Science Education and Development Journal Archives

Integrating multimedia scaffolding in e-modules to enhance students' critical thinking: a systematic review

2026-09-22T09:52:04+00:00

Integrating multimedia scaffolding in e-modules to enhance students' critical thinking: a systematic review. The accelerated growth of digital learning environments requires electronic instructional materials that develop higher-order cognitive skills. E-modules enriched with multimedia offer such potential; however, without structured guidance, multimedia richness may overload learners' cognition and fail to develop critical thinking. This study investigates how the synergistic integration of scaffolding and multimedia within e-modules enhances students' critical thinking skills in digital learning environments. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, searching ScienceDirect, ERIC, and ResearchGate databases for peer-reviewed articles published between 2020 and 2026. Based on strict inclusion criteria, 25 articles were included, predominantly from Scopus- and Sinta-indexed journals. The analysis demonstrates that multimedia components in e-modules minimize cognitive overload and promote deeper information processing. Scaffolding strategies—question prompts, metacognitive scaffolding, gradual hints, and adaptive feedback—effectively guide students to self-regulate learning and evaluate their thinking processes. Moreover, integrating multimedia and scaffolding within Problem-Based Learning (PBL), STEM, and inquiry-based approaches consistently enhances critical thinking aspects, including analysis, evaluation, inference, and argument construction. These findings imply that balancing multimedia richness with structured scaffolding is essential for creating learning environments that support 21st-century critical thinking skills.

Eksplorasi keterampilan berpikir kritis dan kolaborasi siswa pada pembelajaran IPAS terintegrasi STEAM melalui model PjBL

2026-08-08T23:04:38+00:00

Penelitian ini bertujuan untuk mengeksplorasi implementasi pembelajaran IPAS terintegrasi STEAM melalui model PjBL berbasis asset-based thinking, guna merespons kesenjangan penerapan STEAM pada sekolah dasar dengan keterbatasan sumber daya, serta mendeskripsikan profil keterampilan berpikir kritis dan kolaborasi siswa. Penelitian kualitatif dengan rancangan studi kasus ini dilaksanakan di SDN 5 Mataram Ilir pada Mei-Juni 2026, melibatkan seorang kepala sekolah, seorang guru IPAS, dan tiga siswa kelas IV usia sekolah dasar. Hasil penelitian mendapatkan tiga temuan utama. Pertama, pemanfaatan aset lingkungan lokal dan media visual secara integratif terbukti menyediakan konteks nyata yang mendukung pelaksanaan proyek STEAM-PjBL, alih-alih bergantung pada fasilitas yang ideal. Kedua, praktik pembelajaran tersebut memfasilitasi munculnya perilaku berpikir kritis di mana siswa membangun penjelasan kausal berdasarkan pengamatan empiris serta kolaborasi aktif yang ditandai oleh interdependensi dan penyelesaian konflik kelompok. Ketiga, konsistensi implementasi masih dibatasi oleh hambatan konseptual, meliputi keterbatasan pemahaman teoretis guru mengenai kerangka utuh STEAM, kebingungan kognitif siswa dalam memadukan muatan IPA dan IPS, serta kesenjangan persepsi terkait evaluasi proyek. Berdasarkan temuan tersebut, penelitian ini merekomendasikan penerapan strategi pemetaan konsep (concept mapping) secara eksplisit dan transparansi kriteria penilaian, serta menyarankan studi komparatif lanjutan guna memperluas pemahaman adaptasi STEAM-PjBL di berbagai konteks demografi Pendidikan

Analisis rasch instrumen literasi sains berbasis carbon dots pada fisika modern

2026-10-04T10:37:05+00:00

Pembelajaran Fisika Modern menuntut peserta didik memahami konsep abstrak, seperti energi foton, absorpsi, emisi, dan fluoresensi, serta menafsirkan data ilmiah. Penelitian ini mengevaluasi kualitas pengukuran instrumen literasi sains berbasis konteks Black Pepper Carbon Dots (BPCDs) menggunakan Model Rasch dikotomus. Kontribusi penelitian terletak pada pengaitan konteks fluoresensi BPCDs dengan pemetaan psikometrik butir literasi sains, bukan pada penemuan material baru. Penelitian melibatkan 124 peserta didik kelas XII dari empat kelas di SMA Negeri 17 Garut dan menggunakan 20 butir soal dikotomus. Observasi pembelajaran dan wawancara guru digunakan sebagai data kontekstual. Analisis dilakukan dengan WINSTEPS versi 3.73 melalui reliabilitas person dan item, separation, infit-outfit MNSQ, point-measure correlation, ukuran logit, serta Test Information Function. Hasil menunjukkan person reliability 0,81, item reliability 0,96, Cronbach Alpha/KR-20 0,84, person separation 2,05, dan item separation 5,01. Nilai infit MNSQ berada pada rentang 0,85-1,15, outfit MNSQ 0,56-1,21, dan point-measure correlation 0,32-0,61. Butir termudah adalah S1 (-2,25 logit), sedangkan butir tersulit adalah S19 (2,19 logit). Informasi tes mencapai puncak sekitar 0 logit dan menurun pada kedua ujung skala kemampuan. Temuan ini memberikan bukti awal tentang konsistensi pengukuran dan urutan tingkat kesulitan butir, validasi pada sekolah yang lebih beragam serta penguatan presisi pada kemampuan ekstrem masih diperlukan.

Scientific inquiry in biology: exploring university students’ understanding of experiment planning, implementation, and interpretation

2026-09-30T14:17:13+00:00

Scientific inquiry in biology: exploring university students’ understanding of experiment planning, implementation, and interpretation. Biology learning based on scientific inquiry requires university students to understand experimentation as a process involving planning, conducting, and interpreting results. This study aimed to analyze university students’ understanding of scientific inquiry through biological experiments and the relationships among these aspects. A descriptive correlational study used a survey of 41 first-semester Basic Biology students and assessment of 10 group experimental reports. Survey responses were analyzed descriptively and using Spearman’s correlation; report assessment provided a complementary descriptive perspective. Category means were 4.08 for planning, 3.96 for implementation, and 4.06 for interpretation, with positive correlations ranging from 0.748 to 0.861. Descriptive report observations indicated difficulties in linking data with biological concepts and supporting explanations with evidence. The study extends the cited outcome-oriented inquiry research by mapping associations among three experimental domains within introductory university biology and considering those perceptions alongside group written work. The findings suggest connecting experimental decisions and observations with explicit guidance for evidence-based explanations. Because survey responses and group reports represent different units of analysis, the findings do not establish an individual perception–performance discrepancy.

Current research trends on socio-scientific issues and STEM education: a bibliometric analysis

2026-10-03T06:46:57+00:00

Current research trends on socio-scientific issues and STEM education: a bibliometric analysis. STEM education aims to foster students’ 21st-century skills. However, teaching STEM alone without integrating social and environmental real-world context remains a problem. To bridge this gap, integrating socio-scientific issues into STEM learning by integrating real-world context support the development of problem-solving, decision-making and argumentation skills. Research on SSI in STEM education has expanded rapidly over the past decade across various sub-disciplines. However, comprehensive quantitative bibliometric mapping that systematically traces the global research trajectory, intellectual structure, key contributors, and thematic clusters of SSI in STEM education remains lacking. This study aims to conduct a bibliometric analysis that offers an objective, data-driven methodology to visualize knowledge domain structures, author networks, and publication shifts over time. We collected documents from the Scopus database, resulting in 281 final documents related to the implementation of SSI in STEM education published from 2016 to 2026. Several tools were utilized, including Microsoft Excel, OpenRefine, RStudio, Biblioshiny, and VOS viewer. The findings show that while SSI is originally concentrated in the United States, other countries such as Indonesia now rank second among the most productive nations, with Universitas Negeri Malang leads the most productive institution with 10 publications within the timeframe. The thematic analysis and keyword co-occurrence analysis show that teaching, learning, teacher training, climate change education, and STEM education are the most used author keywords, indicating that the article mainly discusses these topics.

Kebutuhan media pembelajaran educational escape room pada materi laju reaksi ditinjau dari indikator AIDA

2026-10-17T11:32:53+00:00

Penelitian ini bertujuan menganalisis kebutuhan siswa terhadap media pembelajaran berbasis Educational Escape Room (EER) pada materi laju reaksi berdasarkan indikator Attention, Interest, Desire, dan Action (AIDA) sebagai dasar perancangan game “The Lost Lab of Atkins”. Penelitian menggunakan pendekatan kuantitatif dengan teknik purposive sampling yang melibatkan 70 siswa peminatan MIPA dari dua SMA di Kota Serang. Data dikumpulkan melalui kuesioner berskala Likert lima tingkat yang terdiri atas 16 pernyataan dan dianalisis secara deskriptif kuantitatif menggunakan persentase respons. Hasil penelitian menunjukkan bahwa pada indikator Attention, 96% siswa memberikan respons positif terhadap penggunaan contoh nyata atau eksperimen virtual. Pada indikator Interest, 93% siswa menyatakan bahwa animasi atau video membuat materi laju reaksi lebih menarik. Pada indikator Desire, 94% siswa menunjukkan kebutuhan terhadap media pembelajaran untuk membantu meningkatkan pemahaman materi. Sementara itu, pada indikator Action, 83% siswa menunjukkan kecenderungan mengulang materi menggunakan media interaktif. Namun, kesediaan menggunakan media secara rutin untuk belajar mandiri menunjukkan variasi respons, yaitu 53% positif, 42% kurang setuju, dan 5% tidak setuju atau sangat tidak setuju. Temuan ini menjadi dasar perancangan EER yang mengintegrasikan visualisasi konsep, eksperimen virtual, permainan interaktif, dan latihan soal, sekaligus mempertimbangkan strategi untuk mendorong penggunaan media secara berkelanjutan. Penelitian ini merupakan analisis kebutuhan dan tidak menguji efektivitas media. Hasilnya diharapkan menjadi landasan pengembangan “The Lost Lab of Atkins” sesuai kebutuhan siswa dan karakteristik materi laju reaksi.