Jurnal Pendidikan Sains Indonesia
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From Abstract to Concrete: Designing Animated Learning Media and Olfactory Virtual Lab to Demonstrate Nose Fatigue Phenomenon in the Sensory System
Full text linkScience education frequently encounters challenges when teaching abstract concepts like olfactory mechanisms and nose fatigue phenomena, primarily due to limitations in interactive media and practical activities. This study developed an innovative learning solution featuring integrated animated videos and a virtual laboratory to make nose fatigue concepts more tangible and interactive. Following the ADDIE framework (analysis, design, development, implementation, evaluation), our team created and validated these materials with media experts, content specialists, and educational practitioners. The validation process yielded excellent results across all quality dimensions. The animated video scored exceptionally well for its visual presentation, technical quality, and creative delivery. Similarly, the virtual laboratory earned high scientific accuracy and system stability marks. While the materials meet established educational media standards, reviewers suggested improving technical language clarity and enhancing interactivity. This research successfully bridges conceptual understanding with virtual experimentation, offering an effective approach to teaching sensory systems. The solution also accommodates content expansion for clinical applications. Ultimately, it presents a modern science learning model that addresses 21st-century educational needs, emphasizing scientific literacy and practical skill developmen
Argument-Driven Inquiry Model in Chemistry Learning: A Systematic Review
Full text linkArgument driven inquiry (ADI) model is an instructional learning model that combines argumentation with inquiry-based learning. The ADI model allows students to argue actively in the learning process. Previous research studies have found that the ADI model is widely applied in the field of chemistry. This study aims to systematically synthesize research acles related to the ADI model that focus on independent and dependent variables, chemical concepts, and conclusions in chemistry learning. This study uses the systematic literature review (SLR) method for 22 articles from the google scholar, ERIC (education resources information center) and scopus databases in the period 2016- 2025. Search through relevant keyword patterns, namely "ADI" and "chemistry education", index, title and abstract. The findings show that: 1) The dependent variables that are widely studied place the ADI model as a learning model, laboratory instructions, and levels in the inquiry method and the independent variables appear in the cognitive aspect, 2) The majority of study articles focus on the chemical concept of chemical equilibrium, 3) Most studies on the ADI model state that the ADI model is able to provide a positive influence or increase in learning competence in chemistry learnin
Prospective Science Teachers Perception of Local Resources based Curriculum for Learning Science Concepts
Full text linkA community-based curriculum emphasizes the utilization of local community resources to enrich science learning. Garut, situated in west Indonesia, boasts abundant local resources that can serve as valuable curricular materials for science instruction. This study delves into the perceptions of secondary prospective science teachers regarding the local community resources vis--vis science concepts. Thirty-four aspiring secondary science educators from a university in Garut participated in the investigation. The locale features several noteworthy resources, including the Kamojang geothermal field, the leather tanning industry, and Garut sheep. Data collection involved surveys and interviews, with analysis conducted through descriptive statistics and constant comparative methods. Overall, prospective teachers exhibited awareness of Garut's three primary local resourcesnamely, the Kamojang geothermal field (70.6%), the leather tanning industry (88.2%), and Garut sheep (67.6%). However, they lacked direct engagement with these resources, whether through site visits, ownership, maintenance, or comprehensive knowledge of their developmental processes. Furthermore, participants displayed varying levels of understanding regarding concepts related to geothermal science (31.63%), Garut sheep (52%), and the leather tanning industry (24.6%). Interviews depicted a growing inclination toward leveraging local resources in future science instruction. The findings underscore the imperative for prospective teachers to enhance their understanding of science concepts linked to each of Garut's community resource
Utilization of Wetland Vegetation as Ethnobotany by the Community of Burai Village: Identification Study and Local Wisdom
Full text linkThe utilization of wetland vegetation as ethnobotany by the people of Burai Village reflects the strong relationship between local communities and their surrounding environment. This research aims to identify wetland plants used by the community and document their ethnobotanical values. The identification results will serve as a reference for the development of science learning resources and support the creation of contextual teaching materials for junior high school students in Burai Village The study applied a descriptive qualitative method with field surveys, observations, and in-depth interviews with traditional leaders and local residents. Data were analyzed through identification of species, uses, and cultural significance. The results identified 16 species of wetland plants utilized for food, traditional medicine, handicrafts, construction materials, and cultural ceremonies. Species such as Hymenachine amplexicaulis, Melaleuca leucadendron, Nelumbo nucifera, Eleocharis dulci, and Nypa fruticans are essential in daily life. The findings indicate that wetland vegetation plays a crucial role in supporting local livelihoods, preserving traditional knowledge, and maintaining cultural identity. This study emphasizes the importance of integrating local wisdom into sustainable wetland management to ensure ecological and cultural preservation in Burai Villag
Virtual Multiple Skill Laboratory: An Integrated Web-Based Experiment for Science Students
Full text linkThe 21st-century skills are essential for students to adapt to global changes in economics, ecosystems, and politics by developing critical thinking, communication, collaboration, adaptability, and creativity. This article discusses the development of a practicum learning website using the virtual multiple skill laboratory model (VMSLM), an innovation made in response to the obstacles faced in implementing the VMSLM during the covid-19 pandemic. Although focused on solutions during the pandemic, the results of this development have broader potential in supporting online-based practicum learning and distance learning in the future. This research is developmental research that prioritizes qualitative testing as the primary data source. However, quantitative analysis is also required to provide support for the qualitative findings. The results showed that the website developed was considered good and feasible to use based on the results of group discussions with experts. A positive response was also given by the experienced group, who stated that the VMSLM website provided a comprehensive learning experience. These results indicate that practicum using the VMSLM website has the potential to be a valuable tool in the development of physics learning in the future. In addition to providing practical solutions during the pandemic, the use of VMSLM can also support changes towards more interactive, effective, and inclusive learning. Thus, the development of VMSLM websites not only provides a short-term solution but also offers a sustainable contribution to the overall transformation of physics learnin
Effectiveness of Digital Pop-Up Book Science in Enhancing Students Critical Thinking Skills
No full textCritical thinking skills (CTS) are abilities that students must develop and enhance. This tudy aimed to examine the effectiveness of a digital pop-up book in science learning to enhance students CTS. The product was developed using the problem-based learning (PBL) model combined with a socio-scientific issue (SSI) approach, designed to connect science concepts with real-world contexts. The research employed a quasi-experimental method with a non-equivalent control group pretestposttest design, involving eighth-grade students at SMP Negeri 2 Manisrenggo. Data were collected through a critical thinking test consisting of 15 items covering four indicators: analyzing problems, identifying problems, formulating logical ideas, and drawing conclusions. Validation by experts indicated that the product was feasible for classroom use, while teacher and student evaluations confirmed its practicality and readability. The findings revealed that the experimental group achieved a higher average posttest score than the control group, with an N-gain of 0.37 (medium category), compared to 0.19 (low category) in the control group. The most significant improvement was observed in the ability to analyze and identify problems, whereas drawing conclusions showed limited progress. These results demonstrate that digital pop-up book media can serve as an effective learning tool to foster critical thinking by engaging students in authentic issues and collaborative problem-solving. The study suggests broader applications and future exploration of its long-term impact on critical thinkin
A Content Analysis of Technology-Enhanced Learning Research and Pedagogical Innovations in Senior High School Physics
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Augmented Reality Molecular Shape Cards: A Novel Approach to Strengthen Students Understanding of Molecular Shape
Full text linkStudents often face difficulties in visualizing molecular shapes based on the valence shell electron pair repulsion (VSEPR) theory, which is an abstract concept in chemistry. To address this issue, instructional materials need to be developed to help students visualize molecular shapes more concretely. This study uses the research and development (RD) method with the 4D (define, design, develop, and disseminate) development model. The developed instructional materials include cards and an augmented reality (AR) application that allow students to visualize and predict molecular shapes in a tangible way. Validation was conducted by experts in media, content, and language, resulting in feasibility ratings of 98.1% for media aspects, 92.8% for content and language aspects, with an overall average rating of 95.45%. After making improvements to the media, an initial response test was conducted with students, yielding an average score of 90.5% with an excellent rating, and a main scale response test showed a percentage of 96.9%, also categorized as excellent. Based on the feasibility and response tests, the molecular shape cards (MoSCa) media is ready to be implemented in the learning process. The student responses to the initial scale test were 90.5%, and to the main scale test were 96.9%, both rated as excellent. The results indicate that the MoSCa media, based on augmented reality, is engaging and effectively supports students' understanding of molecular shape concept
Profiling Vocational Students Sustainability Literacy in the Skills Domain of Food Waste Education
Full text linkFood waste poses a serious environmental challenge that requires not only conceptual awareness but also practical sustainability competencies. This study aims to profile vocational high school students sustainability literacy in the skills domain of food waste education as a preliminary step toward developing interactive learning media. A total of 36 Grade X students in Bogor participated in a field trial using a prototype e-book entitled Awas Food Waste. Students were assigned to solve a contextual case, design digital posters, and present their solutions in class. Poster texts (365 words) were analyzed through word-frequency techniques, while oral presentations were assessed using a rubric adapted from Murray and Cotgrave. Results showed that frequently used terms indicated both problem recognition (e.g., sisamakanan [food leftovers], food waste, sampah [waste]) and proposed solutions (e.g., kompos [compost], maggot, organik [organic]). The presentation scores averaged 3.53 (median = 3; mode = 3), categorized as sufficientgood, with 22.2% of students achieving a very good level. These findings reveal that students are able to identify and communicate practical strategies to reduce food waste, although the depth and innovation of solutions remain limited. The study highlights a gap between awareness and applied action, underscoring the importance of scaffolding through interactive e-books and other digital media. This preliminary evidence serves as a baseline for designing pedagogically grounded interventions to strengthen vocational students sustainability skills and foster responsible environmental behavio
