seven types of wet domestic food samples. Colorimetric test results showed that deep orange boron cyano curcumin (rosocyanine) complex formation was detected exclusively and positively in yellow noodle samples. Six other products chicken meatballs, fish balls, pempek, white tofu, vermicelli, and crackers were confirmed negative. It is concluded that the alkaline-induced structural degradation triggered by this local natural indicator demonstrates precise reactive sensitivity, is economically viable, and is applicable as a communal preventive solution for enhancing household food safety literacy.
Copyright (c) 2026 Browin Christmas Ginting, Dea Afnun Harahap, Nadia Pentatriana Purba, Grace Yosepha Sinaga, Farel Vandano Hiskia Sebayang http://creativecommons.org/licenses/by-sa/4.0/
Effectiveness of Purple Cabbage Flower (Brassica oleracea var. capitata f. rubra) Extract as a Natural Indicator for Borax Identification in Food Products
The misuse of borax as a preservative in school snacks poses a serious threat to food safety, necessitating practical and accessible solutions for the general public. This study aimed to evaluate the effectiveness of purple cabbage (Brassica oleracea var. capitata f. rubra) extract as a natural indicator for the qualitative detection of borax. Laboratory experiments were conducted at the Biology Laboratory of Universitas Negeri Medan using the maceration method with water as the solvent to extract anthocyanin pigments. Food samples tested included meatballs, tofu, yellow noodles, and crackers. The results showed that purple cabbage extract successfully detected borax in yellow noodle samples through a colour change from purple to bluish-green, caused by the deprotonation of anthocyanins under alkaline conditions. These findings demonstrate that purple cabbage extract is a valid, economical, practical, and environmentally friendly screening tool to support public food safety monitoring.
Copyright (c) 2026 Fauziah Indira Siregar, Rahel Nainggolan, Nayla Azizah, Teresia Vredemika Sidauruk, Miquel Kaban http://creativecommons.org/licenses/by-sa/4.0/
Exploration of Physics Concepts through the Local Wisdom Traditional Game “Bedil Jepret Bambu”
Physics education in Indonesia tends to be abstract, with the connection between physics concepts and students' everyday experiences often remaining unclear. This study maps the physics concepts embedded in the mechanism of the traditional bamboo snap gun (bedil jepret bambu) game as a source of contextual learning. A descriptive qualitative method was employed, based on conceptual analysis of the literature and field data (observation and interviews). The analysis reveals that the mechanism of the bamboo snap gun involves the concepts of elasticity (Hooke's Law), force and acceleration (Newton's Laws), work and energy, impulse and momentum, and parabolic motion. These findings indicate the significant potential of the bamboo snap gun as a physics learning medium that links theory with local cultural contexts. In conclusion, this conceptual mapping can serve as a foundation for developing innovative local-wisdom-based teaching materials to strengthen students' conceptual understanding.
Copyright (c) 2026 Muhammad Alif Rahmatulloh, Hafiz Jabbaru Wachid Al Qisnu, Tharisth Natasyavira Izza Arzety http://creativecommons.org/licenses/by-sa/4.0/
Analysis of Scientific Literacy and Cultural Civic Literacy in Ethnochemistry-Based Atomic Learning
Formal chemistry learning frequently encounters obstacles in the form of student misconceptions and a disconnect between abstract concepts and everyday life, contributing to Indonesia's low scientific literacy scores in PISA 2022. This study examines the reconstruction of ethnochemistry as an integrative learning approach for atomic concepts and analyses its contribution to facilitating scientific literacy while revitalising students' cultural and civic literacy. Employing a descriptive qualitative narrative literature review, data were gathered from credible scientific articles published between 2020 and 2025. The findings indicate that ethnochemistry effectively reconstructs abstract atomic structure concepts into concrete understanding by integrating local wisdom contexts such as batik-making and traditional fermentation. This approach enhances conceptual understanding, minimises misconceptions, and sharpens science process skills. Furthermore, ethnochemistry-based atomic learning strengthens cultural and civic literacy through the internalisation of character values including mutual cooperation, patriotism, and multicultural awareness and supports the formation of the Pancasila Student Profile. Optimising this approach requires innovation in digital media such as e-flipbooks and Augmented Reality, alongside reinforced implementation of the Merdeka Curriculum. These findings underscore the importance of uniting cognitive and affective dimensions within a cultural framework to nurture a generation that is scientifically literate and strong in national character.
Copyright (c) 2026 Leni Nurhafidah, Aulia Salma Sola, Lilis Fatmasari, Restika Wahyuni, Siti Salwa Salsabila, Alya Latifa, Resa Salma Salsabila Az-Zahra, Ghefira Alya Mukhbita, Afridha Laily Alindra http://creativecommons.org/licenses/by-sa/4.0/
How Far Is Digital Technology Utilized in Biology Learning? Profile and Challenges in Higher Education
Digital technology utilization has become an essential component of biology learning in higher education as it supports more interactive, flexible, and student-centered learning processes. This study aimed to describe the profile of digital technology utilization in learning among lecturers of the Department of Biology, Faculty of Mathematics and Natural Sciences, State University of Makassar, based on students’ perceptions. The study employed a quantitative descriptive method with a survey approach involving 110 fourth-semester students from the Biology Education, Biology, and Biotechnology study programs selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, including mean scores and percentages. The results indicated that the utilization of digital technology was categorized as high, with an overall mean score of 4.14. The digital material delivery aspect obtained the highest score (4.35), while technology utilization in laboratory activities received the lowest score (3.68). It can be concluded that digital technology has been optimally utilized in biology learning; however, greater efforts are needed to enhance its application in practical laboratory activities.
Copyright (c) 2026 Nur Aisyah Takdir, Nurkhaerat Alimuddin, Dian Aswita, Oriny Tri Ananda, Nur Aisyah Ainun http://creativecommons.org/licenses/by-sa/4.0/
Are Pre-Service Science Teachers Professionally Ready? Achievement Profile and Equity Analysis Across Class Types in a Teaching Profession Course
The Teaching Profession course serves as a foundational subject in developing professional competencies for pre-service science teacher students. This study aimed to analyze the profile of professional competency achievement of pre-service science teachers through this course and to compare achievement outcomes across Regular Class A, Regular Class B, and the International Class Program (ICP) in the even semester of the 2025–2026 academic year at State University Makassar. A comparative quantitative design (ex-post facto) was employed, involving 100 students from three classes (Reg A: n=37, Reg B: n=33, ICP: n=30). Final course scores were analyzed descriptively and inferentially using the Kruskal-Wallis test, with Mann-Whitney U tests applied as supplementary pairwise comparisons. Results showed an overall mean score of 84.45 (SD=9.04), with the majority of students categorized as Good to Excellent. No significant difference was found in professional competency achievement across the three classes (H=0.533; p=0.766), with very small effect sizes across all pairwise comparisons (r<0.10). These findings indicate that professional competency attainment is equitable across class types, suggesting consistent and fair implementation of the Teaching Profession course. The study recommends strengthening student-centered learning strategies and developing comprehensive authentic assessments, including reflective portfolios, performance rubrics, and case-based tasks, to produce more robust evidence of professional competency attainment.
Copyright (c) 2026 Salma Samputri http://creativecommons.org/licenses/by-sa/4.0/
Written Essay Assessment of Philosophical Reasoning in Game-Based Science Teacher Education: Ontological, Epistemological, and Axiological Profiles of Pre-Service Teachers
Philosophy of Science is a key component of science teacher education because it helps prospective teachers understand the nature of scientific knowledge, its justification, and its educational value. This descriptive qualitative study analyzed essay responses from 78 pre-service science teachers at Makassar State University who participated in a multiplatform game-based Philosophy of Science course. Four essay questions assessed understanding of ontology, epistemology, axiology, and the integration of these three dimensions within junior secondary science education. Data were examined through qualitative content analysis supported by codebook development, repeated reading, peer review, negative-case analysis, and descriptive quantification. Results indicated strong understanding of ontological concepts (95.0% valid responses) and axiological reasoning (96.3%), while epistemological understanding was less developed (59.6%). Integrating the three philosophical dimensions proved most challenging, with only 53.8% valid responses and 40.5% demonstrating complete synthesis. Students primarily recommended debate-based games (31.3%), reflecting an emphasis on critical thinking. These findings provide a framework for assessing philosophical reasoning through essays in game-based science teacher education.
Copyright (c) 2026 Rifda Nur Hikmahwati Arif, Banu Kisworo, Yulianti Yusal http://creativecommons.org/licenses/by-sa/4.0/
Enhancing Science Learning Outcomes Through Project-Based Learning Integrated with Educational Board Games: A Classroom Action Research on Biotechnology at the Junior Secondary Level
Low science learning achievement and insufficient active student engagement have necessitated the adoption of innovative instructional strategies. This study aimed to evaluate the effectiveness of a Project-Based Learning (PjBL) model integrated with educational board games on the learning outcomes of eighth-grade students at State Junior High School 26 Makassar, with a focus on Biotechnology content. A Classroom Action Research (CAR) design following the Kemmis and McTaggart spiral model was employed across three consecutive cycles, involving 29 students. Data were collected through pretest–posttest instruments and formative assessments administered at the conclusion of each cycle. Results indicated a progressive improvement in learning outcomes, with mean scores rising from 67.1 in Cycle I to 72.4 in Cycle II and 77.9 in Cycle III, alongside an improvement in class mastery rates from 44.8% to 58.6% and 68.9%, respectively. Normalised gain (N-Gain) analysis across cognitive indicators C1–C4 yielded an overall mean of 0.33, classified as moderate. The integrated PjBL and educational board game model demonstrably enhanced cognitive learning outcomes and fostered active, collaborative, and enjoyable learning environments. These findings support the adoption of this integrated approach as a viable pedagogical alternative in science education at the junior secondary level.
Copyright (c) 2026 Rifajrin Rifajrin, Rifda Nur Hikmawati Arif http://creativecommons.org/licenses/by-sa/4.0/
Comparative Study of Flipped Classroom in IPAS-Based Thematic Learning for Elementary School Teacher Candidates Using The Scriven Model
The Scriven evaluation model consists of formative and summative evaluations. In this study, the Scriven model was employed to examine differences in the implementation of the learning process in the IPAS-based Thematic Learning course that applied the flipped classroom model and those that did not, as well as to describe the comparative results of formative and summative evaluations in the course. This research adopted a comparative case study approach involving 75 students from the Elementary School Teacher Education Program at the University of Mataram. The formative evaluation results in the class implementing the flipped classroom within IPAS-based thematic learning demonstrated relatively stable average scores and mastery percentages, with only a 1% difference in mastery at the fourth formative assessment, while the first through third formative assessments showed the same average mastery rate of 20%, indicating that the application of the flipped classroom was able to maintain consistency in learning outcomes and ensure continuous mastery of IPAS content. In contrast, the IPAS-based thematic learning class that did not implement the flipped classroom exhibited considerable fluctuations in formative evaluation results, with average scores and mastery levels of 80.5 and 21% in the first formative assessment, 88.8 and 23% in the second, 78 and 20% in the third, and the lowest average score of 64.76 with a mastery level of 16% in the fourth formative assessment. These disparities in formative outcomes subsequently affected the summative evaluation results, in which the average summative score of the class implementing the flipped classroom in IPAS-based thematic learning was higher than that of the class without the flipped classroom, at 82.243 compared to 78.594, with a difference of 3.649. These findings indicate that the implementation of the flipped classroom contributes positively to the stability of the learning process and to the learning outcomes of prospective elementary school teachers.
Copyright (c) 2026 Ida Ermiana, Asri Fauzi, Aisa Nikmah Rahmatih, I Gede Ratnaya http://creativecommons.org/licenses/by-sa/4.0/
Crossword Plants: Developing an Audio-Visual Interactive Multimedia to Improve Fourth-Grade Students’ Learning Outcomes on Plant Parts
This study was motivated by the low learning outcomes of fourth-grade students at SDN Keniten 1 on the topic of plant parts, caused by limited student engagement and the use of less interactive learning media. The study aimed to develop an audio-visual Crossword Plants-based interactive multimedia that is valid, practical, and effective in improving students’ learning outcomes. The research employed the Research and Development (R&D) method using the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 24 fourth-grade students of SDN Keniten 1. Data were collected through observation, interviews, questionnaires, and tests. The results showed that the developed interactive multimedia achieved a validity score of 78% from media experts (feasible category) and 91% from material experts (highly feasible category). The practicality level reached 96% based on teacher responses, 100% in the limited trial, and 97.5% in the large-scale trial, all categorized as highly practical. The effectiveness of the media was indicated by classical learning mastery of 87.5% in the limited trial and 93.75% in the large-scale trial, along with N-Gain scores of 0.75 and 0.76, both in the high category. Furthermore, the Paired Sample t-Test results showed a Sig. (2-tailed) value of less than 0.05, indicating a significant difference between students’ pretest and posttest scores after using the media. Therefore, the audio-visual Crossword Plants-based interactive multimedia was found to be valid, practical, and effective in improving the learning outcomes of fourth-grade students at SDN Keniten 1 on the topic of plant parts.
Copyright (c) 2026 Nerina Tita Rahmadani, Wahyudi Wahyudi, Aprilia Dwi Handayani http://creativecommons.org/licenses/by-sa/4.0/
Enhancing Pre-Service Teachers' Creativity through Ethno-STEM Project-Based Learning in an Elementary Science Teaching Course
This study investigated the extent to which the implementation of an Ethno-STEM Project-Based Learning model contributes to the development of pre-service teachers’ creative thinking skills in designing elementary science instruction. A quantitative pre-experimental approach employing a one-group pretest–posttest design was conducted in three classes involving pre-service teachers enrolled in an elementary science teaching course. Data were obtained using validated instruments designed to assess creative thinking skills in developing science learning designs for elementary education. The analysis revealed a notable increase in students’ creative thinking performance after participating in the learning activities. The average N-gain score reached 62.15%, indicating a moderate level of improvement. These results demonstrate that integrating local cultural contexts into STEM-oriented project-based learning provides meaningful opportunities for pre-service teachers to develop creative, contextually relevant instructional designs. The findings highlight the potential of the Ethno-STEM Project-Based Learning model as an alternative approach for strengthening creative instructional design skills in elementary science teacher education.
Copyright (c) 2026 Ni Made Yeni Suranti, Nurkhaerat Alimuddin, Fitri Puji Astria, Aisa Nikmah Rahmatih http://creativecommons.org/licenses/by-sa/4.0/
Availability, Feasibility, and Implementation of Occupational Health and Safety Facilities in a Senior High School Chemistry Laboratory
The school laboratory is an essential facility for conducting practical activities safely and effectively; therefore, adequate Occupational Health and Safety (OHS) facilities are required. This study analyzed the availability, feasibility, and implementation of OHS equipment and materials in the chemistry laboratory of SMA Negeri 6 Tangerang Selatan, Indonesia. A descriptive design integrating qualitative and quantitative approaches was employed. Data were collected through observations, interviews, and documentation using expert-validated observation checklists and interview guides. Quantitative data were analyzed using percentage calculations, while qualitative data were analyzed following the Miles and Huberman model. The findings revealed that the availability of OHS facilities reached 65.2% (complete category), while their feasibility reached 56.5% (adequate category). Existing facilities included personal protective equipment, fire extinguishers, first aid kits, fume hoods, sinks, and ventilation systems. However, eyewash stations, emergency showers, and clearly designated evacuation routes were unavailable, and some PPE was damaged. Overall, OHS implementation remains suboptimal and requires continuous improvement through regular maintenance, supervision, and facility provision.
Copyright (c) 2026 Julyanis Fatko, Siti Aisyah Maulida, Siti Robi'atul Awaliyah, Putri Naila Lestari, Evi Muliyah http://creativecommons.org/licenses/by-sa/4.0/
Mapping The Implementation of The Ethnoscience Approach In Early Childhood Education To Improve Children's Science Skills In Mataram City
This study aimed to describe the implementation of the ethnoscience approach in early childhood education and to identify teachers' competence in applying it. A descriptive quantitative method was employed, complemented by Focus Group Discussions (FGDs) to validate the data and research findings. A total of 161 early childhood education teachers in Mataram City were selected through purposive sampling. Data were collected using observations, questionnaires, in-depth interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the implementation of ethnoscience varied across districts. Ampenan and Mataram achieved a good category (72%) by integrating local culture through project-based and experimental learning activities. Meanwhile, Selaparang (70%), Cakranegara (70%), Sekarbela (69%), and Sandubaya (68%) were classified as fairly good due to teachers' limited understanding, insufficient training, and the continued use of conventional teaching methods with minimal integration of local culture. Overall, the implementation of ethnoscience was reasonably effective; however, further professional development, mentoring, and the development of instructional media and learning models are needed to ensure more equitable and effective implementation.
Copyright (c) 2026 Filsa Sativa, Baik Nilawati Astini, Ika Rachmayani, Aulia Dwi Amalina Wahab, Baiq Nada Buahana http://creativecommons.org/licenses/by-sa/4.0/
Environmental Attitude and Knowledge Among Community Members in Rogojampi: Implications for Community-Based Environmental Education and Spatial Planning
The limited engagement of community members in addressing ecological problems is linked to the lack of environmental understanding. This study described environmental attitude and environmental knowledge among members of the Paguyuban Blok EM community in Rogojampi, compared variables by sex, and examined their relationship. A quantitative survey was conducted with 26 respondents from a population of 58,262 residents. Questionnaire data were analyzed using inferential statistics. Environmental attitude was classified as high (M = 41.81), whereas environmental knowledge was moderate (M = 36.15). Sex showed no significant association with environmental attitude (p = .401) or environmental knowledge (p = .451). Pearson correlation analysis revealed no significant relationship between environmental attitude and environmental knowledge (r = .197, p = .335). However, a Mann–Whitney U test indicated significant differences between their score distributions (Z = -2.631, p = .009). These findings highlight the need for action-based environmental education to foster behavior.
Copyright (c) 2026 Rima Suwistika, Nuri Hidayati http://creativecommons.org/licenses/by-sa/4.0/
Chemistry Poster-Assisted Demonstration to Enhance Generic Science Skills in Redox Reaction Learning: A Quasi-Experimental Study of Grade XII Students
This study examined the effect of the chemistry poster-assisted demonstration method on improving students' generic science skills in redox reaction material. The study was motivated by the low proportion of students reaching the Minimum Mastery Criteria (MMC) in redox material at SMA Negeri 1 Praya, alongside the limited use of instructional methods that present chemical phenomena directly to learners. A quasi-experimental design with a pretest–posttest control group format was employed, involving two Grade XII classes: one received the chemistry poster demonstration treatment, while the other received Discovery Learning combined with lecture-based instruction. The instrument consisted of validated and reliability-tested two-tier multiple-choice items. The mean score of the experimental class increased from 50.57 to 81.37 (moderate-to-high N-Gain), while the control class increased from 62.33 to 73.48 (low N-Gain). A paired-sample t-test produced a significance value (2-tailed) of 0.000 (p < 0.05), leading to the rejection of H? and acceptance of H?. These findings indicate that the chemistry poster-assisted demonstration method has a statistically significant effect on improving students' generic science skills in redox reaction material and may be considered a viable alternative instructional strategy for abstract chemistry topics.
Copyright (c) 2026 Ni Putu Erika Pebriana, Eka Junaidi, Nora Listantia http://creativecommons.org/licenses/by-sa/4.0/
Need Analysis for the Development of the SI-ECOFIS E-Worksheet Integrating Ecotheology and Education for Sustainable Development in Environmental Physics Courses
Environmental physics courses in higher education face challenges in integrating value-based ecological perspectives with scientific content. This study aimed to conduct a needs analysis as the initial stage in developing the SI-ECOFIS e-worksheet (Sustainable Integrated Ecotheological Environmental Physics), an electronic worksheet designed to integrate ecotheological perspectives and Education for Sustainable Development (ESD) principles. The study employed a research and development (R&D) approach using the ADDIE model, focusing on the analysis phase. The participants consisted of 75 Physics Education students, three physics lecturers, and three environmental education experts from UIN Raden Intan Lampung. Data were collected through questionnaires, interviews, document analysis, and classroom observations. The findings revealed that the existing environmental physics learning materials have not adequately integrated ecotheological perspectives or effectively fostered ESD competencies. In addition, students demonstrated a high level of digital readiness, with 87% using smartphones as learning tools, while two of the three lecturers expressed readiness to adopt ESD-oriented instruction materials. The needs analysis identified six essential components of SI-ECOFIS: ecotheological orientation, environmental physics content, contextual tasks, ESD competency activities, ecological value reflection, and collaborative action projects. These findings provide an empirical foundation for the subsequent design and development phases of the SI-ECOFIS e-worksheet within the ADDIE framework.
Copyright (c) 2026 Yani Suryani http://creativecommons.org/licenses/by-sa/4.0/
Availability of Occupational Safety and Health (OSH) Facilities and Potential Hazards in a Senior High School Biology Laboratory: A Compliance Assessment Against Indonesian National Standards
The biology laboratory plays an important role in science learning through practical work. However, laboratory activities also have potential hazards that can threaten user safety if occupational safety and health (K3) facilities are not optimal. This study aims to identify the availability of K3 facilities, potential hazards, and compliance with the standards of Permendikbud No. 8 of 2018 in the Biology Laboratory of SMAN X Tangerang Selatan. A descriptive method with a mixed approach (qualitative and quantitative) was used. Data were collected through observation using a checklist (40 items), interviews with laboratory assistants, and documentation. The results showed the level of availability of K3 facilities was 55% (complete category). Hazard identification found that chemical hazards were the main potential (10% of the total items), especially from corrosive and flammable materials. Facilities such as eyewash stations, evacuation routes, and B3 waste bins were not yet available. This study concluded that the laboratory generally met basic safety standards, but needed improvement in emergency response facilities and waste management.
Copyright (c) 2026 Hidayah Dwi Cahyati, Rosita Astiani Silmi, Adzkia Jannatun Hanis, Aulia Niken Sari, Evi Muliyah http://creativecommons.org/licenses/by-sa/4.0/