Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
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187 research outputs found
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Students' Perception of Using ChatGPT as an AI-Integrated Tool in the Malay Language
No full textThis study examines the perceptions of students using ChatGPT in the Malay language. To meet the aims, We adopted the theory of technology acceptance model (TAM). The study focuses on system quality, information quality, service quality, user satisfaction, perceived net benefits, and awareness of ethics and plagiarism. Data were collected through a Qualtrics survey. The finding informed that the system quality of ChatGPT achieved a mean score of 3.375, indicating ease of use and flexibility. Information quality received a mean score of 3.27, suggesting accuracy and usefulness. Service quality scored 3.207, reflecting adequate technical support and consistent performance. User satisfaction was remarkably high, with a mean score of 3.334, demonstrating strong confidence and contentment with ChatGPT’s functionality. Perceived net benefits scored 3.337, highlighting language skills and communication efficiency enhancements. Meanwhile, the ethical considerations were moderately addressed, with a mean score of 3.115, indicating a need for improved education on responsible use. The findings suggest that ChatGPT is a valuable tool for the Malay language, with areas for further enhancement in information quality and ethical practices. At the same time, understanding users’ perceptions will also help create between relevant AI resources, inform policies for ethical AI use, and enhance learning experience for Malay learners
Development of Ill-Structured Problem-Solving Skills Instrument Based on Local Socio-Scientific Issues (SSI) on the Topic of Environmental Pollution
No full textThis study aimed to develop an assessment instrument to measure students’ ill-structured problem-solving skills using local socio-scientific issues (SSI) on environmental pollution. The research employed a Research and Development (R&D) model with four stages: (1) preliminary study, (2) item development, (3) expert validation, and (4) trial. The instrument was piloted with 120 chemistry education students from UIN Mataram and Universitas Pendidikan Mandalika in Indonesia. The final instrument consisted of 27 essay-based items mapped to four stages of ill-structured problem solving: 8 items for problem representation, 6 for solution generation and selection, 5 for justification, and 7 for solution monitoring and evaluation. Expert validation yielded a high construct validity index (CVI = 0.93). Readability analysis indicated that 75% of students found the language clear, 78% understood the visuals, and 70% were familiar with the chemical terminology. Results indicated that 17 items were of moderate difficulty, 7 were easy, and 3 were difficult. The instrument demonstrated high internal consistency, with a Cronbach’s Alpha value of 0.805. This instrument offers a valid and reliable tool for evaluating students’ engagement in authentic, context-rich chemistry problems. It supports chemistry educators in fostering critical thinking and scientific literacy by embedding local socio-scientific issues into semester-long instruction cycles
Development of Inquiry-Based Learning Tools to Enhance Students' Learning Interest and Conceptual Understanding in Mathematics
No full textThis study aims to develop an inquiry-based mathematics learning tool that is valid, practical, and effective in enhancing students’ learning interest and conceptual understanding. Unlike previous studies, this research focuses on the development of inquiry-based learning tools to enhance learning interest and conceptual understanding of mathematics among elementary school students, specifically within the context of education in Lombok. The research employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, Disseminate). The participants consisted of 26 fourth-grade students at SDN 4 Pringgabaya, East Lombok. The instruments used included learning material validation sheets, teacher and student response questionnaires, a learning interest questionnaire, and a conceptual understanding test. Data were collected through document analysis, questionnaires, and tests, then analyzed descriptively using percentage categories and N-gain Test. The findings revealed that all components of the developed instructional materials were rated “very valid” by experts. During the implementation phase, the materials were rated “very practical” (86.67%) based on teacher responses. Post-intervention data indicated that 88.46% of students reached the “very high” category of learning interest, while 81% met the minimum mastery criteria for conceptual understanding. The results of the N-Gain test show an average N-Gain value of 0.7166, which falls into the high category. This indicates an improvement in students' conceptual understanding. These results confirm that the inquiry-based learning materials developed in this study are valid, practical, and effective in improving students’ interest and conceptual understanding in mathematics. The success of this learning tool can make a contribution to educational policies at the regional level, with relevance to the development of an inquiry-based curriculum approach that can be more widely implemented in elementary schools
Exploring Pre-Service Teacher Motivation: Variations Across Programs and Gender Differences in Indonesia
No full textThis study examines pre-service teachers’ attitudes toward the teaching profession in Indonesia and explores how sociocultural factors shape their motivation. A mixed methods design combined a Teacher Attitude Inventory (TAI) survey (N = 460) with semi-structured interviews (n = 20). Group differences were assessed non-parametrically; interviews were then thematically analyzed to explain the quantitative patterns. Attitudes were broadly positive and stable, with no statistically significant differences by gender, program of study, or semester. Interviews revealed three interlocking strands shaping career decisions: intrinsic–altruistic commitment (meaning, contribution), pragmatic–extrinsic calculus (stability, compensation, entry routes), and sociocultural positioning (family expectations, gendered identities, perceived status). These strands clarify why professional pride and learner-centred beliefs coexist with cautious views of career prospects and perceived limits on teacher voice. Results support (i) gender sensitive mentorship, (ii) discipline-specific motivational scaffolds in ITE, (iii) recruitment and bonded scholarship schemes for rural deployment, and (iv) well-being supports that enhance agency and retention. By integrating group-level convergence with culturally situated narratives, the study reframes motivation as a contextual phenomenon and offers actionable levers for teacher workforce policy and ITE program design
Teaching Biology for Sustainability: Insight from Scopus AI
No full textIn the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land)
Articulate Storyline Interactive Media for Grade XI Digestive-Excretory Learning via ASSURE
No full textStudents' low understanding of complex human digestive and excretory system materials shows a gap in the use of technology-based interactive learning media in high school/MA. This study aims to develop and evaluate the validity, practicality, and effectiveness of Articulate Storyline-based interactive media for learning the human digestive and excretory system in grade XI using the ASSURE design model. The research innovation lies in the integration of interactive multimedia technology with the ASSURE systematic learning approach which includes student analysis, goal setting, media-method selection, material utilization, and evaluation-revision. The research and development (R&D) method was applied with the subjects of grade XI high school/MA students. Data was collected through pretests, user response questionnaires, and expert validation. The results showed that the developed media achieved very high validity (> score of 0.80), excellent practicality of teacher and student assessments (81-100%), and significant effectiveness with an average N-Gain of 0.7227 indicating a substantial improvement in learning outcomes. These findings indicate that the Articulate Storyline interactive media with the ASSURE design is effective in improving understanding of complex biology concepts, making a significant contribution to technology-based science learning innovations in Indonesia, and has the potential to be widely applied for a more engaging and effective transformation of biology education
Deep Conceptual Learning in Physics Learning: A STEM-Based Waterwheel Project for High School Students’ Scientific Literacy
No full textScientific literacy is a crucial competency in 21st-century education, encompassing students’ ability to understand scientific concepts, apply them in real-life contexts, and make evidence-based decisions. Despite various curriculum reforms, assessments such as PISA 2022 reveal that Indonesian students’ scientific literacy remains below the international average. Prior studies have applied Project-Based Learning (PjBL) and STEM approaches separately, yet few have explicitly integrated these with the Engineering Design Process (EDP) and local environmental contexts to systematically enhance scientific literacy. Addressing this gap, this quasi-experimental study examines the effectiveness of a PjBL-STEM model, contextualized by a waterwheel project utilizing local river flow, in fostering students’ deep conceptual learning and scientific literacy on the topic of Work and Energy. The study involved two purposively selected 11th-grade classes (N=60) at SMA Negeri 1 Samalanga: an experimental class taught with the PjBL-STEM-EDP approach and a control class taught conventionally. Instruments were validated (Cronbach’s alpha=0.926) and data were analyzed using t-tests, N-Gain, and effect size (Cohen’s d=2.25). Results showed the experimental group achieved significantly higher scientific literacy (mean post-test = 84.83 vs. control = 65.67; N-Gain = 0.83 vs. 0.49; t(58) = -8.71, p < 0.001, 95% CI [-23.6, -14.7]), with the strongest improvement in designing scientific investigations. The novelty of this study lies in aligning PjBL syntax, EDP stages, and OECD scientific literacy indicators within a local-context project. While deep conceptual learning (DCL) is used here as a theoretical framing rather than a measured outcome, the findings highlight the potential of contextual, interdisciplinary learning to foster scientific literacy, creativity, and critical thinking, supporting the goals of the Merdeka Curriculum and Education for Sustainable Development
Integration of Teaching Games for Understanding in Physical Education Learning: Improving Students' Motor Competence through Volleyball Game Modification
No full textMotor competence is a crucial aspect of the development of elementary school-aged children. The Teaching Games for Understanding (TGfU) model is considered capable of improving motor skills through a contextual and participatory approach to play. However, empirical evidence in local contexts, particularly regarding the effectiveness of TGfU on locomotor and object control skills separately, as well as gender differences, remains limited. This study used a quantitative approach with a one-group pretest-posttest quasi-experimental design. A total of 54 fifth-grade students of SD Negeri 190 Pekanbaru participated in TGfU-based volleyball learning for 6 weeks (12 sessions). The Test of Gross Motor Development, Second Edition (TGMD-2) assessed locomotor and object control skills. Because the data were not normally distributed (Shapiro–Wilk p < 0.05), analysis was performed using the Wilcoxon test. Results showed that TGfU was associated with improvements in overall motor competence (W = 3.5; z = –6.06; p < .001; Median = 4.0, 95% CI [3.5, 4.5], Effect Size = .99), locomotor skills (V1: W = 14; z = –5.47; p < .001; Median = 3.0, 95% CI [2.5, 3.5], Effect Size = .97), and object control skills (V2: W = 16; z = –5.80; p < .001; Median = 2.5, 95% CI [2.0, 3.0], Effect Size = .97). Female students showed greater improvement in locomotor aspects than males. Further research, employing a randomized controlled design and long-term retention testing, is recommended to strengthen the generalizability of these findings
Enhancing Student Learning Outcomes Through Experiential Learning Practices: A Meta-Analysis
No full textImplementing the experiential learning model is one effective step in improving student learning outcomes, but recent evidence regarding its effectiveness is still inconsistent and not widely reported. Therefore, to gain a deep understanding and identify the effectiveness of experiential learning practices, this meta-analysis review was conducted. This review was conducted on 23 studies with 40 effect sizes obtained from the Scopus, ERIC, and Web of Science databases. The analysis model used was a random effects model with a robust variance estimation (RVE) approach to address the issue of interdependence between effect sizes within a single study. The measurement results show a high overall effect size (Hedges's g = 1.15; 95% CI), indicating a significant positive impact. Heterogeneity estimates are very high (I² = 98.2%), requiring further moderator analysis. Meta-regression analysis of the variables of education level, treatment type, and learning outcome dimension showed that only the education level variable approached significance in moderating the variation in learning outcomes. Subgroup analysis showed variation in the effectiveness of intervention implementation within each moderator category, but all were within the positive range. Publication bias tests showed bias, but correction using the trim-and-fill method and Peter's test proved that these findings remained consistent and valid. Overall, experiential learning has proven effective in enhancing and shaping various dimensions of student learning outcomes. This approach has great potential to continue being used and integrated into future learning practices, especially through the support of various pedagogical innovations and technology integration
The Implementation of Project Based Learning integrated Ethno-STEM in Indonesia
No full textThis study is driven by the need to develop instructional approaches that foster 21st-century skills. As an archipelagic country with rich cultural diversity, Indonesia has significant potential to link cultural values with science education through the Ethno-STEM approach. The integration of Project-Based Learning (PjBL) with Ethno-STEM in Indonesia has demonstrated promising results. However, systematic investigations into research trends, local wisdom topics, and integration with other instructional approaches remain limited. Given the increasing interest in Ethno- STEM learning, this review aims to identify key trends and gaps in the integration of Project-Based Learning and Ethno-STEM in Indonesia over the past decade. The Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) framework was employed as a guideline for conducting the systematic literature review. Data were gathered using the Publish or Perish (PoP) application, drawing from the Google Scholar, Crossref, and OpenAlex databases. A rigorous selection process was applied, ultimately yielding 25 relevant articles for in-depth analysis. The findings reveal that the publication trend of PjBL-Ethno STEM in Indonesia has experienced significant growth since 2019, peaking in 2023. Development research (36%) and quantitative studies (32%) dominate the body of literature. Most of these studies were conducted on Java Island (76%), while no studies from Kalimantan and Papua were identified. The local wisdom topics explored in the literature include food, beverages, regional arts, traditional technologies, and native flora and fauna. Moreover, the integration of PjBL-Ethno STEM with inquiry-based learning, Ethno-STEAM, and virtual technology has emerged as a significant trend. Overall, PjBL-Ethno STEM stands out as an innovative instructional approach with great potential to cultivate essential 21st-century skills such as critical thinking, creative thinking, collaboration, and communication