ISEJ : Indonesian Science Education Journal

Emerging Trends in Early Childhood Science Education: Pedagogies and Insights from a Systematic Literature Review

Rika Partikasari — 2026-05-07

The purpose of this study is to systematically identify and analyze global research trends in early childhood science education for children aged 3-8 years, focusing on prevalent instructional approaches and their effectiveness. A systematic literature review was conducted following the PRISMA guidelines. The Scopus database was queried for relevant, accredited articles published between 2015 and 2025. After applying strict inclusion criteria, a final corpus of seven key publications was selected for in-depth qualitative analysis to identify dominant themes and patterns. This review provides a synthesized analysis of the most recent and impactful pedagogical strategies in early childhood science education. It confirms the dominance of concrete, experience-based learning and reveals the significant effectiveness of role-playing and multimodal visualization techniques in making abstract scientific concepts accessible to young learners. A key novel insight is the identification of critical contextual factors for successful implementation, highlighting that teacher acceptance of new methodologies is highest when they align with existing pedagogical values and daily practices. Furthermore, the study underscores the influential role of the teacher and the intentional design of the learning environment in fostering scientific engagement. The primary contribution is a clear, evidence-based argument for developing holistic, play-based, and contextually relevant curricula. These findings offer a foundational framework for educators, researchers, and policymakers to design effective, developmentally appropriate, and engaging science learning strategies for the modern era.

DeepCrit: A Deep Learning–Driven Intelligent Tutoring System to Enhance Critical Action Skills in Science Learning

Supriyadi — 2026-05-07

The present study reports the design, development, and evaluation of DeepCrit, a deep learning (DL)–driven intelligent tutoring system (ITS) intended to enhance students’ critical action skills in science education. While ITS research has expanded rapidly alongside advances in adaptive learning and learner modeling, few systems explicitly target higher-order skills such as critical action—a dimension of critical consciousness involving the capability to analyze socio-scientific issues, design evidence-based solutions, and enact transformative actions. This study addresses this gap through a multiphase mixed-method evaluation integrated with Design-Based Research (DBR). The research involved preliminary needs analysis, conceptual design, prototype development, expert validation, and classroom implementation with 62 secondary school students. DeepCrit integrates deep knowledge tracing, multi-task learner profiling, a knowledge graph–based domain model, and a pedagogical engine driven by a deep Q-network to provide adaptive and dialogic scaffolding around socio-scientific issues. Quantitative results demonstrate significant improvements in critical reflection, critical motivation, and critical action, alongside gains in conceptual science mastery. Qualitative findings reveal that DeepCrit supports students’ movement through praxis cycles—reflection, decision-making, and action—thereby strengthening their scientific agency. This study contributes a pedagogical and technical framework for designing ITS that support transformative science learning aligned with the demands of the 21st century.

The The Urgency of the Big Book of Digestive System Ethnoscience: An Analysis of the Needs of Reading Interest and Science Literacy of Elementary School Students

Hermansyah — 2026-05-07

This research is motivated by the need for contextual learning media that is able to increase the reading interest and science literacy of elementary school students in the material of the human digestive system. The research aims to analyze the need for the development of Big Books with ethnoscience content as the basis for designing learning media that is relevant to local culture. The research is a preliminary study with a mixed descriptive approach (qualitative and quantitative). The research was carried out in Muruk Rian District, Tana Tidung Regency, North Kalimantan, namely SDN 004, SDN 005, SDN 016, and SDN 024 Tana Tidung, involving 27 students and 4 teachers. Data were collected through observation, science literacy cognitive tests, closed questionnaires, and interviews. The results showed that students' reading interest was relatively high, but there were emotional barriers and uneven reading experiences. The attitude of students' science literacy is positive, but epistemic understanding and involvement in environmental issues is still limited. Students' science literacy skills are in the sufficient category, while procedural skills and scientific inquiry design are relatively low. Teachers and students expressed a high need for contextual and easy-to-understand visual media. These findings confirm the potential of the Big Book containing ethnoscience as a relevant medium to relate science concepts to local culture and become the basis for development and effectiveness testing at the next stage of research.

Development of a Digital Literacy Assessment Instrument for Junior High School Students Using Zep Quiz Media in Ecoprint Batik Learning

Sri Wahyuni — 2026-05-07

Digital literacy has become an essential competency for students in the 21st century, particularly in science learning that integrates technology and contextual learning resources. However, appropriate assessment instruments to measure students’ digital literacy skills are still limited. This study aimed to develop a valid and reliable instrument for assessing junior high school students’ digital literacy skills using Zep Quiz media in the context of ecoprint batik learning. The research employed a Research and Development (R&D) method using the Borg and Gall model, which was modified into several stages: problem analysis, planning, product design, expert validation, product revision, small-scale testing, operational revision, and large-scale testing. The participants of this study were 125 junior high school students. Data were collected through observation, questionnaires, and digital literacy assessment tests. The results of expert validation indicated that the developed instrument was highly valid. Item validity analysis showed that all test items met the validity criteria. Furthermore, the reliability coefficient of the multiple-choice test in the large-scale trial reached 0.762, which is categorized as high reliability. These findings indicate that the developed instrument is valid, reliable, and feasible to measure students’ digital literacy skills in science learning using Zep Quiz media integrated with ecoprint batik materials.

The Effect of Wordwall-Based Interactive Learning Media and Learning Motivation on High School Students’ Informatics Learning Outcomes

Sri Sa'adah Mardiah — 2026-05-09

The rapid development of digital technology requires innovative learning approaches that improve student engagement and learning outcomes, particularly in informatics education. However, Classroom instruction is still frequently dominated by conventional methods that limit student participation and reduce conceptual understanding. This study aimed to analyse the effect of WordWall-based interactive learning media and learning motivation on senior high school students’ informatics learning outcomes. This study employed a quantitative, quasi-experimental design with a 2×2 factorial structure. The research involved 60 tenth-grade students at SMAN 1 Siberut Utara selected through purposive sampling. Students were divided into an experimental class using WordWall and a control class using conventional learning media. Data were collected through learning outcome tests and motivation questionnaires, and analysed using descriptive statistics and a Two-Way ANOVA. The findings showed that students taught using WordWall achieved higher learning outcomes than those taught conventionally. The highest posttest mean score was obtained by students with high learning motivation in the WordWall group (91.42), while the lowest score was found in students with low motivation in the conventional class (50.81). Statistical analysis demonstrated that learning media significantly affected learning outcomes (F = 38.32 > 4.013), learning motivation significantly affected learning outcomes (F = 108.84 > 4.013), and there was a significant interaction between WordWall and learning motivation on students’ learning outcomes (F = 5.58 > 4.013). The study concludes that WordWall-based interactive learning effectively improves informatics learning outcomes and creates a more engaging and meaningful learning environment aligned with 21st-century educational demands.

Interactive Effects of Fertilizer Types and Shading Levels on ‎Growth, Yield, and Piperine Content of Piper Retrofractum Under ‎Tropical Agroecosystems

Pramono Hadi — 2026-05-09

Piper retrofractum (Javanese long pepper) is an economically important medicinal plant valued for its piperine content. However, its productivity and quality remain inconsistent under tropical agroecosystems due to suboptimal nutrient management and light conditions. This study aimed to evaluate the interactive effects of fertilizer types and shading levels on growth, yield, and piperine content, as well as to determine the relationships among these variables. A factorial completely randomized design was employed with two factors: fertilizer types (NPK, biofertilizer, local microbial liquid organic fertilizer, and a combination of NPK and biofertilizer) and shading levels (0%, 40%, and 60%), resulting in 12 treatment combinations with three replications. The observed parameters included number of productive branches, dry fruit weight per plant, and piperine content. Data were analyzed using ANOVA, followed by DMRT at 5%, and strengthened with Pearson correlation and multiple regression analyses. The results showed that the combination of NPK and biofertilizer under no shading significantly produced the highest values for all parameters. Productive branches exhibited a very strong positive correlation with dry fruit weight (r = 0.88**) and moderate correlation with piperine content (r = 0.61*), while dry fruit weight showed a strong correlation with piperine content (r = 0.69**). The regression model (R² = 0.88) indicated that both productive branches and dry fruit weight significantly contributed to piperine content, with dry fruit weight having a greater influence. These findings highlight that optimizing fertilization strategies and light conditions can simultaneously enhance yield and bioactive compound accumulation in P. retrofractum under tropical conditions.

The Teaching for Creativity through an AI-Assisted C-R-E-A-T-E Model in Chemistry Project-Based Learning: A TCOF-Based Feasibility Evaluation

Wawan Wahyu — 2026-05-12

Creativity-oriented chemistry learning requires instructional designs that enable students to generate, refine, transform, and evaluate ideas through meaningful scientific inquiry. However, the success of such learning depends not only on the availability of innovative models and digital tools but also on teachers’ ability to facilitate creativity-supportive classroom practices. This study aimed to evaluate the pedagogical feasibility of an Artificial Intelligence-assisted C-R-E-A-T-E learning model in a chemistry project-based learning activity on natural paint production. The study employed a descriptive-evaluative design with a design-based research orientation. Participants included 16 Grade XI students, three trained observers, three chemistry teachers as validators, and two expert lecturers. Data were collected using the Teaching for Creativity Observation Form (TCOF), which evaluates four dimensions of creativity-supportive teaching: questioning techniques, teacher responses to students’ ideas, classroom activities that foster creativity, and whole-lesson methods that support creative learning. The data were analyzed using descriptive percentages and interpretive categories. The results showed that questioning techniques and creativity-oriented classroom activities reached full implementation, each scoring 100%. Teacher responses to students’ ideas reached a high level of implementation at 82%, whereas whole-lesson implementation of the creative learning model remained moderate at 50%. These findings indicate that the AI-assisted C-R-E-A-T-E model is pedagogically feasible for supporting creativity-oriented chemistry instruction, particularly in strengthening questioning strategies and project-based creative activities. However, deeper scaffolding is still required in imagination-building, reflective evaluation, and metacognitive guidance. The study contributes to chemistry education by demonstrating how AI can be positioned as a cognitive support tool within a structured creative learning model, while emphasizing that teacher mediation remains central to meaningful and responsible AI integration.

Development of a Deep Learning Pedagogical and Ecopedagogy-Based Fundamental Movement Learning Model for Post-Disaster Physical and Psychosocial Recovery of Elementary School Students

Mudayat Mudayat — 2026-05-12

Indonesia's high disaster vulnerability significantly impacts elementary school students' physical and psychosocial well-being. Post-disaster, children often experience declines in physical fitness, fundamental movement skills, anxiety, and social interaction—directly affecting their learning readiness. This study aimed to develop and examine the effectiveness of a Deep Learning Pedagogical and Ecopedagogy-Based Fundamental Movement Learning Model (DL-Eco Model) as a holistic recovery intervention for post-disaster elementary school students. Employing a Research and Development (R&D) design with the ADDIE framework, the model was developed through systematic analysis, design, development, implementation, and evaluation stages. Effectiveness was tested using a quasi-experimental nonequivalent control group design across four elementary schools in one disaster-affected province (n ≈ 120 students, grades IV–V). Instruments included the Fundamental Movement Skills (FMS) test, the Indonesian Physical Fitness Test (TKJI), the Child Resilience Scale, and the Psychosocial Well-being Scale. Content validity was established using Aiken's V (≥ 0.80), and data were analyzed through descriptive and inferential statistics (independent t-test, ANCOVA, Cohen's d, and N-Gain). The DL-Eco Model integrates four instructional phases: experience orientation, movement exploration, meaningful reflection, and ecological action. This integration simultaneously addresses motor competence, reflective learning, social development, and ecological awareness—filling a conceptual and methodological gap in disaster-responsive physical education. The model is expected to contribute to the advancement of disaster-responsive pedagogy and broaden Physical Education's role as a school-based holistic recovery instrument.

Adaptive Housing as an Alternative Strategy for Fisher Settlement Planning in the Context of Coastal Sea Wall Development and National Resilience

Yanda Dwira Firman Z. — 2026-05-13

Coastal settlements along the northern coast of Java face escalating environmental pressures due to tidal flooding, land subsidence, and sea level rise. While sea wall development has been widely implemented as a macro-scale mitigation strategy, it remains insufficient in addressing vulnerabilities at the settlement level, particularly within informal fishing communities. This study examines adaptive housing as an alternative strategy for coastal settlement planning and evaluates its contribution to regional resilience and national defence. An embedded mixed-method approach was employed, combining qualitative analysis with quantitative data collected from 100 respondents in Muara Angke, North Jakarta. The findings reveal that adaptive housing through elevated and floating structures significantly reduces structural damage, lowers flood exposure, and improves access to clean water and sanitation. Community participation also increased substantially, indicating strengthened social resilience. In addition, the use of modular construction enhances efficiency in both time and cost. This study proposes the Integrated Coastal Settlement Resilience Model (ICSRM), which integrates macro-level infrastructure, micro-level adaptive housing, and community capacity as a unified resilience framework. The results demonstrate that adaptive housing not only improves environmental and socio-economic conditions but also contributes to territorial resilience within the broader context of non-military national defence. The study highlights the importance of multi-scalar integration in achieving sustainable coastal resilience.

Research Trends in Digital Career Guidance and Counseling Services: A Bibliometric Analysis for E-Module Development

Wahyu Zamratul Rizki — 2026-05-15

The digital transformation of education has reshaped guidance and counseling services, particularly in supporting students’ career readiness through technology-mediated approaches. However, research on digital career guidance remains dispersed across disciplines, making it necessary to map its intellectual structure and emerging directions. This study aims to analyze global research trends in guidance and counseling services, with particular attention to career guidance and digital learning, as a conceptual basis for future e-module development. A bibliometric analysis was conducted using publication data retrieved from Scopus and Web of Science covering the period 2018–2025. The article selection process followed the PRISMA framework, resulting in 456 documents for final analysis. Bibliographic data were analyzed using VOSviewer through publication growth analysis, keyword co-occurrence, source distribution, thematic mapping, and citation-related indicators. The findings show that research in guidance and counseling services has grown substantially, with an annual growth rate of 18.89%, involving 1,538 authors across 294 publication sources. The dominant themes include counseling, students, career guidance, and decision-making, while thematic mapping indicates that career guidance and decision-making are emerging areas with strong potential for further development. These findings suggest a shift from conventional counseling models toward more personalized, student-centered, and technology-supported services. The study contributes by identifying research gaps and future directions for developing digital career guidance media, particularly e-modules, to support more accessible, flexible, and context-responsive counseling services in contemporary education.

Science Mapping Research on Career Guidance for Junior High School Students: A Bibliometric Analysis from Scopus Database (2019–2025)

Laila Purwaningsih — 2026-05-14

Global social changes, the intensive digitalization of educational practices following the COVID-19 pandemic, and the increasing demand for student readiness for professional careers have substantially driven the advancement of career guidance (CG) research. This scientific inquiry seeks to describe the epistemological framework, developmental trajectories, and scientific dynamics of career guidance research using a bibliometric methodology grounded in science mapping techniques. The investigation uses Scopus-indexed publications from 2019 to 2025, which are analyzed using quantitative bibliometric methods and network visualization facilitated by VOSviewer software. The analysis reveals that CG publications exhibit an S-shaped logistic growth pattern, suggesting an early acceleration phase. Publication rates were modest from 2019 to 2021 but surged sharply from 2022 to 2025, driven by growing global interest in technology-based career guidance services. Citation analysis indicates that scientific impact peaked in 2022, with the subsequent decline attributed to a citation lag rather than a decline in research quality. Projections indicate a saturation point of approximately 4,020 documents, with peak production anticipated at approximately 180 publications annually in 2035. The dataset comprises 34,476 references, highlighting the strong theoretical foundations of the CG field and its multidisciplinary scope. Thematic mapping illustrates three main categories: psychological dimensions of counseling, learner-centered education, and the integration of technology into career services. These results demonstrate that career guidance (CG) research is a nascent domain ripe for theoretical and methodological investigation. In summary, this study provides strategic insights into the development of career guidance scholarship and the adaptive development of career services in response to the demands of 21st-century education.

The Effect of PhET Chemistry Simulations and Learning Motivation ‎on Senior High School Students’ Chemistry Conceptual ‎Understanding of Molecular Shape

Vinenda Paramita Sirait — 2026-05-15

This study aimed to analyze the effect of PhET Chemistry Simulations and learning motivation on senior high school students’ understanding of molecular shape concepts. The study employed a quasi-experimental method with a 2 × 2 factorial design involving 60 tenth-grade students divided into an experimental class using PhET Chemistry Simulations and a control class receiving conventional instruction. Data were collected through a chemistry conceptual understanding test and a learning motivation questionnaire and analyzed using descriptive statistics and Two-Way ANOVA at a significance level of 0.05. The results showed that students taught using PhET Chemistry Simulations achieved higher conceptual understanding than those taught conventionally. The highest improvement was found in highly motivated students in the experimental group (58.89 points), followed by low-motivation students in the experimental group (40.33 points). Meanwhile, the conventional groups showed improvements of 52.00 points and 35.71 points, respectively. The average posttest score of the experimental class (76.80) was higher than that of the control class (68.67). Statistical analysis revealed that instructional media significantly affected students’ chemistry conceptual understanding (F = 11.091; p < 0.05), and learning motivation also showed a significant effect (F = 112.853; p < 0.05). However, no significant interaction was found between instructional media and learning motivation (F = 0.216; p > 0.05). These findings indicate that PhET Chemistry Simulations effectively improve students’ conceptual understanding across different motivational levels.

Planlet Study of Kappaphycus Alvarezii Maumere Variety with ‎Different Colours from Tissue Culture Propagation at Seameo ‎Biotrop Bogor

Gloria Ika Satriani — 2026-05-18

Tissue culture propagation of Kappaphycus alvarezii Maumere variety at SEAMEO BIOTROP Bogor produced planlets exhibiting an unusual color shift from the original brown (LC) to green (LH) at a mutation ratio of 1:50 within culture bottles. This study aimed to characterize the molecular identity and genetic relationships of these color-variant planlets using the Internal Transcribed Spacer (ITS) DNA barcoding marker and phylogenetic reconstruction in MEGA X. DNA sequencing using ITS primers revealed that both color variants (LH and LC) confirmed as K. alvarezii based on NCBI BLAST analysis (Query Cover: 92%; Percent Identity: 87.52%; Accession No. JN673973.1). The nucleotide compositions showed T(U): 23.84%, C: 22.48%, A: 25.48%, G: 28.20% (LH) and T(U): 25.28%, C: 26.40%, A: 25.42%, G: 22.89% (LC), with total nucleotide lengths of 734 and 712 bp, respectively. No single nucleotide polymorphism (SNP) was associated with the color characteristic detected between the two variants. Genetic distance analysis indicated a close relationship between LH and LC (distance: 0.155), while both showed considerable divergence from the reference K. alvarezii KC905270.1 (0.626 and 0.629, respectively) and from Eucheuma isiforme (0.565 and 0.563). The phylogenetic tree confirmed that LH and LC belong to the same species with a distinct color phenotype potentially attributable to epigenetic or physiological factors. These findings provide molecular baseline data for the utilization of tissue-culture-derived K. alvarezii Maumere variety in seaweed aquaculture programs in Indonesia.

Bivalvia Community Structure in The Ecosystem of Jenggalu ‎Mangrove Tourism Park, Bengkulu Province ‎

Kayla Dwi Hasnatuti — 2026-05-28

Mangrove ecosystems are important habitats for various benthic organisms, including bivalves, which play a role in maintaining the ecological balance of aquatic environments. The Jenggalu Mangrove Forest Tourism Park in Bengkulu City has high potential for biodiversity, but information on the structure of the bivalve community in this area is still limited. This study aims to determine the structure of the bivalve community, including species composition, abundance, and environmental conditions that influence their existence in the Jenggalu mangrove ecosystem. The study was conducted using a survey method with direct sampling techniques at several observation points in the mangrove area. Each bivalve individual found was then identified based on morphological characteristics, counted, and analysed for community structure using ecological indices such as diversity, evenness, and dominance. The results showed that the bivalve community in the Jenggalu mangrove area consisted of several species with different abundance levels at each observation location. The diversity index value was in the moderate category, indicating that environmental conditions were still sufficiently supportive of bivalve life. The relatively stable evenness value indicated a fairly even distribution of individuals between species, while the low dominance value indicated that no species was overly dominant. The results of this study indicate that the mangrove ecosystem in this area still has environmental conditions that are sufficient to support bivalve life. This information is expected to form the basis for efforts to manage and conserve the mangrove ecosystem and preserve the diversity of aquatic biota in the area.

Morphometric Analysis of Anura in Rajolelo Forest Park ‎Bengkulu Province

Reska Ayu Muslimah — 2026-05-28

This study aims to analyze the morphometric characteristics of Anura found in Rajolelo Forest Park, Central Bengkulu. Data collection was conducted from November 2025 to January 2026 using the Visual Encounter Survey (VES) method in two habitat types, namely secondary forest and lakeshore. Each individual found was identified and measured using 13 morphometric characters with the help of a caliper. The results showed that the Anura community found consisted of three families, namely Dicroglossidae, Ranidae, and Rhacophoridae, with five species and a total of 20 individuals. Morphometric analysis showed that there were variations in body size and limb proportions between species related to habitat differences. Species found in water tend to have larger body sizes, while species living in vegetation or secondary forests have longer limbs that support the ability to jump and move in vegetation. Thus, morphometric variations in Anura indicate morphological adaptations to different habitat conditions.

Why Do Children Love Electricity? Multivariate Evidence from Hands-On Electronics Learning in Elementary STEM Education

Tri Rijanto — 2026-05-20

The integration of hands-on learning into elementary science education has garnered increasing scholarly attention, yet empirical investigations examining its simultaneous effects on multiple educational outcomes remain limited, particularly within the domain of electricity learning at the primary school level. This study examined the effects of a structured hands-on electronics learning program on elementary students' scientific curiosity, STEM interest, problem-solving skills, and scientific engagement using a multivariate analytical framework. Employing a quasi-experimental pretest–posttest nonequivalent control group design, 300 Grade 4–6 students (aged 9–12 years) from Lakarsantri District, Surabaya, Indonesia, were assigned to either a hands-on electronics intervention (n = 150) or conventional science instruction (n = 150). The eight-session intervention engaged students in circuit building, conductor investigations, and collaborative mini-project design using modular electronics kits, facilitated through the 5E instructional model. Data were collected using validated instruments measuring all four outcome constructs and analyzed via Multivariate Analysis of Covariance (MANCOVA), with prior academic achievement and digital literacy serving as covariates. Results revealed a statistically significant and large omnibus multivariate effect (Wilks' Λ = .312, F(8, 586) = 41.73, p < .001, η²p = .363), with significant univariate effects across all four dependent variables (η²p range: .356–.427). Discriminant function analysis further identified STEM interest and curiosity as the primary dimensions differentiating the two groups (classification accuracy = 89.3%). These findings demonstrate that hands-on electronics learning constitutes a pedagogically powerful approach for cultivating multidimensional STEM competencies in elementary education, with significant implications for curriculum design, teacher professional development, and early STEM engagement policy.

Development of Problem-Based Learning Animation Learning Media to Improve Thematic Learning Outcomes of Grade V Students of SDN 19 Way Serdang, Mesuji Regency

Dwi Yulianti — 2026-05-22

This research aims to develop Problem Based Learning (PBL)-based animation learning media and test its feasibility and effectiveness in improving the thematic learning outcomes of grade V elementary school students. The research was carried out at SDN 19 Way Serdang, Mesuji Regency, Lampung, with the research subject of grade V students. The method used is Research and Development (R&D) with reference to the Borg & Gall model as the main development framework that is implemented until the limited trial stage. In the product development process, the ADDIE model is used which includes the analysis, design, development, implementation, and evaluation stages. The research subjects consisted of two classes, namely the VA class as the control group and the VB class as the experimental group. Data was collected through pretest and posttest tests to measure students' thematic learning outcomes, as well as questionnaires to determine students' responses to learning media. The results of the study showed that the PBL-based animation learning media developed met the criteria were very valid based on expert assessment. The increase in student learning outcomes in the experimental class was shown by the increase in the average score from 60 in the pretest to 80 in the posttest. An N-Gain analysis of 0.60 shows an increase in the medium category. In addition, the effect size value of 1.02 shows that the use of media has a great influence on improving students' thematic learning outcomes. Thus, the PBL-based animation learning media developed is declared feasible and effective enough to be used in thematic learning of grade V elementary school students. These findings suggest that the integration of animation media with PBL models can be an innovative alternative in improving the quality of learning and student learning outcomes.

Strengthening Nutrition Literacy and Scientific Skills through Multisensory Food Experience among Children at Al-Faruq Kindergarten in Kawahmanuk Village, Kuningan Regency

Teti Nurhayati — 2026-05-22

Nutrition literacy in early childhood should not be reduced to the memorisation of healthy and unhealthy foods; it should be developed through concrete, sensory, affective, and socially supported experiences that help children observe, classify, communicate, and make simple food-related decisions. This study aims to describe how multisensory food experience learning contributes to nutrition literacy and basic science process skills among children aged 5-6 years. A descriptive qualitative design was implemented at Al-Faruq Kindergarten, Kawahmanuk Village, Kuningan Regency, West Java, over eight weekly sessions from February 2 to March 30, 2026. Participants consisted of 15 children, two classroom teachers, and eight parents. Data were collected through participant observation, semi-structured interviews, children’s work, teacher reflection notes, and activity documentation. The data were analysed through data condensation, thematic display, and conclusion verification, supported by source and method triangulation. The findings reveal four interrelated themes: improved nutrition understanding through sensory engagement, more positive emotional responses and willingness to try healthy foods, the emergence of simple healthy lifestyle practices, and the decisive role of school-family collaboration. The activities also stimulated basic science process skills, especially observation, classification, comparison, causal explanation, and communication. The study contributes a context-based pedagogical model that integrates early childhood science education, nutrition literacy, and health education through experiential and multisensory learning. Because the study is qualitative, single-site, and short-term, the findings should be interpreted as process evidence rather than causal effectiveness evidence.

Differentiated Instruction to Stimulate Multiple Intelligences in Early Childhood Science Learning: A Phenomenological Study in Inclusive Kindergartens

Evi Yulidawati — 2026-05-25

Early childhood science learning in inclusive kindergarten classrooms requires pedagogical practices that are responsive to children's differences in readiness, interests, communication modes, sensory needs, and ways of demonstrating understanding. However, empirical accounts of how teachers translate differentiated instruction into daily science activities while stimulating children's multiple intelligences remain limited. This phenomenological study explored the lived experiences of four kindergarten teachers in implementing differentiated instruction to support early science learning in an inclusive kindergarten. Data were collected through participatory classroom observation, semi-structured interviews, and document analysis of lesson plans, children's learning products, portfolios, and progress notes. The data were analyzed through phenomenological procedures involving repeated reading, horizonalization, meaning-unit coding, clustering of themes, and synthesis of textural and structural descriptions. Five essential themes emerged: responsive planning based on children's interests and needs, multisensory inquiry as process differentiation, flexible representation of learning products, adaptive classroom ecology and peer support, and continuous teacher reflection as real-time pedagogical adjustment. The findings indicate that differentiated science instruction was not implemented as a separate program, but as a dynamic pedagogical stance through which teachers adjusted content, process, product, and learning environment. Multiple intelligences functioned as a practical lens for recognizing children's diverse strengths, while hands-on science activities provided an inclusive space for observation, prediction, classification, questioning, communication, and collaboration. This study contributes to early childhood science education by showing how differentiation, inclusive pedagogy, and multiple-intelligence-oriented learning can be integrated in everyday kindergarten science practices. The findings imply that teacher professional development should move beyond general knowledge of inclusion toward concrete strategies for designing accessible, multisensory, and culturally meaningful science experiences for diverse young learners.

Pedagogical Competence of PPG Graduate Teachers in Phase A Science Learning: A Phenomenological Study on the PAUD–Primary School Transition

Novia Wiranti — 2026-05-25

The transition from early childhood education (PAUD) to the first years of primary school is a decisive period for developing children's early scientific literacy. In Indonesia, graduates of the Teacher Professional Education Program (Pendidikan Profesi Guru/PPG) with a PAUD background are increasingly required to teach Phase A students in Grades 1 and 2, where play-based pedagogy must be reconciled with more structured science learning under the Kurikulum Merdeka. This phenomenological study explored the lived experiences of six PPG graduate teachers with PAUD academic backgrounds who taught Phase A classes in rural mountainous public primary schools in Magetan, East Java. Data were collected through semi-structured in-depth interviews, non-participant classroom observations, and document analysis. The data were analyzed using the Stevick-Colaizzi-Keen procedure as modified by Moustakas, involving bracketing, horizontalization, meaning-unit construction, thematic clustering, textural-structural description, and synthesis of the essence of experience. Four themes emerged: theoretical pedagogical awareness that was not fully translated into practice, monotonous learning with limited exploratory science activities, structural constraints in facilities and school support, and weak post-PPG mentoring. The findings show that PPG enhanced teachers' conceptual awareness of child development, lesson planning, and active learning; however, the enactment of these competencies remained constrained by limited science resources, administrative teaching routines, conventional school culture, and the absence of sustained professional assistance. The study contributes to early science education by showing that pedagogical competence is not an individual attribute alone, but a situated professional practice shaped by institutional, geographical, and cultural conditions. Strengthening post-PPG mentoring, inquiry-based science resources, and contextual transition curricula is therefore essential for improving Phase A science learning in rural mountainous schools.

Development of an Ecosystem Module Based on Papuan Local Wisdom Using the ADDIE Model to Enhance Students’ Higher Order Thinking Skills (HOTS)

Muhamad Imron — 2026-05-30

This study aims to develop an ecosystem module based on Papuan local wisdom using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and to examine its validity, practicality, and effectiveness in improving students’ Higher Order Thinking Skills (HOTS). This research employs a Research and Development (R&D) approach with an effectiveness test design using a one-group pretest–posttest design. The subjects of this study were students of the Biology Education Study Program at STKIP PGRI Papua. The module development process was carried out through the five stages of the ADDIE model, including needs analysis, design, product development, implementation, and evaluation. The research instruments consisted of expert validation sheets, practicality questionnaires, and HOTS-based essay tests. Data were analyzed using descriptive quantitative techniques, N-gain analysis, paired t-test, and effect size calculation. The results showed that the developed module had a very high level of validity with an average score of 3.69 and a very high level of practicality with a percentage of 89%. The effectiveness test indicated a significant improvement in students’ HOTS, with an N-gain score of 0.61 (moderate category), a t-test significance value of p < 0.05, and an effect size of 1.25 (large category). These findings indicate that the ecosystem module based on Papuan local wisdom is effective in enhancing students’ abilities in analysis, evaluation, and creation. Therefore, the developed module is considered valid, practical, and effective, and can be used as an innovative teaching material in contextual biology learning based on local wisdom.

Teacher–Principal Collaborative Inquiry in AI-Assisted Early Science Learning at PAUD Sekar Nagari

Rita Sulistyorini — 2026-05-25

Artificial intelligence (AI) has begun to reshape teachers’ professional work, including lesson planning, media design, assessment preparation, and collaborative reflection. However, the integration of AI in early childhood science learning remains pedagogically sensitive because young children require concrete, play-based, sensory, and teacher-mediated inquiry experiences rather than technology-driven instruction. This study examined how teacher-principal collaborative inquiry supported the contextual use of simple AI tools in early science learning at PAUD Sekar Nagari, Universitas Negeri Semarang. Using a qualitative case study design, data were collected from seven participants consisting of one principal, one PAUD coordinator, and five classroom teachers through open-ended online interviews, participant observation, and document analysis. The data were analyzed thematically through data condensation, data display, and conclusion drawing, with trustworthiness strengthened through triangulation, member checking, audit trails, and thick description. The findings reveal five interrelated themes: teachers’ cautious but positive initial perceptions of AI, transformational and digital leadership as an enabling condition, collaborative inquiry as AI-mediated professional learning, perceived improvement in teacher creativity and administrative efficiency, and continuing pedagogical-ethical boundaries in AI-assisted early science learning. Simple AI tools supported teachers in transforming science ideas into visual, concrete, and developmentally appropriate learning media, while collaborative inquiry helped them verify, adapt, and contextualize AI outputs. The principal’s leadership was decisive in creating psychological safety, facilitating infrastructure, and sustaining a professional learning community. The study concludes that AI can strengthen early science learning when positioned as a teacher-support tool rather than a substitute for hands-on inquiry, direct child observation, and teacher-child interaction.

Online Collaborative Learning With Deep Learning In Fostering Critical Thinking And Motivation: Meta Synthetic Analysis

Novarita Novarita — 2026-05-25

Online learning has expanded rapidly, yet many digital courses still struggle to cultivate sustained motivation and higher-order thinking because interaction is often limited to content delivery, fragmented discussion, or individual task completion. This article develops an integrative meta-synthesis on how Online Collaborative Learning (OCL), when supported by deep-learning-enabled artificial intelligence (AI), can strengthen critical thinking and learner motivation in higher education. The review synthesizes theoretical and empirical literature on OCL, computer-supported collaborative learning, learning analytics, adaptive feedback, and self-determination theory. Rather than treating AI as a replacement for pedagogy, this article conceptualizes deep learning as an adaptive scaffolding layer that can support peer dialogue, feedback, grouping, early-warning signals, and personalized learning paths. The synthesis identifies four mechanisms through which OCL-AI integration may enhance learning: argumentative knowledge construction, socially shared regulation, adaptive formative feedback, and motivational need support. The article also argues that these benefits are conditional on ethical data governance, transparent algorithms, teacher facilitation, and equitable access to digital infrastructure. The proposed framework contributes to online pedagogy by clarifying the relationship between social collaboration and machine-supported personalization. It offers practical design principles for lecturers, instructional designers, and higher education institutions seeking to develop online learning environments that are cognitively challenging, motivationally supportive, and ethically responsible.

Arduino-Based Moving Average Filter Implementation for Increasing Stability Measurement of Digital Temperature in Climate Monitoring Systems Micro

Moh Habibush Shidqi — 2026-05-30

System monitoring climate, micro need measurement, and stable, accurate temperature for supporting real-time analysis of environmental conditions. However, digital temperature sensors often experience data fluctuations due to noise, interference signals, and changes in a fast-paced environment, which can influence the quality of measurement results. Research: This aim implements an Arduino-based Moving Average Filter method to increase the stability of digital temperature measurements in the climate monitoring microsystem. The method uses a design device hardwired with an integrated digital temperature sensor and an Arduino microcontroller, along with the Moving Average Filter algorithm for processing temperature data. Testing was done by comparing sensor readings before and after filter application, using level data and value-stability deviation measurements. Research results show that implementing the Moving Average Filter can significantly reduce fluctuations in temperature data, thereby improving reading stability and consistency compared to a system without a filter. Besides, this method can improve the quality of temperature monitoring without adding excessive complexity to the system. Thus, implementing an Arduino-based Moving Average Filter can be an effective solution for improving the performance of system monitoring, climate, and micro digital sensors

An Ethnobiology-Based Instructional Model Integrating Indigenous Papuan Knowledge: The Mediating Role of Systems Thinking in Enhancing Environmental Literacy

Dwi Yarmalinda — 2026-05-30

This study investigates the development and effectiveness of an ethnobiology-based instructional model integrating Indigenous Papuan knowledge in enhancing environmental literacy through systems thinking. A design-based research approach combined with a quasi-experimental design was employed, involving 72 undergraduate students in a Biology Education program in Papua, Indonesia. Data were collected using a mixed-methods approach, including environmental literacy questionnaires, systems thinking performance tasks, and qualitative observations. Quantitative data were analyzed using paired sample t-tests, effect size (Cohen’s d), and mediation analysis with bootstrapping procedures, while qualitative data were analyzed thematically.

The results revealed significant improvements in environmental literacy (t = 14.27, p < .001, d = 1.68) and systems thinking (t = 15.11, p < .001, d = 1.78). A strong positive relationship was found between systems thinking and environmental literacy (r = 0.72, p < .001). Importantly, mediation analysis confirmed that systems thinking serves as a significant mediating mechanism linking the instructional model to environmental literacy outcomes. Qualitative findings further indicated increased student engagement, deeper conceptual understanding, and improved ability to analyze complex environmental systems.

These findings demonstrate that integrating Indigenous knowledge within an ethnobiology-based and systems-oriented instructional framework provides a theoretically grounded and effective approach for strengthening environmental literacy and sustainability competencies in higher education.

Web-Based Interactive Learning Media Integrated with Soft Skills for Network System Administration in Vocational High Schools

Anggi Alfioni — 2026-05-30

Vocational high schools are expected to prepare learners with technical competence and employability-oriented soft skills, yet classroom practices often remain dominated by teacher explanation, static materials, and assessment of technical content only. This study developed and evaluated a web-based interactive learning medium integrated with soft skills for the Network System Administration course in vocational high schools. Using a Research and Development design, the study synthesized the 4D, ADDIE, and Borg and Gall models into seven stages: needs analysis, design, development, testing and revision, implementation, evaluation and final revision, and dissemination and adoption. Data were collected through observation, interviews, expert-validation sheets, student-response questionnaires, and pretest-posttest learning outcome tests. The product included learning objectives, interactive materials, video resources, quizzes, evaluation feedback, project tasks, and soft-skill activities addressing character, citizenship, collaboration, communication, creativity, and critical thinking. Expert validation indicated that the product was highly feasible, with mean scores of 93.50% from material experts and 90.73% from media experts. Practicality testing improved from 69.00% in one-to-one trials to 74.00% in small-group trials and 84.00% in field trials. The experimental class showed a larger learning improvement than the control class (mean gain = 29.47 versus 3.00), and the posttest comparison was significant, t (58) = 2.44, p = .018, Cohen's d = .63. The findings suggest that web-based interactive media can support both cognitive learning and soft-skill-oriented vocational pedagogy.

Development of a Critical Thinking Assessment Instruments for ‎Use with Sc-SEBION Learning Media

Henik Anjayati — 2026-05-30

Critical thinking is an essential competency in twenty-first-century education. However, Indonesian students’ critical thinking skills remain relatively low, highlighting the need for innovative learning media that support higher-order thinking. Sc-SEBION (Syzygium cumini–Explosion Box Interactive Online Version) was developed as an interactive digital learning medium to facilitate critical thinking through contextual and engaging learning experiences. To evaluate its effectiveness, a valid and reliable assessment instrument is required. This study aimed to determine the validity and reliability of a cognitive assessment instrument developed to measure Grade VII junior high school students’ critical thinking skills on environmental change topics. The instrument, consisting of pretest and posttest forms, was developed using the 4D model (Define, Design, Develop, and Disseminate). Both forms comprised 12 essay items representing six critical thinking indicators proposed by Facione: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Specifically, items 1–2 measure interpretation, items 3–4 measure analysis, items 5–6 measure evaluation, items 7–8 measure inference, items 9–10 measure explanation, and items 11–12 measure self-regulation. The pretest and posttest were parallel forms with different items but identical constructs, blueprint, and weighting, indicating equivalence in content and structure. The instrument was then tested for validity and reliability. Content validity was evaluated by four validators, comprising three university lecturers and one science teacher, while empirical validity and reliability were analyzed using Pearson item–total correlation and Cronbach’s Alpha in SPSS version 29. Empirical validity and reliability were tested on 21 students outside the research sample. Content validity scores ranged from 91.7% to 96.5%. Empirical validity coefficients ranged from 0.606 to 0.927 for the pretest and 0.657 to 0.916 for the posttest, exceeding the critical r-table of 0.433. Cronbach’s Alpha values were 0.936 and 0.934 for the pretest and posttest, respectively. The findings provide preliminary evidence of the instrument’s validity and internal consistency for assessing critical thinking skills in Sc-SEBION-based learning. However, this study is limited to the examination of validity and reliability without extending to other psychometric evaluations or large-scale implementation studies. Given the limited pilot sample, further studies with larger and more diverse samples and additional construct validation analyses are needed to strengthen the psychometric evidence.