Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Not a member yet
187 research outputs found
Sort by
Project Based Learning with Socio Scientific Issues in Improving Junior High School Students' Habits of Mind on Biotechnology Material
No full textThe development of science and technology requires students to have Habits of Mind (HoM) to be able to think critically, creatively, and reflectively in dealing with complex problems. This study aims to determine the effect of the Socio-Scientific Issues-based Project-Based Learning (PJBL-SSI) model on changes in students' HoM on biotechnology material. Socio-Scientific Issues context, such as gluten-free diet trend, was chosen to encourage real problem-based learning and project-based decision making. The study employed a quasi-experimental method with a Non-equivalent Control Group Design, involving 62 ninth-grade students from Bandung City Public Junior High School. The experimental group received PJBL-SSI learning, while the control group used conventional PJBL. Data were collected through validated HoM pretest and posttest questionnaires. The results showed an increase in the mean score of HoM in the experimental group from 38.23 to 44.97, while the control group decreased from 41.62 to 40.90. The Mann-Whitney U test showed a significant difference between groups (p = 0.006). These findings support previous studies that the integration of PPA and SSI is effective in shaping students' reflective and critical thinking dispositions through contextual projects and meaningful ethical discussions
Navigating ICT Challenges and Effects at Rekopantswe Senior Phase Schools: Exploring Teaching and Learning Results
No full textThe effective and sustained use of Information and Communication Technologies (ICTs) is critical to meeting 21st century educational demands. ICT integration is no longer merely an enhancement but a fundamental shift that requires active participation from teachers and school management. Despite its potential, ICT adoption in South African schools remains inconsistent, with full-scale integration occurring only after 1994. The integration process is largely affected by challenges such as inadequate teacher training, limited infrastructure, negative attitudes, and insufficient technical support, which hinder sustainable implementation. These challenges affect schools in under-resourced areas, such as those in the Rekopantswe sub-district, where ICT implementation remains inadequate. This study focuses on a critical research gap, exploring the unique challenges impeding integration in senior phase classrooms within the sub-district. A qualitative research approach is employed, using semi-structured interviews, classroom observations, and group discussions with senior-phase teachers and learners in Rekopantswe sub-district schools. Findings reveal that while teachers recognize ICT’s pedagogical benefits, its effective integration is constrained by a lack of formal training, technical resources, and inconsistent institutional support. The study underscores the need for structured professional development programs designed to the contextual needs of teachers and improved infrastructural support to enhance ICT‘s impact on teaching and learning. Through reflections on the barriers, the study adds to the body of knowledge by highlighting strategies to be adopted in fostering ICT integration in less resourced schools, informing policy direction and future research in the field
Development of Virtual Reality Web-Based Learning in Teaching English Language Skills
No full textThe transformation of learning media is happening rapidly, requiring responsive adaptation from both learners and educators. Virtual Reality (VR)-based media has gained significant popularity among students, offering innovative and immersive learning experiences. In contemporary education, providing adequate opportunities for learners to engage deeply with the material is essential, especially in acquiring English, which is often considered challenging through traditional methodologies. This study aims to develop Virtual Reality-based educational media that provides a unique experience for learners to enhance their English language skills. The design of this media integrates a website with 360-degree images, ensuring coherence between visual content and learning materials. The selected materials have been aligned with learning outcomes and curricula relevant to the study program. This website is specifically designed for English language learning in higher education, offering an interface accessible across various browsers and devices, both desktop and mobile. Research findings indicate a significant improvement in student learning outcomes, as evidenced by pre-test and post-test scores with average values of 69.95 and 85.33, respectively. These findings suggest the effectiveness of VR media in enhancing students’ English language proficiency
Development of a Learning Visual Aid for Parabolic Motion in Terms of its Validity and Effectiveness
No full textThis study aims to develop a learning aid for the topic of parabolic motion based on air pressure, using a modified 4D development model reduced to 3D. The parabolic motion teaching aids commonly used in schools generally employ manual spring-based launchers, which make it difficult to control the launch velocity. Therefore, this research developed an air pressure-based teaching aid that allows for the adjustment of variables such as launch angle, initial velocity, pressure, maximum height, maximum range, and flight time. The research was limited to the development stage (limited trials) without proceeding to the dissemination phase. The validity of the device was assessed by five validators, consisting of four lecturers and one teacher. The effectiveness of the device was evaluated using response questionnaires administered to 18 students and one physics teacher from Grade XI at SMA Plus Muhammadiyah Merauke in the 2023/2024 academic year. The validity test results showed an average score of 81.2 (81.2%), categorized as very valid, with a minimum validity threshold of 61%. The validation instrument consisted of 20 items. The effectiveness test based on teacher responses yielded a score of 56.72 (76%), categorized as effective, obtained from 10 questionnaire items. Meanwhile, student responses resulted in a score of 43 (86%), categorized as very effective, obtained from 15 questionnaire items. The learning outcome test, consisting of 15 questions, showed an average score of 83.3, with 94% of students achieving scores above the minimum mastery criterion (MMC = 70). Therefore, the air pressure-based parabolic motion teaching aid developed in this study is proven to be highly valid, effective, and feasible for use as a learning medium in teaching parabolic motion
Development of a Cub Scout Module Based on General Proficiency Requirements to Improve Elementary School Students' Learning Outcomes
No full textThis study aims to develop a Cub Scout module based on General Proficiency Requirements (Syarat Kecakapan Umum/SKU) that is effective in improving the learning outcomes of elementary school students in the Cub Scout category. The module was developed using the PLOMP model, which consists of five stages: preliminary investigation, design, construction, evaluation and revision, and implementation. However, the implementation stage was not carried out, as the research focused solely on product development. The study was conducted at SDN Baros 04 Brebes with a sample of 20 Cub Scout students. The instruments used included expert validation sheets, observation sheets, questionnaires, and learning outcome tests. Data analysis was performed using quantitative descriptive methods and paired-sample t-tests. The module was deemed highly valid based on expert assessments, with an average score of 4.7. The average pretest score of 60.5 increased to 70.3 in the post-test, with an N-Gain score of 0.46, categorized as moderate. The paired-sample t-test showed a significant difference between pretest and post-test results (mean = 9.600; Std. Deviation = 5.720; Std. Error Mean = 1.280; t = -7.21; p < 0.001), indicating that the use of the module had a positive impact on students' learning outcomes. Students responded very positively to the module, with an average score of 4.1 (categorized as very good). The Cub Scout module based on SKU was proven to be valid and effective in enhancing students’ understanding, motivation, and learning outcomes. Further development at the implementation stage is recommended to evaluate long-term impacts and expand its application to other educational levels and contexts
Enhancing Elementary Students’ Critical Thinking and Problem-Solving Skills Through the Implementation of Problem-Based Learning at Muhammadiyah 4 Batu Elementary School
No full textIn the era of rapidly evolving educational paradigms, critical thinking and problem-solving abilities have become essential competencies for 21st-century learners. However, few studies in the Indonesian elementary context have triangulated data from classroom observations, teacher interviews, and questionnaires to provide empirical evidence of how Problem-Based Learning (PBL) enhances these skills. This study examined the association between PBL and students’ behavioral indicators of critical thinking and problem-solving at Muhammadiyah 4 Batu Elementary School. Employing a qualitative descriptive design, the research involved three Grade 5 classes (5A, 5B, 5C; comprising a total of 87 students) and three teachers, spanning six PBL sessions over one semester. Data were collected through classroom observations, teacher and student interviews, and questionnaire surveys to capture the holistic dynamics of PBL in classroom practice. The observation rubric assessed four behavioral indicators—responsibility, confidence, initiative, and discipline—as proxies of critical thinking and problem-solving competence. The results reveal that PBL is associated with higher levels of engagement, curiosity, and analytical reasoning through structured problem scenarios that require collaboration and inquiry. Quantitative findings showed that class 5C achieved the highest responsibility (83.9%), confidence (87.4%), and discipline (86.2%), while class 5A demonstrated the strongest initiative (79.3%). Teachers’ interviews confirmed that consistent application of the five PBL stages—problem orientation, inquiry, design, presentation, and reflection—coincided with stronger behavioral outcomes. These findings suggest that PBL supports metacognition, self-regulation, and reflective learning aligned with Indonesia’s Kurikulum Merdeka. The study contributes new evidence on elementary-level PBL implementation by integrating validated behavioral rubrics, teacher perspectives, and classroom artifacts within a single descriptive framework
Immersive Learning through Virtual Reality: A New Paradigm in Chemical Engineering Education
No full textTraditional chemical engineering education faces persistent challenges, as lecture-based instruction and limited laboratory access restrict students’ engagement, practical skill development, and comprehension of complex engineering concepts. In overcoming these challenges, immersive virtual reality (VR) learning environments are increasingly being adopted to enhance students’ visualization, interactivity, and experiential learning. Therefore, this study aims to explore how VR can transform chemical engineering education by enhancing student engagement, conceptual understanding, and practical learning experiences. This review also analyzed and mapped research trends in the application of VR for immersive learning in chemical engineering education using keywords like ''Immersive Learning'', ''Virtual Reality'', ''Chemical Engineering'' and ''Chemical Engineering Education''. Accordingly, the keyword co-occurrence analysis revealed four thematic clusters linked to immersive visualisation, collaborative VR learning, VR–AI integration, and safety-oriented training. Based on these findings, a four-stage curriculum integration model is proposed (pre-conceptual familiarisation - immersive experimentation - hybrid transfer - real-lab validation). A comparative cost analysis indicates that although VR-based learning demands a higher upfront investment, it achieves cost parity within approximately 1.5 years and reduces total training expenses by about 40–45% in the third year, offering greater economic advantage for larger student cohorts. Finally, the synthesis indicates that VR can enhance conceptual understanding, hazard-awareness, and systems-level reasoning while improving utilisation efficiency in laboratory-intensive programmes. Future research should prioritise controlled cohort comparisons and longitudinal verification of transferability to physical plant behaviour
Immersive Virtual Reality and Computational Approaches for Advancing Chemistry Education: A Narrative Review
No full textThis narrative review explores the integration of virtual reality (VR) as a transformative instructional medium in computational chemistry, focusing on how VR can address challenges such as limited 3D visualization and costly experimental setups. VR tools like iMD-VR and Nanome offer immersive interaction with 3D molecular structures, enhancing both conceptual understanding and practical skill development. By fostering engagement, critical thinking, and confidence among learners, VR makes complex chemical phenomena more accessible. However, infrastructure limitations and insufficient empirical data persist, especially in resource-constrained regions. Recent studies emphasize cloud-based solutions and collaborative VR labs to reduce costs and improve scalability. This review highlights VR’s potential to modernize chemistry education, calling for more rigorous research to validate its long-term impact on learning outcomes
The Effectiveness of Podcasts in Improving High School Students' Speaking and News Text Writing Skills
No full textTraditional textbook-based language instruction in Indonesian secondary education shows limited effectiveness in developing integrated speaking and writing competencies, particularly in news text production. While previous research examined podcast effectiveness in single-skill development, a significant gap exists in understanding how podcast-based instruction simultaneously enhances both abilities through unified pedagogical approaches. This study investigates podcast media effectiveness in developing integrated language skills among Indonesian high school students, addressing the theoretical void in cross-modal transfer research. The research employed pure experimental design with randomized pretest-posttest control group methodology, involving 72 Grade XI students from SMAN 19 Gowa randomly assigned to experimental (podcast-based) and control (textbook-based) groups. Data collection utilized validated rubrics with inter-rater reliability coefficients of 0.85 and 0.82 respectively. Results demonstrated significant improvements in both skill domains following podcast intervention. Speaking skills showed substantial enhancement in the experimental group (M = 47.00 to 80.22, t = 16.092, p < 0.001) compared to control group gains (M = 46.22 to 60.00). Writing competencies similarly improved significantly (M = 43.81 to 69.53, t = 6.963, p < 0.001) versus control group progress (M = 44.89 to 61.94). The findings reveal that podcast-based instruction facilitates cross-modal transfer mechanisms, where auditory input enhances written production through schema activation and cognitive load optimization. Educational implications include curriculum integration recommendations for technology-enhanced language learning and teacher training program development for multimedia pedagogy implementation
Botanical Literacy and Learning Media: What Can Scopus AI Tell Us?
No full textBotanical literacy, crucial for addressing biodiversity and sustainability challenges, is declining due to ineffective traditional learning media. This review utilizes Scopus AI to analyze trends in botanical literacy research and the role of innovative learning media. Key insights include: (1) traditional textbooks are insufficient, while emerging tools such as augmented reality (AR) and interactive games enhance engagement and comprehension; (2) research is concentrated on assessment methods, learning tools, and educational approaches, with immersive technologies addressing Plant Awareness Disparity (PAD) and bridging gaps in experiential learning; and (3) technologies like virtual field trips and AI applications are transforming botanical education by promoting ecological awareness and higher-order thinking. The review emphasizes the need for technology-integrated, student-centered pedagogies and identifies gaps in AI-driven research synthesis. Future directions include longitudinal studies on AR/VR effectiveness, AI-customized tools, teacher training, and cross-cultural assessments. By synthesizing Scopus AI’s data-driven insights with manual analysis, this review provides a roadmap for developing evidence-based learning media that cultivate plant-literate generations capable of addressing global environmental challenges