DEVELOPMENT OF ETHNOSCIENCE INTEGRATED E-WORKSHEET IN ACID BASE MATERIALS TO IMPROVE CRITICAL THINKING SKILL

Critical thinking skills are one of the skills needed in the current era of education. The ability to think critically is an important key for students in successful problem solving. This research aims to develop an ethnoscience-integrated Electronic Student Worksheets (E-LKPD) for acid-base learning to enhance students' critical thinking skills. The Research & Development (R&D) 4-D model, developed by Thiagarajan, was utilized. The research subjects were 11th-grade students of Science at SMAN 1 Cigugur, in the academic year 2022/2023. The E-LKPD was designed in HTML 5 format, accessible online through smartphones and laptops. The material presentation in the introductory activities was contextual, incorporating ethnoscience content related to local phenomena, enabling students to understand and explore the connection between these phenomena and acid-base concepts. The validation results by expert validators showed a high validity rate of 92%. The assessment of student responses through questionnaires yielded scores of 87.2% in the small-scale trial and 89.4% in the large-scale trial, indicating that the E-LKPD was highly practical. To evaluate the effectiveness of the ethnoscience-integrated E-LKPD in enhancing critical thinking skills, pre-tests and post-tests were conducted. The N-gain value of 0.71 indicated a high improvement in students' critical thinking skills. The findings demonstrate that the developed E-LKPD integrated with ethnoscience effectively enhances students' critical thinking abilities. This is because the Ethnoscience Integrated E-LKPD media can connect learning in the classroom with the real experiences of students in everyday life, so that it can help students to develop critical thinking skills in the process

CORRELATION BETWEEN KNOWLEDGE OF ECOSYSTEM CONCEPT BASED ON LOCAL WISDOM AND ENVIRONMENTAL SENSITIVITY WITH ECOLOGICAL BEHAVIOR IN SMAN 97 JAKARTA

Several ecosystems have currently experienced damage due to several factors, both natural and due to human activities. Efforts to minimize this damage can be done made by encouraging students to be aware of the natural resources around them, one of which is based on local wisdom. This study aims to analyze the relationship between knowledge of the concept of an ecosystem based on local wisdom and environmental sensitivity with ecological behavior. This study uses a quantitative descriptive approach with a survey method. Respondents consisted of 168 students of class X IPA SMAN 97 Negeri Jakarta, who were taken using a simple random sampling technique. Data testing in this study includes normality, homogeneity, and linearity for correlational and regression analysis. The results of the study showed that there was a positive and strong correlation between knowledge of ecosystem concepts based on local wisdom and ecological behavior, which was 64,8%. Based on these results, the implication in this research is that knowledge of ecosystem concepts based on local wisdom can be increased through strong ecological behaviors

PROJECT BASED LEARNING IN PHYSICS EDUCATION: A BIBLIOMETRIC REVIEW

AbstractProject-Based Learning has been recognized as an effective instructional approach for enhancing conceptual understanding and 21st-century skills in physics education. However, there is a lack of systematic bibliometric studies that map the development, trends, and research gaps in this topic. This study aims to identify research areas that have been extensively explored, as well as those that remain underexplored within PjBL in Physics Education. The method employed is descriptive with bibliometric analysis using data from Scopus, through the stages of identification, screening, eligibility, and inclusion. The analysis was conducted using Publish or Perish and VOSviewer software. From the 48 publications analyzed, it was found that the number of publications declined over the past three years, after peaking in 2021 due to the growing demand for 21st-century competency-based curricula. This decline is suspected to be related to implementation challenges during the COVID-19 pandemic. The distribution of affiliations and countries indicates that there are still institutions and nations not actively involved in this topic. Emerging research focuses, such as links to curriculum, scientific inquiry, and technology, present opportunities for further studies. The findings of this study highlight the need for expanding and deepening PjBL research in Physics Education across various national and institutional contexts.

ASSESSING THE DESIGN THINKING MINDSET AMONG ISLAMIC SENIOR HIGH SCHOOL STUDENTS IN DIGITAL TECHNOLOGY PHYSICS TOPICS

Design thinking has emerged as a critical 21st-century competence, yet it remains under-emphasised in Islamic schools, particularly Madrasah Aliyah (Islamic senior high schools). This study investigates the design-thinking mindset of Madrasah Aliyah students studying digital-technology-based physics concepts. Employing a descriptive-correlational design, we used descriptive statistics and Pearson/Spearman correlation analyses to examine relationships among five dimensions of design thinking: (1) Growth Mindset and Endurance, (2) Empathy and Human-Centred Design, (3) Teamwork and Diverse Perspectives, (4) Creativity and Problem-Solving through Prototyping, and (5) Curiosity and Learning Motivation. Data were gathered from 136 students using a validated 25-item questionnaire. Overall mindset levels ranged from moderate to high; Curiosity and Empathy recorded the highest scores, whereas Endurance ranked lowest. Gender- and grade-level comparisons revealed that female students exhibited significantly higher Endurance. Although the cross-sectional design limited insights into developmental trends, a significant negative correlation emerged between Endurance and the other dimensions. These findings highlight the need to balance resilience with curiosity, creativity, and empathy within a design-thinking framework and offer guidance for integrating digital technologies and design-thinking principles into physics instruction while respecting the madrasah cultural context. Future research could explore the impact of interactive digital physics simulations on the development of the five design-thinking dimensions among Madrasah Aliyah students

MARZANO'S INSTRUCTIONAL STRATEGIES: FOSTERING INFORMATION ANALYSIS AND PROCESSING SKILLS OF PLANT ANATOMY IN TEACHER EDUCATION

AbstractThis study proposes a design for a Plant Anatomy course by adapting Marzano's instructional framework to develop students’ information analysis and processing skills. The focus of the Plant Anatomy course is determined because it requires complex cognitive processing to integrate knowledge about plant tissue structure with changes in plant structure based on adaptation strategies in their habitat. This study employs a quantitative method, utilising information analysis ability tests and process skills tests as its instruments. The data were analysed descriptively using an assessment rubric. The design is then tested on 106 undergraduate students in Biology Education taking the Plant Anatomy course during data collection at a university in West Java, Indonesia. The results showed that the Marzano-based plant anatomy course design could facilitate students' information analysis and processing skills due to a conducive learning environment, the utilisation of prior knowledge, the development of thinking potential, the delivery of meaningful information, contextual learning, and cooperative learning. This study further proposes using this design when studying materials with a high concept interconnection.

DEVELOPMENT OF STEM-BASED E-LKPD TO IMPROVE SCIENTIFIC LITERACY CAPABILITIES ON ENVIRONMENTAL CHANGE MATERIAL

The problem of low science literacy needs to be used as a reference by the government in improving the learning system in Indonesia. This study aims to produce teaching materials in the form of STEM-Based Electronic Student Worksheets (E-LKPD) to Improve Science Literacy Skills in Environmental Change Materials. The method used is Research and Development (R&D) with a 4-D development model (Define, Design, Develop, and Disseminate). The development process goes through a validity test of 2 experts, a readability test of 15 students, and a field trial by 1 biology teacher and 35 students. The results of the study showed that the developed E-LKPD had an average validity percentage of 85.2% with very feasible criteria. In the readability test, the average percentage of E-LKPD reached 86.2% with very feasible criteria. While in the field trial, the responses of teachers and students showed very feasible criteria with percentages of 81.25% and 82.25%. There was an increase in the average creative thinking ability measured through the test instrument. The average result of creative thinking ability before the implementation of E-LKPD was 57.3 while after the implementation of E-LKPD it increased to 79.6 with an N-Gain of 0.50 in the moderate category. Based on these results, it can be concluded that E-LKPD is very feasible to use in learning activities and there is an increase in scientific literacy skills after the use of E-LKPD in the learning process

ANALYZING THE NEEDS OF TEACHING AND LEARNING CONTENT LOW CARBON EDUCATION AT JUNIOR HIGH SCHOOL IN INDONESIA

This study aims to identify the needs in the development of teaching materials on low carbon education, which is still rarely delivered at the VII grade secondary school level. This research uses the Mix Method. Quantitative data collection with a total of 100 respondents located in Bogor regency in the 2024/2025 academic year using assessment questions on the level of knowledge, low carbon competencies, and environmental care attitude questionnaire. Meanwhile, qualitative data were generated from observations of climate resilience based on the geographical location of the education unit. The results of this study show that students still need improvement in knowledge, low carbon competency, and environmental care attitude. The climate resilience analysis shows that the school conditions have the potential to implement learning that raises environmental issues to be used as topics in learning, and the use of social media. Therefore, the need for the development of teaching materials includes learning that contains videos or images, case studies with local issues, accompanied by group assignments that integrate social media as a medium for campaigns to protect the environment, so that it accommodates learning that forms an attitude of environmental care

IMPLEMENTATION OF A PROJECT-BASED WORKSHEET USING ALOE VERA GEL AS A NATURAL STABILIZER IN PURPLE SWEET POTATO ICE CREAM TO INCREASE NUTRITIONAL LITERACY

This study was motivated by the low level of nutritional literacy among students in obtaining, processing, and understanding information to make appropriate decisions regarding nutritional choices. The purpose of this study was to examine students' learning activities in analyzing nutritional literacy through the application of project-based worksheets, as well as to analyze the characteristics of purple sweet potato ice cream. The method used was a pre-experimental design with a one-group pretest-posttest design, involving 35 students from one school in Indonesia. The results showed that students' learning activities were very good, with an engagement rate of 88%. Students' nutritional literacy improved significantly, with an N-Gain value of 0.50, which falls into the moderate category. Additionally, the physical characteristics of purple sweet potato ice cream using aloe vera gel stabilizer and CMC met the standards of SNI No. 01-3713-1995. This study contributes to contextual science learning through the development of project-based worksheets that not only enhance students' nutritional literacy but also connect scientific knowledge with real-world practice through simple experimental activities.keywords: Purple sweet potato ice cream; project-based worksheets; nutritional literacy; use of aloe vera gel; natural stabilizer

CREATING ENGAGING CHEMISTRY LESSONS: PBL AND COOPERATIVE LEARNING STRATEGIES TO COMBAT STUDENT BOREDOM IN SECONDARY EDUCATION

Learning difficulties often hinder students from reaching their academic potential, one of which is caused by boredom during the learning process. This boredom can occur if the teaching methods applied are not sufficiently engaging or relevant to the students. This study aims to explore the implementation of Project-Based Learning (PjBL) and Cooperative Learning models used by chemistry teachers to overcome learning difficulties among 10th-grade students at Madrasah Pembangunan. The research approach used in this study is qualitative with a case study design, in which data were collected through in-depth interviews, classroom observations, and documentation. The results indicate Project-Based Learning (PjBL) and Cooperative Learning models can overcome student difficulties in learning chemistry concepts when combining with differentiated instruction and linking learning to real-life issues. The application of these learning models has been proven to increase student engagement in the learning process and facilitate a deeper and more practical understanding of chemical concepts within the context of their daily lives. This study contributes to enriching chemistry teaching practices at the secondary school level with more innovative and applicable approaches

AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS

One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning