Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Journal title Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Initials J-PS Abbreviation J. Prisma. Sains. Pembelajaran. Matematika. IPA Frequency 4 issues per year (january, april, july, and october) DOI Prefix 10.33394 by ISSN 2540-7899 (Online) | 2338-4530 (Print) Publisher Universitas Pendidikan Mandalika (UNDIKMA) Indexed Sinta | Google Scholar | <a href="https://doaj.org/toc/2540-7899?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222338-4530%22%2C%222540-7899%22%5D%7D%7D%2C%7B%22term%22%3A%7B%22_type%22%3A%22article%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener">DOAJ Acreditation Sinta 2 10/C/C3/DT.05.00/2025 This journal has been ACCREDITED by National Journal Accreditation (ARJUNA) managed by the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia with Decree Number: 10/C/C3/DT.05.00/2025, dated March 25, 2025. Prisma Sains [p-ISSN 2338-4530 | e-ISSN 2540-7899] was first published in June 2013 by Faculty of Science, Engineering, and Applied Science, Universitas Pendidikan Mandalika. This journal publishes a scientific paper on the results of the study and review of the literature. stars77 stars77 jepang 88 stars77 rajacuan WDMAHJONG ANGKABET aslivip88 aslivip88 aslivip88 sobat777 sobat777 batmantotoalternatif.com
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STEM-Based Teaching Module with a Realistic Mathematics Education Approach to Improve Critical Thinking Skills among Vocational High School Students in an Automotive Engineering Program
This study aimed to examine the effectiveness of a STEM-based teaching module with a Realistic Mathematics Education (RME) approach in improving the critical thinking skills of vocational high school students in the Automotive Engineering Expertise Program. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase was conducted through a quasi-experiment using a pretest-posttest control group design, while the qualitative phase was conducted through semi-structured interviews with mathematics teachers. The participants were 62 eleventh-grade Motorcycle Engineering students at SMK Negeri 1 Pringgabaya, consisting of 31 students in the experimental group and 31 students in the control group. The experimental group received instruction using the STEM-RME-based teaching module, whereas the control group received expository instruction. The quantitative instrument was a written test consisting of 15 multiple-choice items and 5 open-ended questions. The data were analyzed using descriptive statistics, gain scores, N-Gain, paired-samples t-test, independent-samples t-test, mixed-design ANOVA, and thematic analysis. The results showed that the mean score of the experimental group increased from 22.39 to 28.97, while that of the control group increased from 22.23 to 24.87. The mean N-Gain of the experimental group was 0.53, categorized as moderate, whereas that of the control group was 0.20, categorized as low. The paired-samples t-test showed a significant improvement in the experimental group, t(30) = 27.95, p < 0.001, and in the control group, t(30) = 7.52, p < 0.001. The independent-samples t-test showed significant differences in the posttest score, t(56.81) = 11.20, p < 0.001, gain score, t(60) = 9.30, p < 0.001, and N-Gain, t(60) = 9.64, p < 0.001. The mixed-design ANOVA revealed a significant time × group interaction, F(1,60) = 86.43, p < 0.001. The teacher interview findings indicated that students found it easier to understand mathematical concepts when the material was connected to automotive contexts, such as wheels, tires, rims, disc brakes, gears, sprockets, pulleys, and tangent lines on vehicle components. The teachers also emphasized that real-life contexts, teaching aids, modeling, discussion, and visualization helped students overcome difficulties in visualizing geometry and encouraged them to provide reasoning and check the reasonableness of their answers. Thus, the STEM-RME-based teaching module was effective in improving students’ critical thinking skills.
Copyright (c) 2026 Kadir Alpan Alaydrus, Sutarto Sutarto, Saiful Prayogi https://creativecommons.org/licenses/by/4.0
Effectiveness of the Teaching Factory Model in Vocational Education to Improve Design Thinking among Students in the Electronics Engineering Expertise Program
This study aimed to examine the effectiveness of the Teaching Factory (TEFA) model in vocational education in improving the design thinking of students in the Electronics Engineering Expertise Program and to identify the supporting and inhibiting factors in its development. The study employed mixed methods with an explanatory sequential design. The quantitative phase applied a quasi-experimental pretest-posttest control group design involving 39 eleventh-grade students at SMK Negeri 1 Pringgabaya, consisting of 19 students in the experimental group who participated in TEFA-based learning and 20 students in the control group who participated in expository instruction. The quantitative instrument was a 30-item Likert-scale design thinking questionnaire based on six dimensions of design thinking. The data were analyzed using descriptive statistics, N-gain, paired-samples t-test, independent-samples t-test, ANOVA, ANCOVA, and effect size analysis. The qualitative phase was conducted through semi-structured interviews with seven students from the experimental group and one Electronics Engineering teacher, and the data were analyzed thematically. The results showed that the experimental group experienced a greater improvement in design thinking than the control group. The mean N-gain of the experimental group was 0.63, while that of the control group was 0.39. The tests of gain, N-gain, posttest scores, ANOVA, and ANCOVA showed significant differences with large effect sizes. Improvement also occurred across all dimensions of design thinking, particularly mindfulness to the process and impacts on others, human-centeredness, and collaboratively working with diversity. The qualitative findings showed that the development of design thinking was supported by authentic learning contexts, orientation toward user needs, collaboration, prototyping, testing, product revision, teacher guidance, and practical facilities. The main obstacles included limited time, uneven coding ability, technical constraints related to sensors and circuits, and the tendency to choose safe solutions. Therefore, TEFA was effective in improving the design thinking of Electronics Engineering students in the vocational school context.
Copyright (c) 2026 Moh Faisatullah, Saiful Prayogi, Muhammad Roil Bilad https://creativecommons.org/licenses/by/4.0
A Newman Error Analysis of Grade 11 Students’ Adaptive Reasoning in Solving Composition-of-Function Problems
Adaptive reasoning is one of the five strands in mathematical proficiency. It reflects students’ capacity to think logically and justify their reasoning when solving mathematical problems, particularly in the topic of composition of functions. This study aims to analyze students’ errors in solving adaptive reasoning problems on the topic of composition function based on Newman’s Theory. The type of research used is qualitative research using a diagnostic test and interviews as instruments. The subjects of this study were 16 eleventh-grade students at a high school in Berau Regency in Kalimantan Timur Province. The results of this study show that students’ errors occur at the understanding stage, transformation stage, process skills stage, and the solution process stage. In the argumentation indicator, students experienced errors at the comprehension stage by 100%. In the inference indicator, errors occurred at the transformation stage by 43.75% and the process skills stage by 37.5%. Furthermore, on the validation indicator, students’ errors in the process skill stage at 6.25% and the completion process stage at 18.75%. The type of errors that majority of students experienced was the comprehension stage on the argumentation indicator.
Copyright (c) 2026 Noviana Antaria, Sufyani Prabawanto, Suhendra Suhendra, Ruswan Dallyono https://creativecommons.org/licenses/by/4.0
Socio-Scientific Issues (SSI)-Based E-Module on Indragiri River Pollution and Land Conversion: A Needs Analysis from the Perspective of Biology Teachers at Senior High School
The low levels of environmental literacy and decision-making skills among senior high school students remain a pressing concern, particularly in regions facing real ecological challenges such as Keritang District, Indragiri Hilir Regency. This study aimed to: (1) describe the current condition of teaching materials used in Biology learning; (2) examine teachers' perspectives on students' environmental literacy and decision-making skills; (3) explore the relevance of local issues as socio-scientific issue (SSI) contexts; and (4) identify teachers' needs regarding the characteristics of an SSI-based e-module. A qualitative approach with a single case study embedded units design was employed, involving three Biology teachers from all active senior high schools (SMA/MA) in Keritang District, selected through total sampling. Data were collected through semi-structured interviews and lesson plan documentation, analyzed using the interactive model of Miles, Huberman, and Saldaña, and validated through source triangulation and member checking. The findings reveal that: (1) the teaching materials currently used do not incorporate local contexts from Keritang District, as indicated by lesson plans that lack integration of area-specific environmental issues; (2) from teachers’ perspectives, students' environmental literacy remains at the awareness level, while their decision-making skills are still limited; (3) the issues such as pollution of the Indragiri River pollution and land conversion are highly relevant as local SSI contexts due to their rich scientific, social, economic, and ethical dimensions; and (4) there are differences in implementation readiness across schools: public high schools are more prepared to use digital e-modules, while private madrasah require printed modules due to limited access to digital devices. Nevertheless, both require teaching materials that include authentic local data, higher-order thinking (HOTS) activities, e-modules accessible offline via smartphones and printable as an alternative, as well as alignment with the curriSculum. These findings represent a needs analysis as the first phase in the development of an e-module, with the design and validation stages planned as subsequent phases. The results of this needs analysis provide an empirical basis for designing a locally grounded SSI-based e-module to improve the quality of Biology learning in Keritang district.
Copyright (c) 2026 Hasni Hasni, Bambang Supriatno, Sariwulan Diana https://creativecommons.org/licenses/by/4.0
Procedural Logic Gaps in Mitigation Mapping: Content Analysis of QGIS-Based Essay Responses
Theoretical knowledge about disasters does not always correspond to technical ability in mapping risks. Lombok Island has high tectonic complexity because it is flanked by the Sunda Subduction Zone in the south and the Flores Back-Arc Thrust in the north, which requires precise spatial data-based mitigation strategies. This study aims to reconstruct students' mental models in integrating geospatial technology and disaster content through content analysis of essay answers. The novelty of this study lies in revealing the 'procedural logic gap' that is often overlooked in menu-driven practical assessments. The method used is descriptive-qualitative with a content analysis approach on 35 students of the Physics Study Program who have taken the Mapping course. The analysis framework adopts the Geospatial Technology Competency Model (GTCM) and the SOLO Taxonomy. Research results reveal a sharp cognitive polarization, where the majority of respondents (60%) are at the Pre-structural and Uni-structural levels. Key findings indicate the phenomenon of "Disconnected Cognition"; students understand the conceptual aspects of tectonics (Tier 3 GTCM), yet fail to construct a systematic QGIS workflow (Tier 4 GTCM), which is reflected in fragmented procedure descriptions. The inability to integrate this operational logic causes mitigation map outputs to become merely "visual decorations" without optimal function as a decision-making tool. This study recommends a repositioning of the GIS curriculum to emphasize strengthening system logic rather than merely imitating software procedures.
Copyright (c) 2026 Suci Handayani, Eko Hariyono, Binar Kurnia Prahani, Muhammad Satriawan, Parizal Hidayatullah https://creativecommons.org/licenses/by/4.0
Assessing Students’ Physics-Science Literacy Skills on Impulse and Momentum Through Real-Life Activities
This research aims to analyze students' science literacy on the topic of impulse and momentum based on the Program for International Student Assessment (PISA) competencies. This study uses a descriptive approach involving 22 high school students. The instrument used consisted of three essay questions (constructed-response) developed based on real-world contexts and aligned with PISA science literacy indicators. Students' answers are assessed using a PISA-based scoring rubric to categorize the level of science literacy achievement. The research results show that students' science literacy achievements vary across each competency. The competence to explain phenomena scientifically and design and evaluate scientific investigations falls into the Fair category, while the competence to interpret scientific data and evidence scientifically falls into the Poor category. These findings indicate that students are relatively capable of recognizing and explaining physical phenomena and have a preliminary understanding of scientific investigations, but still struggle with interpreting data and accurately relating it to physical concepts. The implication of this research is the need to strengthen learning strategies that emphasize data interpretation skills, such as thru the analysis of experimental results, graphs, and context-based reasoning questions. Inquiry-based and problem-based learning approaches are recommended to support the more comprehensive development of science literacy. This study has limitations in the small sample size, the limited number of instruments, and the research context being conducted in only one school. Subsequent research is recommended to involve a larger sample and more diverse instruments.
Copyright (c) 2026 Laila Rahma Arifah, Muhammad Satriawan, Budi Jatmiko, Binar Kurnia Prahani https://creativecommons.org/licenses/by/4.0
Integrating Coding and Project-Based Learning to Foster Elementary Students’ Creativity
Despite growing interest in coding education for fostering 21st-century skills, empirical evidence from resource-constrained, non-metropolitan settings remains limited, particularly when comparing digital and non-digital approaches. This study investigated the comparative effectiveness of plugged and unplugged coding instruction within a Project-Based Learning (PjBL) framework in enhancing creative thinking skills among fifth-grade students. Using a mixed-methods quasi-experimental design, 98 students from two Integrated Islamic Elementary Schools in Central Aceh were assigned to a plugged coding group (n = 50) using Scratch 3.0 or an unplugged coding group (n = 48) using cardboard-based physical media. Creative thinking was assessed using TTCT-inspired open-ended project design tasks aligned with four Guilford dimensions (fluency, flexibility, originality, elaboration), while student perceptions and qualitative learning experiences were examined through questionnaires and semi-structured interviews. Both groups demonstrated significant pre–post improvement; however, the plugged group achieved a higher N-Gain (0.489 vs. 0.419), both within the moderate category, with a statistically significant but practically moderate between-group difference (p = .001, Cohen's d = 0.65). Qualitative findings indicated that plugged coding supports iterative refinement and multimedia expression, whereas unplugged coding promoted collaboration and flexible thinking through physical co-construction. Perception data showed positive learning experiences in both groups, with perceived creativity support moderately correlated with N-Gain scores in both conditions. These findings suggest that both approaches effectively support creative thinking through distinct pedagogical mechanisms and provide practical guidance for designing inclusive and context-sensitive coding instruction in resource-constrained elementary settings. This study compared the two approaches as separate conditions; hybrid integration was not examined.
Copyright (c) 2026 Leni Agustina Daulay, Rahmah Nurfitriani https://creativecommons.org/licenses/by/4.0
From Verification-Based Practicum to Product-Oriented Teaching Factory: A Needs Analysis in Chemistry Teacher Education
Although product-based chemistry practicum and teaching factory studies have been discussed separately, limited empirical diagnostic evidence explains readiness gaps, perception differences, and institutional support needs before a teaching factory-oriented chemistry practicum model is developed. This study aimed to identify empirical needs for developing a product-oriented teaching factory model in chemistry practicum within chemistry teacher education. A descriptive quantitative needs-analysis design was used with substantive interpretation of aggregate questionnaire and observation responses. Participants were 20 chemistry education students and 6 lecturers from two universities in Mataram, Indonesia. The analysis focused on current practicum characteristics, teaching factory understanding and interest, soft skills, barriers, authentic product potential, and partnership needs. The findings indicate that practicum activities remain strongly verification-oriented: 15 of 20 students (75%) reported that procedures strictly followed manuals without modification, while 3 of 6 lecturers (50%) perceived practicum as balanced between verification and exploration. Teaching factory literacy was still limited, with 16 of 20 students (80%) reporting low understanding or no familiarity with the concept. Nevertheless, all students expressed interest in authentic product-based practicum, and all lecturers recognized the importance of developing the model. Main barriers included limited equipment and materials, short practicum time, dense curriculum or standard procedures, and students' low confidence in trying new approaches. These findings provide initial design considerations, not evidence of model effectiveness. Future development should begin with concept orientation, flexible product-based modules, simple quality testing, structured soft-skill rubrics, and sustainable external partnership mechanisms.
Copyright (c) 2026 Ahmadi Ahmadi, Aliefman Hakim, Jamaluddin Jamaluddin, Iwan Sumarlan, Baiq Risni Maripa https://creativecommons.org/licenses/by/4.0
Integrating Bondowoso Kentrung Art into Inquiry-Based Science Learning: Effects on Critical Thinking and Collaboration Skills
Critical thinking and collaboration are 21st-century skills that remain a challenge in science learning. The purpose of this study was to examine the effect of integrating Kentrung Bondowoso art into inquiry-based science learning on critical thinking and collaboration. The research design used was a quasi-experimental study using a pre-test and post-test control group. In the experimental group, inquiry-based science learning was implemented that integrated scientific phenomena found in the Kentrung Bondowoso art, while in the control group, inquiry-based science teaching was conducted. Critical thinking was assessed through an essay test, and collaboration was evaluated using an observation sheet. Descriptive statistical analysis was conducted to determine the mean, standard deviation, and level of achievement gain. The ANCOVA test was applied to determine the impact of learning innovation on critical thinking and collaboration. The results of statistical tests showed that between the experimental group and the control group, there was a significant difference in critical thinking (p < .05), and there was no significant difference in collaboration (p > .05). The findings showed that integrating Kentrung Bondowoso art into inquiry-based science learning significantly influenced critical thinking but did not significantly affect collaboration. Students use the local cultural context to develop their thinking processes. This research result implies that the use of local cultural contexts, such as the Kentrung Bondowoso art form, continues to hold significant pedagogical value in science teaching, particularly in enhancing the relevance and meaningfulness of learning.
Copyright (c) 2026 Silvia Qaulina Damayanti, Supeno Supeno, Iis Nur Asyiah https://creativecommons.org/licenses/by/4.0
Integrating STEM Approaches into Interactive Digital Modules for Supporting Higher-Order Thinking Skills in Science Education: A Systematic Literature Review
The integration of Science, Technology, Engineering, and Mathematics (STEM) approaches into interactive digital modules (IDMs) has gained prominence as a strategy for supporting Higher-Order Thinking Skills (HOTS) in science education. This PRISMA-based systematic literature review synthesizes empirical studies published between 2022 and 2026 to examine how STEM-embedded digital modules are designed, implemented, and evaluated in relation to HOTS outcomes. Using PRISMA procedures and structured Boolean searches across major databases, 22 studies were selected and analyzed across four themes: STEM integration models, interactive design mechanisms, empirical effectiveness, and implementation challenges including scalability and equity. The findings show that modules grounded in the Engineering Design Process (EDP), inquiry-based learning, and adaptive feedback were most frequently associated with short-term improvements in analytical reasoning, problem-solving, and evaluative thinking. Quantitative evidence indicates that one AI-assisted module reported an 18.4% improvement in applied reasoning; however, differences in instruments and study designs limit direct comparison across HOTS measures. Some studies also reported short-term retention effects. The review proposes an integrative framework linking depth of STEM integration, interactive mechanisms, contextual moderators, and HOTS outcomes, and highlights inclusive design, continuous feedback, collaboration, and teacher training as key principles for sustainable, equitable, and evidence-informed implementation.
Copyright (c) 2026 Rahmawati Rahmawati, Tri Hastiti Fiskawarni, Andi Arie Andriani, Widiasih Widiasih https://creativecommons.org/licenses/by/4.0
Cognitive Barriers in the Transition from Graphical to Symbolic Representation of Integral Concepts: A Systematic Literature Review
Integral calculus requires students to coordinate graphical, symbolic, and verbal representations rather than rely only on procedural manipulation. However, many students experience cognitive difficulty when converting graphical information, such as shaded regions or curves, into formal integral notation. This study synthesizes empirical evidence on cognitive barriers in the graphical-to-symbolic transition of integral concepts through a Systematic Literature Review (SLR). The review followed PRISMA 2020 guidance and examined empirical journal articles and conference proceedings published from 2016 to 2025 at the university or pre-university transition level. Records were searched in Google Scholar, Garuda, ERIC, and ScienceDirect; after screening and eligibility assessment, eleven studies were included. The selected studies were analyzed through descriptive synthesis and thematic coding to identify literature distribution, theoretical tendencies, and recurring barrier types. The synthesis indicates that representation-oriented and cognitive frameworks, including Duval's Semiotic Register Theory, APOS theory, mental models, and accumulation perspectives, are frequently used to interpret students' difficulties. Three central barriers were identified: (1) visual attribute disorientation, in which students misread visually salient features such as intercepts as integration limits; (2) cognitive conflict in signed area, in which students struggle to reconcile positive area images with negative symbolic accumulation; and (3) multicurve decomposition barriers, in which students have difficulty determining boundaries, intersections, and upper-lower function relationships. These findings suggest that graphical-to-symbolic transition is not merely a procedural issue but a representational coordination challenge. The review recommends barrier-specific learning designs that combine graphical tasks, dynamic visualization, accumulation-based reasoning, and structured error reflection.
Copyright (c) 2026 Marthinus Yohanes Ruamba, Rian Efendi, Elsi Sirampun, Natalia M. I. Weya https://creativecommons.org/licenses/by/4.0
Global Trends of STEAM Research in Science Education (2010–2025): A Bibliometric Review
Science education has experienced a substantial paradigm shift over the last decade, driven by the demands of the twenty-first century, rapid technological advancement, and the need for innovative, multidisciplinary approaches to learning. This study aims to examine global research trends in STEAM (Science, Technology, Engineering, Arts, and Mathematics) within the context of science education from 2010 to 2025 using a bibliometric approach. Data were retrieved from the Scopus database and analyzed using Biblioshiny, VOSviewer, and Microsoft Excel to map publication growth, citation patterns, collaboration networks, and thematic development. A total of 114 Scopus-indexed journal articles were identified and analyzed following a rigorous screening process based on predefined inclusion and exclusion criteria. The results indicate a substantial increase in STEAM-related publications, particularly after 2018, reflecting growing global interest in interdisciplinary and creativity-oriented science education. The United States emerged as the most productive and influential country, with strong international collaboration networks. Keyword and thematic analyses reveal that “science education,” “STEAM,” and “engineering education” function as motor themes, while “STEM,” “curriculum,” and “creativity” serve as foundational themes. Emerging topics such as computational thinking and computer science education highlight the increasing integration of digital competencies in STEAM pedagogy. Overall, the findings demonstrate that STEAM research in science education has evolved into a dynamic and interdisciplinary field, providing valuable insights for researchers, educators, and policymakers in shaping future research directions and educational practices.
Copyright (c) 2026 Dedi Prasojo, Syamsu Syamsu, Sudarsono Sudarsono, Supriyatman Supriyatman, Afadil Afadil, Rafiqa Rafiqa https://creativecommons.org/licenses/by/4.0
A Study of Conceptual Understanding, Science Process Skills, and Representational Coordination through Guided Inquiry with Integrated Physical and Virtual Laboratories
This study examines changes in prospective physics teachers’ conceptual understanding, science process skills, and representational coordination in light refraction learning following a guided inquiry design integrating real and virtual laboratories. The study employed a one-group pretest–posttest design with a concurrent embedded mixed-methods approach involving 15 prospective physics teacher students. Quantitative data were analyzed using the Wilcoxon signed-rank test and N-gain analysis, while qualitative data were examined through representational coordination coding, including visual-graphical, symbolic-mathematical, and verbal-textual representations. The results showed an increase in students’ conceptual understanding, with average scores rising from 10.07 on the pretest to 21.80 on the posttest, as indicated by the Wilcoxon test result (p < 0.05). he average N-gain score of 0.79 falls within the high category of improvement. Science process skills also increased from 3.93 to 8.33 (p < 0.001), with an average N-gain of 0.73, which falls within the high category. Qualitative findings indicated a shift from predominantly verbal and fragmented explanations toward more varied representations and relatively more coherent conceptual structures. Overall, the findings suggest that the integration of real and virtual laboratories within guided inquiry was associated with changes in conceptual understanding, science process skills, and representational coordination among prospective physics teachers.
Copyright (c) 2026 Theo Jhoni Hartanto, Pri Ariadi Cahya Dinata, Suhartono Suhartono https://creativecommons.org/licenses/by/4.0
Computational Thinking in Linear Programming Based on Prior Mathematical Ability
Computational thinking (CT) plays an important role in supporting students’ mathematical problem-solving abilities, particularly in technology-assisted learning environments. This study aimed to analyze students’ computational thinking profiles in solving linear programming problems using the simplex method based on their prior mathematical ability and to examine their responses to the use of POM-QM for Windows as a learning support tool. A qualitative descriptive approach was employed involving 21 undergraduate students in a mathematics education program. Three students representing high, moderate, and low levels of prior mathematical ability were purposively selected for in-depth analysis. Data were collected through linear programming problem-solving tasks assisted by POM-QM for Windows, semi-structured interviews, and student response questionnaires. Data analysis was conducted through data reduction, data display, and conclusion drawing based on four computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic thinking. The findings showed that students’ computational thinking profiles differed according to their prior mathematical ability. Students with high prior mathematical ability demonstrated all CT components consistently through systematic problem decomposition, accurate mathematical modeling, effective pattern identification, and appropriate application of simplex procedures. Students with moderate prior mathematical ability showed adequate performance but experienced difficulties in pattern recognition and algorithmic implementation. Meanwhile, students with low prior mathematical ability encountered challenges in identifying relevant information, constructing mathematical representations, and developing structured solution procedures. Students generally responded positively to the use of POM-QM for Windows, particularly in simplifying calculations and supporting the problem-solving process. These findings indicate that prior mathematical ability influences students’ computational thinking performance and highlight the importance of integrating technological tools with mathematical reasoning in learning activities.
Copyright (c) 2026 Reza Kusuma Setyansah, Swasti Maharani https://creativecommons.org/licenses/by/4.0
Exploring Lower Secondary Students’ Mathematical Literacy in Number Content Through the Lens of Logical Mathematical Intelligence
Although research on mathematical literacy and multiple intelligences has advanced significantly, studies that specifically examine the characteristics of junior high school students’ mathematical literacy in PISA number content through logical mathematical intelligence remain very limited. This study aims to describe the characteristics of junior high school students’ mathematical literacy with different levels of logical mathematical intelligence in solving PISA equivalent problems, as well as to analyze the relationship between the level of logical mathematical intelligence and the problem solving strategies demonstrated by students. This study was designed using a descriptive qualitative approach and involved thirty four junior high school students selected through purposive sampling based on high, medium, and low levels of logical mathematical intelligence;research instruments included a multiple intelligence test, number content questions adapted from PISA, and a semi-structured interview guide;data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions using the triangulation method. The results of the study indicate that logical mathematical intelligence is related to mathematical literacy:students with high intelligence demonstrated comprehensive problem formulation accompanied by multivariable evaluation strategies;students with medium intelligence were able to identify relevant information but were limited to a single variable without thorough verification; and students with low intelligence still relied on procedural intuition accompanied by fundamental misunderstandings. These findings support the premise that logical mathematical intelligence not only determines the accuracy of the final answer but also shapes the depth of students’ overall mathematical cognitive processes. Further research is recommended to expand the content beyond numbers.
Copyright (c) 2026 Dina Nur Aisiya, Sri Suryanti https://creativecommons.org/licenses/by/4.0
Unveiling Seventh-grade Natural Sciences Teaching Practices Under the Merdeka Curriculum in Pontianak, West Kalimantan
The Merdeka Curriculum is a systemic change aimed at addressing learning loss caused by the Coronavirus Disease 2019 pandemic. One subject largely affected by the curriculum implementation is Natural Sciences, which has undergone several changes since its inception in 2022. This research aims to examine how the implementation of the Merdeka Curriculum in the seventh-grade Natural Sciences subject has developed over time by comparing its initial adoption with its implementation in 2025. This research employed mixed methods and involved 30 seventh-grade Natural Sciences teachers from junior high schools in Pontianak City, West Kalimantan Province, Indonesia. Data collection involved questionnaires and brief interviews in 2023 and 2025, concluding in quantitative and qualitative data analysis. The research unveiled comprehensive information, mapped into five key aspects of implementing Natural Sciences learning in the Merdeka Curriculum: the subject’s basis and duration, teachers’ perceptions and understanding, planning and implementation of the learning, assessment of the learning, and its impacts. Several notable key quantitative findings were revealed. First, the proportion of schools that implemented the Merdeka Curriculum rose from 93.3% in 2023 to 100.0% in 2025. Second, teachers who utilized four learning models in 2023 began diversifying their choices, with the 2025 data showing five models, with problem-based learning gaining the highest proportion (76.7%). Third, the collaboration among Natural Sciences teachers and other subjects has risen in proportion from 46.7% for both in 2023 to 86.7% and 76.7% in 2025, respectively. Fourth, the proportion of teachers who felt positive impacts from the Merdeka Curriculum rose from 93.3% in 2023 to 100.0% in 2025. Fifth, there is a decrease in the proportion of teachers who faced obstacles in implementing the Merdeka Curriculum—from 90.0% in 2023 to 66.7% in 2025. Moreover, qualitative findings enrich the quantitative data by providing insights into how seventh-grade Natural Sciences teachers perceive the Merdeka Curriculum and how they translate the regulations into classroom practices, thereby supporting students’ further development in line with national and global demands. Overall, the results indicate that the seventh-grade Natural Sciences teachers in Pontianak City perceive the Merdeka Curriculum as a primary nationwide educational framework that substantially improves teachers’ competencies and supports student development, particularly in character development and 21st-century skills. However, several issues in curriculum implementation require further action and research.
Copyright (c) 2026 Kurnia Ningsih, Anisyah Yuniarti, Mas Akhbar Faturrahman, Dian Wahyuningsih https://creativecommons.org/licenses/by/4.0
The Effectiveness of LENTERA-Based Interactive Media on Early Childhood Scientific Literacy: Learning Engagement as a Covariate
Scientific literacy is a fundamental competence that should be developed from early childhood. However, early childhood learning practices remain predominantly teacher-centered, minimally exploratory, and supported by static media, resulting in suboptimal learning engagement and scientific literacy outcomes. This study aimed to examine the effectiveness of LENTERA (Literacy and Research Exploration in Learning) based interactive media on early childhood students’ scientific literacy, with learning engagement as a covariate. The media is a digital learning application that integrates illustrated stories, animated videos, observation activities, simple experiments, interactive quizzes, and reflection worksheets designed according to the stages of literacy, exploration, investigation, analysis, and reporting. A quasi-experimental design with a single-factor independent group and a covariate was employed. The participants were 64 early childhood education students randomly assigned to an experimental group and a control group. Data were collected using a scientific literacy test and a learning engagement observation sheet. Data were analyzed using descriptive statistics and ANCOVA after satisfying the assumptions of normality, homogeneity, linearity, and homogeneity of regression slopes. The findings revealed a significant difference between groups after controlling for learning engagement (F(1,61)=5.759, p=0.019, ηp²=0.086), with the experimental group achieving higher adjusted mean scores. Learning engagement also significantly affected scientific literacy (F(1,61)=33.157, p<0.001, ηp²=0.352). The study concludes that LENTERA-based interactive media is effective in enhancing early childhood students’ scientific literacy and learning engagement.
Copyright (c) 2026 Ni Luh Ika Windayani, Ni Wayan Risna Dewi, Ni Putu Widyasanti https://creativecommons.org/licenses/by/4.0
A Village Community Empowerment Model for Waste Management to Enhance Community Entrepreneurial Intention
Waste management in rural areas continues to face several challenges, including low levels of household waste sorting, limited waste-processing facilities, and the underutilization of waste as an economic resource. This study aimed to analyze the improvement in rural community entrepreneurial intention after participating in a waste bank-based empowerment program. A mixed-methods approach with an explanatory sequential design was employed. The quantitative phase used a pre-experimental one-group pretest-posttest design without a control group, while the qualitative phase was conducted through semi-structured interviews. The participants consisted of 10 program participants from Senteluk Village, Batulayar District, West Lombok Regency, and one waste bank manager. The quantitative instrument was an entrepreneurial intention questionnaire based on the Theory of Planned Behavior, covering three dimensions: attitude toward behavior, subjective norms, and perceived behavioral control. Quantitative data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired sample t-test, while qualitative data were analyzed thematically. The results showed that the mean entrepreneurial intention score increased from 15.30 in the pretest to 51.30 in the posttest, with a mean gain of 36.00. The paired sample t-test indicated a significant difference between pretest and posttest scores, t(9) = 29.50; p < 0.001. The qualitative findings revealed that the program encouraged a shift in participants’ perspectives on waste, strengthened social support, increased participants’ self-confidence, and fostered interest in waste-based enterprises, particularly organic fertilizer production. However, limitations related to equipment, capital, and market access still require attention. This study concludes that waste bank-based empowerment is associated with increased entrepreneurial intention among rural communities, although the sustainability of its impact requires further mentoring and the strengthening of the local business ecosystem.
Copyright (c) 2026 Burhanuddin Burhanuddin, Saiful Prayogi, Nova Kurnia, Muhali Muhali, Ika Nurani Dewi https://creativecommons.org/licenses/by/4.0
Accuracy of HC-SR04 Ultrasonic Servo in Servo-Scanned 2D Ranging
This study evaluates the measurement accuracy of the HC-SR04 ultrasonic sensor configured as a low-cost two-dimensional servo-scanned ultrasonic ranging system using an Arduino Uno and micro-servo scanning. Unlike prior studies that typically investigate angle, distance, or material effects separately, this work presents an integrated experimental framework that simultaneously examines the combined influence of scanning angle, object distance, and surface characteristics under dynamic scanning conditions. Experiments were conducted at five angles (40°, 75°, 90°, 105°, 150°), four distances (15, 30, 45, and 60 cm), and three materials (brass, wood, plastic), with five repetitions per condition. Performance was assessed using mean absolute error (MAE) and standard deviation. The results show that measurement accuracy varies systematically with scanning geometry. The lowest errors occur near 90°, with average MAE values of approximately 0.5–0.7° for brass, 2–3° for wood, and 4–5° for plastic. At extreme angles (e.g., 150°), errors increase significantly, reaching up to ~1.5° (brass), ~5° (wood), and >8° (plastic). Across distances, MAE increases from 15 cm to 60 cm, indicating reduced accuracy at longer ranges. Material effects are also pronounced, with brass consistently yielding the lowest error and plastic the highest. These trends are consistent with the expected influence of reflection geometry and signal attenuation, although echo strength was not directly measured. Overall, reliable operation is observed within 75° < θ < 105° and 15–45 cm. These findings provide experimentally grounded insights for improving the performance of a low-cost ultrasonic servo-scanned ultrasonic ranging system in short-range applications.
Copyright (c) 2026 Ayunita Haq, Rohim Aminullah Firdaus, Muhimmatul Khoiro, Endah Rahmawati, Nanang Winarto https://creativecommons.org/licenses/by/4.0
Analysis of Students’ Mathematical Literacy Skills on Space and Shape Content
This study employs a qualitative descriptive design with a case study approach. This study aims to describe students' mathematical literacy abilities in the Space and Shape content of PISA. The Programme for International Student Assessment (PISA) analytical framework posits that the evaluation of mathematical literacy necessitates an integrated approach involving four primary dimensions: mathematical content, processes, contexts, and competencies. With respect to mathematical content, the framework delineates four distinct categories: Change and Relationships, Space and Shape, Quantity, and Uncertainty and Data. Space and Shape literacy is essential, as it encompasses the ability to understand and interpret forms, space, and real-world situations through geometric representations. This literacy demands the application of geometric concepts, spatial visualization, and the capacities for reasoning, modeling, and reflection in problem-solving. The findings indicate that students' mathematical literacy skills vary across distinct ability levels. High-ability students successfully fulfill the formulate and employ aspects. Conversely, moderate-ability students encounter difficulties with geometric representation and complex problem-solving, while low-ability students struggle across all stages of the mathematical literacy process. Notably, the interpret aspect is the most frequently unfulfilled component across all student categories. These outcomes demonstrate that the formulate, employ, and interpret processes are interrelated, suggesting that deficiencies in the initial stages impede success in subsequent phases. The implications of this research suggest the necessity of problem-based and contextual learning supported by visual representations, mathematical discussions, reflection, and scaffolding strategies to develop students' formulate, employ, and interpret competencies in solving real-world problems.
Copyright (c) 2026 Karina Nurwijayanti, Tri Kurniah Lestari https://creativecommons.org/licenses/by/4.0
Detection and Characterization of the Grindulu Fault Using TOPEX Satellite Gravity Data: SVD Analysis in the Pacitan Region, East Java
The southern part of Java Island is dominated by a volcanic arc system associated with the subduction of the Indo-Australian Plate beneath the Eurasian Plate. This tectonic setting results in a structurally complex region with active fault systems that contribute to an elevated seismic hazard in southern East Java. One prominent structure in this region is the Grindulu Fault in Pacitan Regency, whose trace geometry and subsurface expression remain debated. In this study, we use gravity data to delineate the Grindulu Fault corridor and constrain its spatial configuration. Gravity anomaly data derived from TOPEX satellite observations were corrected to produce Complete Bouguer Anomaly (CBA) values. The CBA data were gridded using kriging with a spacing of Δx = 1 km (≈0.01°). To separate regional and residual components, the Second Vertical Derivative (SVD) method was applied directly to the gridded data, enhancing short-wavelength features while suppressing long-wavelength regional anomalies. Structural boundaries were identified based on continuous NE–SW lineaments characterized by SVD zero-crossings with adjacent positive–negative extrema. The inferred Grindulu Fault is expressed as a NE–SW trending corridor extending approximately between 111.11°–111.28°E and 8.04°–8.15°S. The SVD asymmetry observed along several profiles is consistent with a normal-fault-like density contrast geometry in some sections and a strike-slip fault behavior in others. However, fault kinematics cannot be uniquely determined from gravity-derived derivatives alone without independent geological or seismological validation. Overall, the results provide a reproducible gravity-based constraint on the Grindulu Fault corridor, offering valuable insights for future seismotectonic interpretations and disaster risk reduction planning in southern Java.
Copyright (c) 2026 Arie Realita, Muhammad Nurul Fahmi, Madlazim Madlazim, Hikmatul Maulidah, Firdha Kusuma Ayu Anggraeni, Uswatun Chasanah https://creativecommons.org/licenses/by/4.0
Needs Analysis of Google Sites to Reduce Cognitive Load in Three-Variable Linear Equation Systems
The material of Three-Variable Linear Equation Systems (TVLES) possesses high complexity that potentially causes excessive cognitive load for students. This research is a preliminary study aimed at analyzing students' learning difficulties and mapping the requirements for developing digital learning media to reduce this cognitive load. Specifically, this study addresses two research questions: (1) which TVLES sub-skills are the most difficult and what types of errors dominate? and (2) what media feature preferences are prioritized by students and teachers? The research method employed is a descriptive quantitative-qualitative (mixed-methods) approach to provide a comprehensive overview of the subjects' conditions. The research subjects consisted of 24 tenth-grade students at SMA Negeri 13 Gowa who had completed the TVLES material in the 2024/2025 academic year. Data collection techniques utilized source triangulation, including student needs analysis questionnaires, grade document analysis, in-depth interviews, and student work error analysis using conceptual, procedural, and computational coding frameworks. The results indicated low student learning outcomes, with a class average of 68.96 and a classical mastery rate of only 33.3%. Identified difficulties were consistent with indicators of cognitive overload, particularly the inability to model word problems (88%), indicating excessive information load on working memory. Based on preference analysis, 95.8% of students stated the necessity of developing Google Sites-based media containing step-by-step explanatory videos. The research concludes that the identified design requirements suggest the development of Google Sites as a strategic direction with the potential to reduce extraneous cognitive load and facilitate independent learning.
Copyright (c) 2026 Chajar Ero, Irwan Akib, Nasrun Nasrun https://creativecommons.org/licenses/by/4.0
Environmental Literacy in Science Education: A Systematic Literature Review of Conceptual Emphases, Instructional Resources, and Methodological Trends
The increasing complexity of environmental issues highlights the importance of environmental literacy as a key competence within science education; however, existing research remains fragmented in terms of conceptual emphases, instructional resources, and methodological practices. This study systematically examines research trends on environmental literacy in science education, focusing on investigated dimensions, learning materials and resources, methodological approaches, and data collection instruments. A systematic review was conducted following the PRISMA 2020 guidelines. Articles were retrieved from the Scopus database and screened through identification, screening, and eligibility stages, resulting in twenty-one peer-reviewed studies published between 2016 and 2025. The findings indicate that environmental literacy is predominantly conceptualized as a multidimensional construct encompassing cognitive, affective, and behavioral components, with a strong emphasis on cognitive aspects, particularly environmental knowledge and conceptual understanding. Experiential and technology-enhanced learning resources are most frequently employed, while traditional textbook-based materials are less common. Methodologically, quantitative approaches and questionnaire-based instruments dominate the field. Overall, this review reveals persistent conceptual and methodological imbalances and highlights the need for more integrated frameworks and diverse research approaches to support meaningful environmental literacy development through science education.
Copyright (c) 2026 Ahmad Saputra, Insih Wilujeng, Antuni Wiyarsi https://creativecommons.org/licenses/by/4.0
Generative AI as a Metacognitive Co-Regulator in Training and Development: An Integrated Bibliometric and Systematic Review
The rapid integration of Generative Artificial Intelligence (GenAI) into organisational learning environments has reshaped how employees plan, monitor, and evaluate their learning. However, the role of GenAI as a metacognitive co-regulator in Training and Development (T&D) remains conceptually fragmented across research on metacognition, AI-supported learning, and global talent development. Drawing on an integrated bibliometric analysis and systematic review approach, this study examines the intellectual structure, thematic evolution, and conceptual intersections of these three domains. A structured search of Scopus and Web of Science, supplemented by Google Scholar, identified 196 records published between 2000 and 2025. After duplicate removal and screening following an adapted PRISMA protocol, 139 records were retained for bibliometric mapping using Biblioshiny, and 139 full-text studies were included in the qualitative synthesis. Using bibliometric mapping techniques, the study identifies dominant research trends, functional roles of GenAI, and underexplored thematic gaps. The analysis reveals three dominant thematic clusters, with metacognition and self-regulated learning occupying the motor-theme quadrant and GenAI-related themes moving rapidly toward conceptual centrality, while global talent development remains peripheral. A complementary systematic qualitative synthesis further clarifies how GenAI supports metacognitive regulation across planning, monitoring, and evaluation phases. The integrated evidence reveals a conceptual shift from automation-oriented AI applications toward learner-centred metacognitive scaffolding, while highlighting the limited integration of AI-supported metacognition within global talent development frameworks. Based on these findings, the study proposes the GenAI–Metacognitive Workforce Development (GMWD) model, which conceptualises GenAI as a phase-sensitive metacognitive co-regulator that preserves learner agency while fostering adaptive performance, self-regulated professional learning, and global competence. The model provides a theoretically grounded framework for advancing research and practice in AI-enhanced training and development (T&D), offering practical implications for designing reflective, adaptive, and globally oriented learning environments for the workforce.
Copyright (c) 2026 Silvi Novrian Yulandari, Fida Rachmadiarti, Mita Anggaryani, Alif Syaiful Adam https://creativecommons.org/licenses/by/4.0
Exploring Eigth-Grade Students’ Mathematical Literacy in PISA-Adapted Space and Shape Problem at Levels 3-5
This study explores the mathematical literacy profiles of 30 eighth-grade students in Bandung Barat Regency, focusing on their abilities during the formulating stage of PISA-adapted geometry tasks across Levels 3, 4, and 5. Utilizing a qualitative descriptive-exploratory design, data were collected through a Mathematical Literacy Test (MLT) focusing on rectangular area and perimeter alongside task-based clinical interviews. Student responses were mapped using a specialized representational action coding scheme (R1–R7). The empirical findings reveal a critical negative trend: as task complexity escalates, successful mathematical formulation plummets, leaving over 80% of students trapped in either absolute cognitive paralysis or unscientific guessing at Levels 4 and 5. Specifically, non-response status (R7) reached 46.67% at Level 4 due to severe reading literacy barriers and working memory overload under dense linguistic contexts. Meanwhile, subjective intuition (R6) was the most dominant pattern, affecting 50% of the cohort at Level 5, driven by a profound epistemological fragmentation where real-world scenarios are treated as isolated from formal mathematics. Dysfunctional visual scaffolding (R4) and rigid procedural dependencies (R3) further stalled progression. These systemic failures at the upstream formulating stage ultimately blocked students from reaching the employing or interpreting phases.
Copyright (c) 2026 Dwi Arisma Wahyudi, Sufyani Prabawanto, Al Jupri https://creativecommons.org/licenses/by/4.0
Mapping Indonesian University Students’ Attitudes Toward Statistics Using the Indonesian SATS-36
As statistics becomes increasingly important in higher education, understanding students’ attitudes toward statistics is essential for improving statistics instruction and learning engagement. This cross-sectional descriptive-correlational study presents a descriptive attitudinal profiling of Indonesian university students’ attitudes toward statistics using the validated Indonesian version of the Survey of Attitudes Toward Statistics-36. Data were collected from 310 students across several Indonesian universities, representing mathematics education, statistics, and other academic programs. Guided by five attitude dimensions (Affect, Cognitive Competence, Value, Difficulty, and Interest/Effort), the findings reveal a distinctive attitudinal pattern. Students reported low affect toward statistics while showing relatively high interest and effort, suggesting a possible affective-motivational divergence. They also recognized the value of statistics while maintaining negative emotional responses, reflecting a cognitive-affective gap. Perceptions of difficulty were generally moderate across academic programs, while motivation and perceived value tended to decline across semester stages. Among the five dimensions, perceived value emerged as an important leverage point for strengthening students’ engagement with statistics, as indicated by its positive association with interest/effort (r = 0.425). These findings suggest that Indonesian students’ attitudinal patterns toward statistics may not be fully captured by conventional affective-behavioral assumptions. Statistics instruction should strengthen the perceived relevance of statistics while directly addressing students’ emotional resistance and learning difficulties.
Copyright (c) 2026 Laila Hayati, Sri Subarinah, Arjudin, Sudi Prayitno, Amniatin Naqiyah https://creativecommons.org/licenses/by/4.0
Development of Supplementary Teaching Materials for Lower Plant Botany Based on Local Potential of Ferns (Pteridophyta) in Coastal Areas
This study aimed to develop supplementary teaching materials for the Lower Plant Botany course in the form of a contextual resource integrating text, images, tables, and local examples to support independent learning on Pteridophyta based on the ecological potential of the coastal area of Waai Village, Maluku. The study employed a Research and Development approach using the Four-D (4D) model, consisting of define, design, develop, and disseminate stages. Ecological inventory data of coastal ferns served as the foundation of the material content. A total of nineteen fern species were identified and systematically integrated into the teaching materials to support contextual learning. Unlike previous local-potential-based materials, this product was developed from a systematic inventory of coastal fern species, allowing field-based ecological data to be transformed into instructional examples for higher education biology learning. The materials were evaluated through expert validation involving specialists in content, media, and language, as well as a student readability test with biology education undergraduates. The average expert validity score was 79.0%, indicating that the materials were valid with minor revisions, while student readability scores ranged from 92.00% to 95.00%, categorized as very good. Although learning effectiveness was not examined, the findings indicate that teaching materials derived from local ecological inventory data are feasible as contextual supplementary resources in preservice biology teacher education.
Copyright (c) 2026 Prelly Marsel Jolanda Tuapattinaya, Pamella Mercy Papilaya, Sendy Putra Pradana https://creativecommons.org/licenses/by/4.0
Physics Conceptual Understanding of Tadris IPA Biology Students: Insights for Effective Conceptual Teaching Strategies
This study aims to describe the level and characteristics of physics conceptual understanding among prospective science teachers in the Tadris IPA Biology program. The research employed a quantitative descriptive design using a survey method. Participants were 42 first-semester students enrolled in the Basic Physics course. Data were collected through a reasoning-based multiple-choice test consisting of ten valid items with a reliability coefficient of α = 0.623. The tested topics included quantities and measurements, linear and circular motion, temperature and heat, and optics. Descriptive statistical analysis and documentation of students’ written reasoning were used to identify conceptual difficulties and misconceptions. The results showed that students’ overall conceptual understanding was in the moderate category (3.95). The most frequent misconceptions occurred in the concepts of significant figures, acceleration in circular motion, heat transfer, and lens power in optics. These misconceptions were influenced by students’ weak conceptual understanding, reliance on rote memorization and intuitive reasoning, insufficient interactive and repetitive instruction, and the influence of prior learning or everyday experiences. These findings suggest that the learning process in the Tadris IPA Biology program should place greater emphasis on conceptual reinforcement, reasoning-based learning, and multi-representational approaches to improve students’ understanding of physics concepts.
Copyright (c) 2026 Rima Buana Prahastiwi, Najah Sholehah https://creativecommons.org/licenses/by/4.0
Development of PjBL-Based Science Teaching Materials Integrated with Gendang Beleq Ethnoscience on Sound Concepts to Improve Students’ Science Process Skills
This study aimed to develop PjBL-based science teaching materials integrated with Gendang Beleq ethnoscience on sound concepts to improve students’ Science Process Skills (SPS). The study employed a Research and Development (R&D) approach, followed by a quasi-experimental effectiveness test using a nonequivalent control group design. The research subjects were eighth-grade students at SMP Negeri 2 Sakra, consisting of 61 students in the experimental group and 62 students in the control group. The developed products included the learning objective flow (ATP), teaching modules, student teaching materials, project worksheets, SPS test instruments, assessment rubrics, validation sheets, observation sheets, and teacher and student response questionnaires. Data were collected through expert validation, observation, questionnaires, pretest, and posttest. The data were analyzed using descriptive statistics, N-gain, the Shapiro-Wilk normality test, Levene’s homogeneity test, and Welch Robust ANOVA. The results showed that the teaching materials obtained an average validity score of 3.77, which was categorized as valid. Product practicality reached 88.78%, classified as highly practical; learning implementation reached 89.69%, classified as very well implemented; and student activity reached 87.15%, classified as highly active. The improvement in SPS in the experimental group yielded an N-gain score of 0.711, categorized as high, which was higher than that of the control group, which obtained an N-gain score of 0.616, categorized as moderate. The Welch Robust ANOVA results showed a significant difference between the experimental and control groups in both posttest and N-gain scores. Therefore, the PjBL-based science teaching materials integrated with Gendang Beleq ethnoscience were valid, highly practical, and effective in improving students’ SPS. The integration of Gendang Beleq provides a concrete local cultural context that enables students to connect the concepts of vibration, frequency, amplitude, resonance, and sound reflection through direct scientific experience.
Copyright (c) 2026 Lalu Moh Nur Ikhsan, Lovy Herayanti, Ika Nurani Dewi https://creativecommons.org/licenses/by/4.0
Mathematical Critical Thinking and Learning Experiences of Junior High School Students: A Preliminary Needs Assessment for FJIMEC–GeoGebra–Scratch Model Development
Despite decades of curriculum reform, persistent gaps in Indonesian mathematics education remain. Students are taught mathematics formally, yet consistently fail to demonstrate higher-order reasoning abilities. Both national and international assessments confirm that mathematical critical thinking skills encompassing the ability to evaluate arguments, investigate claims, and draw logical conclusions remain a critical weakness, particularly at the junior high school level. This situation is further compounded by the minimal use of digital technologies such as GeoGebra and Scratch in everyday classroom instruction. This study conducted a preliminary investigation into the mathematical critical thinking abilities and mathematics learning experiences of Grade VIII students in Cirebon Regency (West Java) and Pamekasan Regency (East Java), serving as the empirical foundation for the development of the FJIMEC (Focusing, Justifying, Investigating, Messaging, Evaluating, Concluding) instructional model integrated with GeoGebra and Scratch. Using a convergent parallel mixed-methods design, the study involved 128 students and four mathematics teachers. The critical thinking test results were concerning: mean scores of 41.2 for Cirebon and 39.8 for Pamekasan, with 84.4% of students falling in the low category. The weakest indicators were Evaluating and Concluding. The Mann-Whitney U test revealed no significant between-region difference (p = 0.412), indicating a systemic deficit. Questionnaire analysis revealed low technology utilization (M = 2.43/5.00) and high mathematics anxiety. These findings provide preliminary empirical support for developing a FJIMEC–GeoGebra–Scratch instructional model.
Copyright (c) 2026 Ardi Dwi Susandi, Yumiati Yumiati, Endang Wahyuningrum, Sudirman Sudirman, Nia Jusniani, Hasan Basri https://creativecommons.org/licenses/by/4.0
Problem-Based Learning Effect on Elementary Students Critical Thinking with Science Literacy as Covariate
Critical thinking skills among elementary school students in Indonesia remain at a suboptimal level, as evidenced by the 2022 PISA science literacy score of 383, substantially below the OECD average of 485. Despite a growing body of research on Problem-Based Learning (PBL) in Indonesian science education, studies that statistically control for students' initial cognitive profiles when estimating PBL's effect on critical thinking remain scarce at the elementary level, limiting the precision and credibility of existing effect estimates. This study aimed to examine the effect of PBL on the critical thinking skills of fifth-grade students at SDN 33 Lampe, Bima City, Indonesia, with science literacy as a covariate. A quasi-experimental post-test only control group design was employed, with two classes selected through cluster random sampling and randomly assigned to conditions: Class V.A (n = 31) as the PBL group and Class V.B (n = 29) as the control group receiving conventional instruction. Science literacy data were obtained from a cognitive diagnostic assessment administered before the intervention as an independent covariate, while critical thinking was measured using a validated essay instrument covering six dimensions of Facione (2015). Data were analyzed using Analysis of Covariance (ANCOVA) with estimated marginal means reported for each group. Results indicated a highly significant effect of instructional model on critical thinking (F(1, 57) = 54.868, p < .001, partial η² = .490), with the PBL group obtaining an adjusted mean of 17.71 points higher than the control group after controlling for science literacy. Science literacy also demonstrated a significant covariate effect (partial η² = .178). Within the scope and constraints of this single-school study, PBL was associated with significantly higher critical thinking scores compared to conventional instruction.
Copyright (c) 2026 Mei Indra Jayanti, Muh Nasir, Umar Umar https://creativecommons.org/licenses/by/4.0
Development of Local Wisdom-Based Worksheets to Improve Science Understanding and Environmental Awareness in Grade IV Students
Elementary science learning requires contextual materials that help students understand scientific processes and develop environmental responsibility. Preliminary analysis showed that grade IV IPAS worksheets still focused on routine exercises, terminology recognition, and teacher-centered activities, with limited investigation, field observation, and local wisdom integration. This gap makes local wisdom-based worksheets necessary because they connect environmental change concepts with students’ cultural and daily experiences. This study aimed to develop and examine the validity, practicality, and effectiveness of local wisdom-based IPAS worksheets for improving students’ understanding of the nature of science and environmental awareness. The study used a Research and Development design with the 4D model: define, design, develop, and disseminate. The main field trial involved 29 fourth-grade students at SD Xaverius 3 Bandar Lampung. Data were collected using expert validation sheets, teacher and student practicality questionnaires, pretest-posttest tests, and instruments measuring Nature of Science understanding and environmental awareness. The worksheet was highly valid, with an average expert validation score of 97.22%. Practicality reached 96.0% from teachers and 90.8% from students. The overall pretest mean increased from 47.8 to a posttest mean of 85.0, with a mean N-Gain of 0.71 in the high category. The N-Gain reached 76.7% for Nature of Science and 81.5% for environmental awareness. Right-tailed t-tests showed significant results for Nature of Science (t = 6.116, p = 0.000) and environmental awareness (t = 8.938, p = 0.000). The worksheet is valid, practical, and effective for supporting contextual IPAS learning and strengthening scientific literacy and environmental responsibility in elementary schools.
Copyright (c) 2026 Pricilia Deyalita Utami, Sunyono Sunyono, Fatkhur Rohman, Muhammad Nurwahidin https://creativecommons.org/licenses/by/4.0
Mapping Mangrove Blue Carbon via Unmanned Aerial Vehicles: A Systematic Review of Methodological Trends
Accurate quantification of mangrove blue carbon stocks requires precise, non-destructive, and cost-effective methodologies. However, conventional satellite imagery often suffers from moderate resolution and cloud cover, while traditional vegetation indices face optical saturation in dense coastal canopies. To address these core issues, this study conducted a Systematic Literature Review (SLR) using the PRISMA protocol to evaluate the use of Unmanned Aerial Vehicles (UAVs) in coastal carbon estimation. A targeted search of the Scopus database (2017–2026) yielded 37 peer-reviewed articles for thematic and qualitative synthesis. The synthesis reveals a significant paradigm shift toward UAV-based RGB sensors. Scientific findings indicate that advanced visual indices, specifically the Mangrove Vegetation Index (MVI) and Excess Green (ExG), are frequently reported as highly effective for reducing substrate reflectance bias and mitigating optical saturation. Furthermore, 59.5% of the reviewed studies integrated these spatial features with Machine Learning algorithms, primarily Random Forest and Support Vector Machine, to model non-linear biomass relationships and substantially reduce the Root Mean Square Error (RMSE). In conclusion, while UAV-RGB mapping demonstrates high potential, current linear interpolation methods struggle with dense interlocking canopies, causing over-fitted delineations. Future research must transition to discrete spatial algorithms with elevated threshold calibrations to accurately isolate individual tree crowns.
Copyright (c) 2026 Ludwick Satria Romadoni, Eko Susetyarini, Muhammad Rifky Ardiansyah https://creativecommons.org/licenses/by/4.0
AI-Augmented Resilience Through Smart TV-Mediated Learning: A Qualitative Case Study of Academic Resilience, Psychological Well-Being, and Growth Mindset Among Senior High School Students
This study explores how the integration of artificial intelligence (AI) through Smart TV/Interactive Flat Panel (IFP) technology was perceived by students and teachers as a classroom-based psycho-pedagogical support mechanism for Grade X students at SMAN 1 Mentaya Hilir Selatan, East Kotawaringin, Indonesia. While AI in education is commonly examined as a cognitive tool for personalized instruction, less attention has been paid to its affective and communal roles in strengthening students' coping experiences, emotional safety, and willingness to revise mistakes. The study was conducted during one semester from October 2025 to February 2026 in Grade X learning activities involving English, history, coding, and informatics lessons. The AI tools used included ChatGPT, Gemini, Copilot, Perplexity, or school-approved AI assistant, which were accessed through teacher-led and student-assisted classroom routines and displayed on Smart TV/IFP screens. This study employed a descriptive qualitative case-study design involving 21 informants: 15 Grade X students and six supporting school informants consisting of the vice principal for curriculum affairs, counseling teacher, and subject teachers. Data were collected through in-depth interviews, classroom observation, digital documentation, and learning artifacts, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings reveal three central mechanisms. First, AI served as a non-judgmental dialogic partner that helped students break down difficult tasks, regulate frustration, and recover from academic setbacks. Second, the large-screen display created a Digital Mirroring Effect, in which the visible process of AI-supported trial, error, and revision normalized mistakes and encouraged a growth mindset. Third, teacher and counselor facilitation transformed AI-Smart TV integration into a safer classroom ecology that reduced academic anxiety and improved students' perceived psychological well-being. However, a negative case also indicated the risk of digital dependency when AI was used merely to copy answers. The study proposes AI-Augmented Resilience and Digital Mirroring Effect as interpretive, case-based psycho-pedagogical mechanisms,emphasizing that AI is most educationally productive when mediated by shared visualization, ethical guidance, and authentic assessment.
Copyright (c) 2026 Norhidayah Norhidayah, Arina Restian, Husamah Husamah https://creativecommons.org/licenses/by/4.0
Preparing Future Science Teachers: An Analysis of Scientific Literacy and Critical Thinking Skills of Biology Education Students
This study aims to analyze the profiles of scientific literacy and critical thinking skills (CTS) of prospective teachers in the Biology Education Program at Universitas Pendidikan Mandalika, and to identify the gap between current instructional practices and the conditions needed to more effectively support these competencies. A concurrent triangulation mixed-methods design was employed, integrating a scientific literacy test, a CTS test based on the Ennis framework, classroom observations, document analysis of syllabi and lesson plans, perception questionnaires, and semi-structured interviews. Participants comprised 64 undergraduate students from the third, fifth, and seventh semesters, selected through purposive sampling. The results indicate that students’ scientific literacy was at a moderate level (M = 67.03; SD = 7.97), as was their critical thinking (M = 65.23), with the higher-order indicators of evaluation and inference identified as the weakest dimensions. One-way ANOVA revealed statistically significant differences across semester cohorts for both scientific literacy (F = 4.273; p = 0.018; η² = 0.12) and CTS (F = 5.012; p = 0.010; η² = 0.14), with post-hoc analysis localizing these differences specifically between the third and seventh semester cohorts. Pearson correlation analysis showed a moderate-to-strong positive relationship between scientific literacy and CTS (r = 0.612; 95% CI [0.45, 0.74]; p < 0.01). Qualitative findings reveal that learning remains predominantly lecturer-centered, with limited integration of inquiry-based activities and socio-scientific issues and minimal evidence-based argumentation. Triangulation indicates that instructional design factors, rather than students’ inherent capacity alone, appear to be a primary contributor to the observed competency gap. These findings underscore the need to strengthen instructional design—particularly through the integration of inquiry-based learning, socio-scientific issue (SSI) frameworks, and evidence-based argumentation—to develop 21st-century competencies among prospective science teachers.
Copyright (c) 2026 Taufik Samsuri, lda Bagus Putu Arnyana, Ketut Suma, I Wayan Suja, Made Hery Santosa, I Wayan Widiana https://creativecommons.org/licenses/by/4.0
Improving the Process of Understanding the Representation of Spatial Shapes Through the Problem-Based Learning Model Assisted by Ethnomathematics in Junior High School Students
This study examines the comparative improvement in junior high school students’ understanding of spatial shape representation through the implementation of the Problem-Based Learning (PBL) model assisted by Ethnomathematics. The study employed a quasi-experimental Non-Equivalent Control Group Design involving 60 seventh-grade students at a junior high school in Bima Regency, consisting of an experimental class (n=30) and a control class (n=30). The intervention was conducted over four weeks through learning activities integrating local Bima cultural contexts, such as Uma Lengge vernacular architecture, into problem-solving and group discussion activities related to spatial geometry concepts. Pretest results indicated relatively comparable initial abilities between the experimental class (M=59.53) and the control class (M=59.00), while posttest results showed higher achievement in the experimental class (M=81.03) compared to the control class (M=69.97). An independent samples t-test yielded t=4.699 with p<0.001, indicating a statistically significant difference between the two groups. N-Gain analysis showed a moderate improvement in the experimental class (0.557) and a low improvement in the control class (0.272). Furthermore, Cohen’s d effect size analysis produced a value of 1.213, indicating a large practical effect. The findings suggest that integrating ethnomathematics within the PBL framework may support students in connecting cultural representations with mathematical concepts and contribute to the development of culturally contextualized mathematics learning in junior high schools.
Copyright (c) 2026 Sika Sika, Mohd Fakri Muda, Mohd Razmi Zainudin, Nanang Diana, Mariamah Mariamah, Syarifudin Syarifudin, Muslim Muslim https://creativecommons.org/licenses/by/4.0
Analysis of Elementary School Teachers' Ability in Compiling HOTS Questions in Mathematics Subjects
Higher Order Thinking Skills (HOTS) is one of the essential competencies that must be developed from an early age because it plays an important role in forming students’ critical and logical thinking skills. However, students’ abilities in this aspect are still low, one of the influencing factors being the limited facilitation of HOTS questions provided by teachers. This study aims to determine: (1) the comparison of HOTS and LOTS questions made by teachers; (2) teachers’ understanding of HOTS questions; and (3) teachers’ difficulties in compiling HOTS questions. This study employed a qualitative research approach with a qualitative case study. The respondents consisted of 6 teachers selected based on certain criteria. Data were obtained through interviews and reviews of daily test documents, with a total of 51 questions analyzed using the revised Bloom’s taxonomy framework. Data analysis referred to Miles and Huberman’s stages, namely data reduction, data presentation, and conclusion drawing. The results showed that the percentage of HOTS questions appearing in teachers’ daily test items was still low. Only 4 out of the 51 analyzed questions (8%) were classified as HOTS questions, while the remaining items were categorized as lower-order thinking skills (LOTS) questions. In addition, only 1 teacher (17%) correctly understood the definition of HOTS questions, while 5 teachers (83%) did not. Teachers also experienced difficulties in developing stimuli and finding references related to HOTS questions. These findings indicate that teachers require structured training in distinguishing procedural application questions (C3) from authentic HOTS tasks at the C4–C6 levels.
Copyright (c) 2026 Rohmah Indahwati, Wildona Zumam, Sri Harini, Sri Indriati Hasanah, Nur Fauziyah, Hasan Basri, Syamsiyatul Magfiroh, Asifaul Ulum https://creativecommons.org/licenses/by/4.0
Characterization of MQ-2, MQ-7 and MQ-135 Gas Sensors for Arduino-Based Smoke Detection
Smoke detection in enclosed spaces is important for early fire detection and air-quality monitoring. This paper characterizes and compares the performance of three MQ-series gas sensors (MQ-2, MQ-7 and MQ-135) under an Arduino UNO R3-based system. Three smoke sources (paper combustion, cigarette smoke, and motorcycle exhaust) were evaluated against a commercial CO detector. Parameters assessed include linearity, sensitivity, response time, error, measurement uncertainty (ISO GUM), and output-voltage correction. MQ-2 and MQ-7 exhibit logarithmic voltage–concentration relationships consistent with the power-law model of SnO₂-based metal-oxide-semiconductor sensors, while MQ-135 exhibits a quadratic pattern; all R² values exceed 0.98. MQ-7 produced the lowest errors among the three sensors for paper combustion and cigarette smoke, indicating suitability for indicative early-warning detection; however, its best-case relative error of 38% confirms it is unsuitable for precise quantitative CO monitoring without additional calibration. The three sensors exhibited errors exceeding 85% for motorcycle exhaust due to cross-sensitivity resulting from the complex chemical composition of engine exhaust. A voltage-correction analysis showed the errors in Arduino ADC readings were less than 6%, confirming the reliability of the electronic system; this does not mean the accuracy of the gas concentration will be the same, since it depends on the selectivity of the sensors, calibration and environmental conditions.
Copyright (c) 2026 Agustina Rachmawardani, Annas Dhamar Galuh, Endang Dwi Wiwin Arinio https://creativecommons.org/licenses/by/4.0
Evaluation of Preceptorship Implementation among Pharmacy Professional Program Students at Universitas Mataram across Practice Settings
Preceptorship is widely implemented in pharmacist professional education to facilitate experiential learning and competency development during the Pharmacist Professional Practice Program (PKPA). However, evaluations of its implementation across different practice settings remain limited. This study aimed to evaluate the implementation of the preceptorship method among students of the Pharmacist Professional Study Program (PSPPA), Faculty of Medicine and Health Sciences, Universitas Mataram, during PKPA in community pharmacies, hospitals, public health centers, and pharmaceutical wholesalers. This study employed a mixed-methods design using a sequential explanatory approach. Quantitative data were collected through a structured questionnaire administered to PSPPA students to assess perceptions of preceptorship implementation across six domains. Qualitative data were obtained through in-depth interviews with 11 preceptors and analyzed using thematic analysis to further explain the quantitative findings. The quantitative results showed that all assessment domains were categorized as “very good,” with scores ranging from 82.5% to 88.3%. The highest score was observed in the student skill development domain (88.3%), followed by preceptor involvement (86.6%) and knowledge assessment through evaluation and feedback (85.0%). Qualitative findings revealed that preceptorship was implemented through three main stages: orientation, implementation, and evaluation. Orientation facilitated students’ adaptation to practice environments, while the implementation stage involved direct supervision, reflective discussions, assignments, and progressive responsibility. Evaluation was conducted continuously through observation, feedback, portfolios, and collaborative monitoring between preceptors and academic supervisors. Challenges identified included limited preceptor availability, variations in student readiness, and the relatively short duration of PKPA placements. In conclusion, the preceptorship method was implemented effectively across PKPA settings and contributed positively to students’ competency development. Strengthening student preparation, institutional support, and collaboration between academic institutions and practice sites may further optimize preceptorship implementation.
Copyright (c) 2026 Raisya Hasina, Siti Rahmatul Aini, Mahacita Andanalusia, Tuhfatul Ulya, Baiq Risky Wahyu Lisnasari, Winiayu Devhi Prasasthi, Baiq Aulia Ali, Gusti Ayu Pratitha Devinta Putri, Fawwaz Aqila Putri, Jasmine Zaskia Kaori https://creativecommons.org/licenses/by/4.0
A Model of Seismic Velocity Structure Derived from Local Tomographic Inversion Beneath the Jailolo Mountain Complex, North Maluku
In late 2015, the Mount Jailolo complex was shaken by a prolonged earthquake swarm. Mount Jailolo is an ancient volcano that has shown no activity since 1600. The occurrence of an earthquake swarm in the region has sparked speculation about a resurgence of volcanic activity at this ancient volcano. To study the swarm phenomenon in Jailolo, a local scale high-resolution seismic tomography study with a nonlinear approach was conducted beneath the Mount Jailolo complex —a first of its kind. The primary objective of this study is to image the P- and S-wave velocity structures in the upper crust down to a depth of 15 km in 3D for the Mount Jailolo complex (0.8°–1.3° N; 127.2°–127.9° E). Using data from 524 microearthquakes that occurred beneath the Mount Jailolo complex, collected by the GFZ-Potsdam and BMKG collaborative seismic network over a 12-month period, a negative S-wave velocity anomaly was detected beneath Mount Jailolo at depths below 5 km, which is believed to correspond to a magma chamber. The upper crust at depths of less than 5 km is dominated by positive P- and S-wave velocity anomalies, except in the Idamdehe Caldera Complex, west of the Mount Jailolo complex, which is characterized by negative velocity anomalies. The positive velocity anomalies are believed to represent igneous rocks resulting from past volcanic activity at Mount Jailolo.
Copyright (c) 2026 Wandono Wandono, Bayu Merdeka Tri Fristiyan Nanda, Nova Heryandoko, Karyono Karyono https://creativecommons.org/licenses/by/4.0
Development of a STEM-Based Teaching Module Integrated with Indigenous Knowledge of the Sade Traditional House to Improve Students’ Geometry Problem-Solving Skills
This study aims to develop a Science, Technology, Engineering, and Mathematics (STEM)-based teaching module that integrates the Indigenous Knowledge of the Sade Traditional House into geometry curriculum and to test its validity, practicality, and effectiveness in improving students’ problem-solving skills. This study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 69 students: 34 in the experimental class and 35 in the control class. The research instruments included an expert validation sheet, a student response questionnaire, and problem-solving ability tests in the form of pretests and posttests. The expert validation results showed a percentage of 88%, categorized as highly valid, while student responses yielded a percentage of 86.18%, categorized as highly practical. An analysis of learning outcomes showed that the average pretest score for the experimental class increased from 33.76 to 74.85 on the posttest, while the control class’s score increased from 36.89 to 41.63. The results of the independent samples t-test showed a significant difference between the two classes on the posttest (p < 0.001), proving that the developed teaching module was effective in improving students’ problem-solving skills. The integration of Indigenous Knowledge of the Sade Traditional House into geometry instruction created a contextual and meaningful learning experience and strengthened the connection between mathematical concepts and local culture.
Copyright (c) 2026 Rasyidin Rasyidin, I Ketut Sukarma, Akhmad Sukri, Sutarto Sutarto https://creativecommons.org/licenses/by/4.0
Metacognitive Inquiry-Based Science Modules: A Need Analysis of Elementary Pre-Service Teachers’ Science Process Skills
Science Process Skills (SPS) are essential competencies for prospective elementary school teachers, yet PGSD students often have limited opportunities to develop these skills through inquiry-based learning. This study analyzed students’ needs for developing an inquiry-based science module with a metacognitive orientation to enhance SPS. A quantitative descriptive survey was conducted with 60 PGSD students who had completed a science course. Data were collected using a needs analysis questionnaire covering five student characteristics and three SPS need dimensions. Descriptive statistics, Pearson correlation, item-level correlation, and the Mann–Whitney U test were employed. Learning styles and preferences showed the highest mean score (M = 3.031), whereas learning experience had the lowest (M = 2.292), indicating limited exposure to laboratory and inquiry-based learning. All SPS need dimensions were rated very high, with module requirements obtaining the highest mean score (M = 3.654). Although no significant relationships were found between overall student characteristics and SPS needs, item-level analysis revealed a positive correlation between the ability to relate science concepts to everyday life and awareness of SPS gaps (r = 0.319, p = 0.027), and a negative correlation between difficulties in understanding abstract concepts and module requirements (r = −0.397, p = 0.005). Students with lower academic ability reported significantly greater module needs (p = 0.012). These findings support the development of a differentiated inquiry-based science module integrated with metacognitive strategies to improve SPS among prospective elementary school teachers.
Copyright (c) 2026 Syahriani Yulianci, Nurjumiati Nurjumiati, Baiq Dina Hardianti https://creativecommons.org/licenses/by/4.0
Equity in Science Education: A Comparative Analysis of Biology Laboratory Management in Urban and Rural Public Senior High Schools in Sumedang Regency
Educational equity in biology education requires not only the formal availability of laboratories but also students’ access to functional equipment, safe practicum environments, institutional support, and opportunities to conduct inquiry-based activities. This exploratory comparative case study examined biology laboratory management in two A-accredited public senior high schools in Sumedang Regency, West Java: SMAN 1 Sumedang as an urban school and SMAN Rancakalong as a rural school. Data were collected from April to May 2026 through structured observation, semi-structured interviews, and document analysis. The interview component involved ten purposively selected participants consisting of two school administrators, two biology teachers who also served as laboratory managers, and six Grade XI students. The observation instrument included 48 indicators across 11 aspects of laboratory management. Data were analyzed thematically using Bafadal’s four management functions: planning, organizing, implementation, and supervision. The findings show that both schools experienced serious operational weaknesses despite their A accreditation status. Written laboratory schedules were absent, laboratory work programs were either unavailable or blank, no trained laboratory technician was assigned, only about six of 34 microscopes in the urban school and seven of 20 microscopes in the rural school were functional, laboratory documentation was outdated or unused, and occupational health and safety compliance reached only approximately 25%. The urban school had relatively better physical infrastructure, whereas the rural school experienced more severe limitations in students’ independent access to microscopes and authentic practicum activities. The study contributes case-based evidence that accreditation status may mask operational weaknesses in laboratory functionality and inequitable practicum access. Strengthening laboratory personnel, equipment maintenance, documentation, safety facilities, and accreditation indicators based on actual laboratory use is essential for improving equity in science education.
Copyright (c) 2026 Risma Yunita, Taufani Chusnul Kurniatun, Eka Prihatin https://creativecommons.org/licenses/by/4.0
Assessing Water Pollution at Sail River: Insights from Plankton Abundance as an Ecological Indicator in Riau, Indonesia
Plankton is an effective bioindicator for diagnosing freshwater pollution. We assessed the plankton community structure at three Sail River sites representing residential, industrial-urban, and agro-rural influences, and correlated biological indices with physicochemical parameters. Purposeful sampling and standard microscopy were used to identify and quantify taxa; Shannon diversity (H′), equitability index (E), dominance (D), trophic status, and saprobicity were obtained. In total, 106 taxa were recorded (zooplankton: 4 species in 3 higher groups; phytoplankton: 102 species in 20 classes). Phytoplankton abundance ranged from 3.0–9.1 × 10³ cells L⁻¹ across sites (mesotrophic), while zooplankton ranged from 1.9–161 × 10³ individuals L⁻¹. Phytoplankton diversity was moderate to high (H′ = 2.1–3.2) at less impacted sites and lower at residential sites; zooplankton diversity was low to moderate (H′ = 1.3–1.5). Saprobicity scores indicated β–α mesosaprobic conditions (light to moderate organic impact), consistent with elevated COD and low DO at residential sites. Cyanophyceae and Euglenophyceae were more frequent at sites with higher organic and nutrient loads, while Bacillariophyceae increased with increasing water clarity/flow. Overall, plankton metrics and chemistry indicated local organic stress rather than an “unpolluted” state. We emphasize the need for seasonal replication and more accurate quantification to reduce uncertainty in abundance estimates.
Copyright (c) 2026 Marta Dinata, Rahmat Ramadansur, Al Khudri Sembiring, Irwan Effendi https://creativecommons.org/licenses/by/4.0
AI-Assisted Computational Thinking-Based Digital Worksheet in the Context of Deforestation to Improve Students’ Mathematical Problem-Solving Skills
This development research aimed to design an Artificial Intelligence (AI)-assisted, Computational Thinking (CT)-based digital worksheet on the Two-Variable Linear Equation System (SPLDV) topic within a deforestation context, and to examine its validity, practicality, and effectiveness in supporting students' mathematical problem-solving skills. Although CT-based worksheets, AI-assisted learning, and environmental contexts have been studied separately, few studies have integrated these three components simultaneously in SPLDV learning; this study addresses that gap. Using the Design Research–Development Studies approach (preliminary research, prototyping, and assessment phases), the study involved grade VIII students of SMP IT Indo Global Mandiri Palembang, selected through purposive sampling (3 students in the one-to-one trial, 6 in the small-group trial, and 20 in the field test). Data were collected through observation, interviews, questionnaires, and tests, then analyzed descriptively and using the Normalized Gain (N-Gain) test and a paired-sample t-test. The digital worksheet was categorized as very valid (95.55%) and very practical (89.7%). Students' average problem-solving score increased from 42.44 to 76.06 (N-Gain = 0.60, medium category; t = 11.13, p < 0.001). Within the scope of this single-school trial, the AI-assisted CT-based digital worksheet shows promise as a contextual mathematics teaching material.
Copyright (c) 2026 Farah Nabilah Tampubolon, Hapizah Hapizah, Meryansumayeka Meryansumayeka https://creativecommons.org/licenses/by/4.0
Evaluation of Science Learning through Artificial Intelligence-Based Formative Feedback among Primary School Teacher Education Students
This study examines the use of Artificial Intelligence (AI)-based formative feedback in the evaluation of science (IPA) learning among Primary School Teacher Education (PGSD) students. It addresses the limitations of conventional evaluation, particularly delayed feedback and the limited opportunities for conceptual correction in science learning. The study employed a mixed-methods approach with an explanatory sequential design; the quantitative component used a one-group pretest–posttest pre-experimental design without a control group, involving 40 students across two classes. The intervention used a web-based AI-driven digital evaluation application that generated generative and personalized feedback. Quantitative data were collected through pretest–posttest scores and a questionnaire, while qualitative data were obtained through interviews and system log analysis. The results show a statistically significant increase in learning-outcome scores after implementation, with a moderate improvement (6–7 points) and a medium effect size (Cohen's d = 0.65). The quality of AI-based feedback was categorized as good (mean = 3.13), particularly in terms of speed and usefulness, with a response time of less than five seconds. Qualitative findings indicate that immediate feedback supported conceptual understanding, helped identify misconceptions, and encouraged reflective learning behavior; however, limitations were found in feedback clarity and network stability. Because of the absence of a control group, this improvement cannot be fully attributed to AI feedback. The findings are preliminary and context-bound, yet indicate a positive contribution of AI-based formative feedback as an adaptive evaluation tool that needs to be tested with stronger designs.
Copyright (c) 2026 Muh Nasir, Juryatina Juryatina, Mei Indra Jayanti, M Ekahidayatullah https://creativecommons.org/licenses/by/4.0
Tidung Language Revitalization through Local-Content Learning in A Multicultural Elementary School in Tarakan, Indonesia
The declining intergenerational use of the Tidung language in multicultural Tarakan has made elementary-school local-content learning an important but underexamined space for language revitalization. This study analyzes how Tidung language learning is implemented as local content in Grade 5 at SDN 028 Tarakan and how policy actors, school stakeholders, families, and customary institutions interact in supporting or constraining revitalization. A descriptive qualitative case-study design was used, with SDN 028 Tarakan selected as a bounded case because it represents an urban multicultural school where Tidung is formally taught although many students do not use it in daily home communication. Data were collected from August to October 2025 through interviews, classroom observations, and document analysis involving 22 informants: one principal, one Grade 5 teacher, twelve Grade 5 students, four parents, two Education Office representatives, and two Tidung customary leaders. The analytical focus was the policy-to-practice translation of Tidung local-content learning, particularly curriculum implementation, teacher readiness, student engagement, material availability, and home/community language support. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, conclusion drawing, and verification. The findings reveal four central themes: strong policy and stakeholder support, teacher-led adaptation under material constraints, positive but mostly receptive student engagement, and an ecosystem gap between school learning and home/community language use. Concrete classroom evidence showed that students were able to repeat greetings, name daily objects, and sing simple Tidung songs, but they rarely initiated spontaneous Tidung dialogue without teacher prompting. Teachers compensated for the lack of standardized books and audio materials by preparing vocabulary sheets, using classroom objects, and adapting songs and short stories. Parents and customary leaders supported the program culturally, but home use remained limited because many families used Indonesian or other ethnic languages in daily interaction. The study proposes a policy-to-practice revitalization model in which local regulation must be followed by standardized materials, systematic teacher training, participatory cultural resources, technology-based media, and family-community language practices. Its novelty lies in showing that, in a multicultural urban setting, school-based local-language revitalization functions first as institutional legitimization and cultural awareness building, but it cannot develop young active speakers unless school exposure is connected with family routines, community validation, and authentic communicative domains.
Copyright (c) 2026 St Saenab, Arina Restian, H. Husamah https://creativecommons.org/licenses/by/4.0
Think-Pair-Share and Mathematical Literacy: A Quasi-Experimental Study in Senior High School Mathematics
Improving students’ mathematical literacy (ML) remains an important concern in mathematics education, particularly because Indonesian students continue to demonstrate relatively low ML performance. This study examined the effect of the Think–Pair–Share (TPS) learning model on students’ ML using a quasi-experimental posttest-only control group design. The participants were 94 Grade 10 students divided equally into experimental and control groups. Data were collected using a mathematical literacy essay test and analyzed through descriptive statistics, the Mann–Whitney U test, and Cohen’s d effect size using SPSS version 27. The Mann–Whitney U test was employed because the posttest scores did not fully satisfy the assumption of normality. The results showed no statistically significant difference in overall ML between the experimental and control groups (p = .312). Nevertheless, the effect-size analysis revealed a large positive effect on the understanding indicator (d = 1.256) and a small positive effect on communication (d = 0.190). In contrast, small and moderate negative effects were found for analysis (d = −0.233) and representation (d = −0.520), respectively, indicating slightly better performance in the control group. The overall effect size was small (d = 0.146). These findings indicate that TPS did not significantly improve students’ overall ML but may be more effective in supporting conceptual understanding than other dimensions of mathematical literacy.
Copyright (c) 2026 Andrea Putri Sabbina, Ayu Faradillah https://creativecommons.org/licenses/by/4.0
Cross-School Collaborative Academic Supervision for Integrated Science and Social Studies Teachers: A Qualitative Case Study in Indonesian Madrasahs
This study examined the implementation of cross-school collaborative academic supervision for Integrated Science and Social Studies teachers in Indonesian madrasahs. Using a qualitative instrumental case study design, the research involved six madrasahs, twelve teachers, six principals serving as cross-school supervisors, and two officials from the Working Group of Madrasah Ibtidaiyah (Kelompok Kerja Madrasah Ibtidaiyah - KKMI). Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed through data condensation, data display, and conclusion verification. The findings showed that the supervision process comprised collective planning, pre-observation conferences, classroom observations, teacher-led reflection, evidence-based feedback, and follow-up planning. Participants perceived the cross-school arrangement as broadening the sources of professional feedback and supporting more participatory reflective dialogue. However, the program did not eliminate the evaluative pressure of supervision, as all teachers reported nervousness during classroom observation. Professional learning needs included interdisciplinary lesson planning, inquiry- and project-oriented instruction, authentic assessment, and the use of instructional resources. Feedback also varied in specificity across madrasah accreditation contexts, indicating the need for differentiated support. The study concludes that cross-school collaborative supervision provides a promising framework for professional learning, but its longer-term contribution depends on sustained mentoring, repeated observation cycles, supervisor preparation, and adequate institutional support.
Copyright (c) 2026 Kholidi Kholidi, Muhali Muhali, Lovy Herayanti https://creativecommons.org/licenses/by/4.0
Carbon Inequality and Allometric Uncertainty in a Micro-Scale Campus Forest in East Java, Indonesia
Micro-scale urban green infrastructure provides localized ecosystem services, yet quantifying its carbon dynamics remains a methodological challenge due to satellite resolution limits and the structural assumptions of generalized models. This study evaluates carbon stock distribution across 68 individual trees within a heterogeneous 0.8-hectare institutional urban forest at a microcatchment resolution, analyzing the validity of pantropical allometry. The stand exhibits an estimated mean carbon density of 45.38 Mg C/ha, totaling 36.34 Mg. Critically, the high coefficient of determination value of 0.9422 primarily reflects structural dependency within the allometric formulation rather than independent ecological variability. Furthermore, the Gini coefficient value of 0.654 confirms severe structural biomass asymmetry. The carbon pool is disproportionately concentrated within a limited cohort of exactly 6 Large Old Trees with a diameter exceeding 60 cm, predominantly Samanea saman. Census data reveals that the top 5% of the largest individuals manage 28.3% of the vegetative carbon, while the top 10% and top 20% control 47.3% and 66.2% of the cumulative reservoir, respectively. Within this micro-forest, inverted J-shaped diameter distributions were insufficient to ensure evenly distributed carbon storage. Consequently, urban green planning must prioritize the targeted retention of dominant biomass anchors over raw sapling quantity. Preserving these established large trees contributes significantly to institutional carbon governance, providing an empirical framework for sustainability metrics such as the UI GreenMetric.
Copyright (c) 2026 Citra Lesmana, Abdulkadir Rahardjanto, H. Husamah, Atok Miftachul Hudha, Tutut Indria Permana, Samsun Hadi, Ludwick Satria Romadoni https://creativecommons.org/licenses/by/4.0
Integration of Local Wisdom in IPAS Learning for Islamic Awareness, Environment, and Sasak Culture
This study examined how Sasak local wisdom was integrated into Natural and Social Sciences (IPAS) learning and how this integration supported students’ awareness of Islamic values, environmental responsibility, and Sasak cultural preservation. A qualitative case study was conducted at a public elementary school implementing the Merdeka Curriculum in Central Lombok, Indonesia. The case involved one principal, two classroom teachers, and 24 fifth-grade students. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and selected students, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings indicated that Sasak local wisdom had not been integrated systematically into IPAS learning. Teachers experienced difficulties in mapping IPAS learning outcomes onto local cultural practices, relied mainly on textbooks and general examples, and had limited access to relevant learning resources and sustained professional support. Nevertheless, locally grounded practices such as besiru and awig-awig were perceived as making learning more contextual and supporting the internalization of religious, social, cultural, and ecological values. Based on these findings, the study proposes a contextual implementation framework that connects scientific concepts, social phenomena, Islamic values, and Sasak local wisdom through inquiry-based learning, project-based learning, ethnopedagogy, reflection, and holistic assessment. The framework may guide adaptation in elementary schools with similar cultural contexts, although further validation is required before broader implementation.
Copyright (c) 2026 Mukminah Mukminah, Hirlan Hirlan https://creativecommons.org/licenses/by/4.0
The Analysis of the Integration of Halal Concepts in the Science Curriculum and Teaching: A Case Study at Al Kamal NW Narmada Islamic Junior and Senior High Schools
This study examined the potential integration of halal concepts into the science curriculum and teacher-reported instructional practices at SMP and SMA Islam Al Kamal NW Narmada. Using an embedded qualitative case-study design, the study combined researcher-developed curriculum mapping with written responses from four purposively selected science teachers representing integrated science, Biology, Chemistry, and Physics. Data were analysed through qualitative content analysis, thematic coding, and cross-source comparison. The findings identified the strongest opportunities for integration in topics related to material sources, food and nutrition, the digestive system, food additives, product composition, microorganisms, fermentation, biotechnology, health, and production processes. Teachers also identified additional links through acids and bases, solutions, colloids, carbon compounds, quantities, measurement, and product observation. Reported practices included presenting examples of halal and non-halal products, examining labels and ingredient lists, observing products available in the community, and conducting simple practical activities such as pH testing. However, the reported implementation remained largely contextual and did not yet demonstrate systematic engagement with evidence evaluation, uncertainty, argumentation, or socioscientific decision-making. The study also highlights the need to distinguish scientific analysis from formal halal determination, as laboratory evidence alone cannot establish halal status without traceability, process documentation, and authorised certification. Overall, halal concepts offer a relevant interdisciplinary and socioscientific context for science learning, provided that integration is conceptually accurate, pedagogically structured, and supported by appropriate resources, teacher professional development, and collaboration with Islamic Education teachers. Further research should include classroom observations and direct assessment of student learning outcomes across diverse Islamic secondary school contexts.
Copyright (c) 2026 Salman Al Farisi, Nova Kurnia, Akhmad Sukri https://creativecommons.org/licenses/by/4.0
Integrating Augmented Reality into Problem-Based Learning: Effects on Elementary School Students' Critical Thinking in Science
Developing students' critical thinking skills has become an increasingly important educational priority in the era of artificial intelligence. Despite the growing use of Augmented Reality (AR) in education, empirical evidence regarding its effectiveness in fostering elementary school students' critical thinking in science remains limited, particularly when integrated with Problem-Based Learning (PBL). This study investigated the effect of AR-assisted PBL on elementary students' critical thinking skills in science. A quasi-experimental design with a non-equivalent pretest–posttest control group was employed involving 62 fifth-grade students (experimental group = 32; control group = 30). Both groups received identical problem-based science instruction on flora and fauna topics, while AR was integrated only into the experimental group. Students' critical thinking skills were assessed using an essay-based instrument developed according to the RED framework (Recognizing Assumptions, Evaluating Arguments, and Drawing Conclusions). Descriptive statistics and inferential analyses were conducted using an independent-samples t-test for the pretest and a one-tailed Mann–Whitney U test for the posttest. The findings revealed that students receiving AR-assisted PBL achieved significantly higher critical thinking scores than those receiving problem-based learning without AR (posttest mean = 81.72 vs. 75.83; p = 0.005), with a moderate educational effect (r = 0.329). These findings suggest that integrating interactive three-dimensional visualization within a problem-based learning environment facilitates scientific reasoning and supports the development of critical thinking beyond conceptual understanding alone. This study contributes to the growing literature on technology-enhanced science education by providing empirical evidence that AR functions most effectively as a pedagogical tool when embedded within inquiry-oriented learning environments. The findings also offer practical implications for designing more interactive and student-centered science instruction in elementary schools.
Copyright (c) 2026 Yuni Krisnawati, Sandra Arhesa, Hos Arie Rhamadhan Sibarani, Ady Akbar, Achmad Salido https://creativecommons.org/licenses/by/4.0
Elementary School Students’ Mathematical Literacy: A Descriptive Study Based on Cognitive Style in Central Maluku
This study aims to analyze the mathematical literacy skills of elementary school students in terms of reflective and impulsive cognitive styles. Mathematical literacy plays a crucial role in helping students understand and apply mathematical concepts in various life situations; however, elementary school students’ achievement in this area remains low. This study employed a descriptive qualitative approach involving 120 students from four elementary schools in Central Maluku Regency, selected through purposive sampling. The research instruments included the Matching Familiar Figures Test (MFFT) to identify cognitive styles, a mathematical literacy test, and interview guide. Data were analyzed interactively through the stages of reduction, presentation, and conclusion drawing. Data reduction was performed on interview transcripts and test answer sheets to identify problem solving strategies, while the literacy test was assessed using an analytical scoring rubric referring to mathematical literacy indicators. The results showed that out of 120 students, 49 students were identified as having a reflective cognitive style and 71 students as having an impulsive cognitive style. Reflevtive students obtained an average mathematical literacy score of 73,7 (SD = 4,6), while impulsive students obtained an average score of 58,1 (SD= 8,9). Qualitatively, reflective students demonstrated better abilities in answer accuraccy, systematic reasoning, and the ability to explain the problem-solving process. In contrast, impulsive students tended to answer quickly but less accurately, with weak conceptual reasoning and difficulty in representing mathematical ideas. These findings highlight the importance of mathematics teaching strategies that differentiate based on students’ cognitive styles to support optimal mathematical literacy development in elementary Schools.
Copyright (c) 2026 Nessy Pattimukay, Johannis Takaria, La Suha Ishabu, Chyntia Pasalbessy, Musa Marsel Maipauw, Sherly Latuihamallo https://creativecommons.org/licenses/by/4.0
The Changes in Students' Conception on the Concept of Reaction Order in the Implementation of Conceptual Change Model Supported By Worksheets
Misconceptions about reaction order can persist among preservice chemistry teachers, yet evidence remains limited on how individual conceptions change across successive stages of a conceptual-change intervention. This study explored within-person trajectories during a conceptual change model (CCM) implemented through a conceptual change module (CCMo) and a separate ontology–epistemology–axiology (OEA) worksheet. This exploratory embedded multiple-case study used a qualitative-dominant mixed-methods approach. Six preservice chemistry teachers were purposively selected based on misconception-classified responses to a 16-item four-tier diagnostic test. Qualitative evidence from verification, cognitive-conflict, equilibration, worksheet, and final-reconstruction activities was integrated with descriptive diagnostic-test counts and participant questionnaires. At the first verification, one participant was classified as having a misconception, one as not knowing the concept, and four as knowing the concept; at the second verification, five were classified as having a misconception and one as not knowing the concept. During standard CCMo-supported equilibration, five participants achieved full performance, whereas only one achieved full performance on the OEA worksheet. Final reconstruction was rated sufficient for two participants and poor for four. On the final diagnostic test, five participants showed fewer misconception-classified responses than at baseline, while one participant increased from three to five. These heterogeneous patterns indicate that correct task performance during equilibration did not consistently persist into later reconstruction or diagnostic assessment. The findings provide process-level evidence for individualized remediation and support future controlled studies, but they do not establish the causal effectiveness of the CCM or the added value of the worksheet.
Copyright (c) 2026 Rosalina Eka Permatasari, Wiwin Putriawati https://creativecommons.org/licenses/by/4.0
Optimization of the SVM Algorithm with Chi-Square and SMOTE for High-Dimensional Stunting Data in Samarinda
Stunting is still considered a serious problem and has become a focus of government attention in the national research priorities for 2020-2024, with a stunting prevalence of 21.6% in 2022. The city of Samarinda ranked second highest after the Kutai Kartanegara district in East Kalimantan Province in 2022, with a percentage of 25.3%. Based on previous data mining research trends, the use of classification methods such as KNN, Naïve Bayes, Random Forest, Neural Network, CART, and SVM has generally produced quite high accuracy but still focuses on low-dimensional data, which can lead to significant information loss, potential overfitting, and difficulty in interpretation. Whereas in research topics related to high-dimensional stunting data, the majority still yield low accuracy. This is further supported by the still prevalent class imbalance found in other studies, which can affect the accuracy and recall values of the built model's performance. The objective of this research is to apply the Support Vector Machine (SVM) algorithm with Chi-Square feature selection and the Synthetic Minority Over-sampling Technique (SMOTE) to address high-dimensional stunting data and handle class imbalance. The dataset for this research is sourced from the Samarinda City Health Office, consisting of 26 community health centers with 20 attributes and 102,534 records. The division of training and testing data uses the k-fold cross-validation technique with k=10. The research results show the model's performance is very good, with an accuracy of 96.6%, supported by precision, recall, and f1-score values of 97% each.
Copyright (c) 2026 Taghfirul Azhima Yoga Siswa, Naufal Azmi Verdikha https://creativecommons.org/licenses/by/4.0
Fostering Critical Thinking Skills in Discovery Learning: The Role of a Covalent Bond Simulator
Critical thinking skills are among the 21st-century competencies that need to be fostered in science education. The abstract nature of the covalent bond concept continues to cause difficulties and misconceptions, potentially hindering the development of critical thinking skills. This study aimed to analyze the role of a feedback-based covalent bond simulator integrated with the Discovery Learning model in fostering students' critical thinking skills. A one-group pre-test post-test design was employed, involving 22 Grade 11 students from a public high school in Bandung. Data were collected using a critical thinking skills test based on Robert Ennis's indicators and analyzed using the Shapiro-Wilk test, Paired Sample t-Test, and Wilcoxon test. The results showed that the mean critical thinking skills score increased from 10.27 to 18.50. Based on the paired-samples t-test, a statistically significant difference was found between the pre-test and post-test scores (t = -6.475; df = 21; p < 0.001), and all critical thinking skill indicators showed significant improvement (p < 0.05). These findings provide preliminary evidence that integrating the simulator with Discovery Learning plays a role in facilitating students' critical thinking skills and supporting conceptual understanding for advanced chemistry learning.
Copyright (c) 2026 Riani, Gun Gun Gumilar, Miarti Khikmatun Nais, Ijang Rohman, Muhamad Nurul Hana https://creativecommons.org/licenses/by/4.0
A Pilot Evaluation of a Local-Resource-Based Applied Chemistry Module Integrating Metacognition and Chemopreneurship
Applied Chemistry practical work can remain procedural when students follow laboratory steps without explicitly regulating their learning or translating chemical evidence into product decisions. This pilot study evaluated students’ perceived practicality of a local-resource-based Applied Chemistry module and examined pretest-posttest changes in metacognitive awareness and chemopreneurship. Twenty-eight undergraduate students enrolled in Applied Chemistry at Universitas Pendidikan Mandalika participated through total sampling during the even semester of the 2025/2026 academic year. The intervention was implemented over seven meetings (21 instructional hours) and involved extraction of local plant materials, formulation of a herbal animal-shampoo prototype, product-quality evaluation, metacognitive reflection, cost analysis, packaging design, and marketing simulation. Data were collected using a 20-item perceived-practicality questionnaire, student worksheet assessments, an adapted 52-item Metacognitive Awareness Inventory, and a 24-item chemopreneurship questionnaire. The instruments were evaluated through expert judgment for content validity, and internal consistency was assessed using Cronbach’s alpha. Data were analyzed using descriptive statistics, Shapiro-Wilk tests, normalized gain calculated from group means, and Wilcoxon signed-rank tests. The mean perceived-practicality score was 82.88% (SD = 4.62), while the mean worksheet score was 79.54 (SD = 3.92). Metacognitive-awareness scores increased from 57.16 to 73.32 (N-gain = 0.38; W = 0, p < .001), while chemopreneurship scores increased from 54.68 to 77.00 (N-gain = 0.49; W = 10, p < .001). These findings indicate favorable student perceptions and higher post-implementation self-report scores. However, the absence of a comparison group and complete psychometric and process evidence limits causal interpretation. Further iterative validation and controlled testing are therefore required.
Copyright (c) 2026 Muhazam Muhazam, Muhali Muhali, Ika Nurani Dewi, Nova Kurnia https://creativecommons.org/licenses/by/4.0