JURNAL EKSAKTA PENDIDIKAN (JEP)

Integrating SOLE–TASC to Enhance Students’ Collaborative and Communicative Competencies in Science Learning

2025-12-11T01:36:26+00:00

Collaboration and communication are essential 21st-century skills. Observations and interviews suggest that these are among students in science learning are still not fully developed. This study aims to analyze the differences in collaboration and communication skills between the experimental and control classes and examine the relationship between these two skills through implementation of the Self-Organized Learning Environment (SOLE) model, integrating thinking actively in a social context (TASC). The research employed a quantitative method with a quasi-experimental design. The study groups being a pretest–posttest control group involving two seventh-grade classes (VII G and VII H), selected through cluster random sampling. Research instruments included validation sheets, questionnaires, and observation rubrics. The data analysis techniques employed included the homogeneity test, the normality test, the independent sample t-test, and the correlation test. The findings revealed significant improvements in collaboration and communication skills in the experimental class compared to the control class (p < .05). Pearson correlation analysis further indicated a very strong positive relationship (r = .854; p < .05) between the two skills in the experimental class. These results suggest that integrating the SOLE-TASC is effective in enhancing students’ collaboration and communication skills in science learning compared to conventional instruction.

Enhancing Students’ Health Literacy Through PBL-CMM: An Innovative Approach in High School Biology Education

2025-12-03T08:09:01+00:00

The enhancement of students’ health literacy represents a pivotal element in preparing them to confront contemporary health challenges. Accordingly, this study evaluates the impact of a combined problem-based learning and collaborative mind mapping (pbl-cmm) framework on improving students’ capacities for health literacy. Conducted with 110 senior high school students in Parepare, Indonesia, this quasi-experimental study employed a pretest–posttest non-equivalent control group design focused on the excretory and reproductive system topics in biology. Three groups were compared: PBL-CMM, PBL only, and conventional learning. Health literacy was measured through the Biology-Related Health Test (BRHT) and the Health Literacy Questionnaire (HLQ), which were developed based on four literacy dimensions: access, understand, appraise, and apply. The ANCOVA results revealed that students in the PBL-CMM group achieved significantly higher health literacy scores (corrected mean = 77.70) than those in the PBL (65.09) and conventional groups (56.20), p < .05. Similarly, the BRHT scores showed consistent patterns (PBL-CMM = 78.17; PBL = 70.26; Conventional = 65.95). The findings suggest that the PBL-CMM model is effective in fostering comprehensive health literacy through collaborative, problem-centered learning strategies. Future research is recommended to apply this model across diverse educational contexts, larger student populations, and different subject areas to examine its broader applicability and long-term impact on students’ critical thinking and decision-making in health-related issues

Digital Mathematics Module Based on Problem-Based Learning Model with Classpoint Mathematics Gamification

2025-12-03T06:48:59+00:00

Problem solving skills is one of the most important skills students should achieve in mathematics. However, students' mathematical problem-solving skills still low. This research offers classpoint mathematics gamification in digital mathematics module based on problem-based learning. Thus, this research was conducted to develop a valid, practice, and effective mathematics digital module based on problem-based learning model with classpoint mathematics gamification (ChePomathGo) in improving students’ problem solving skills. This study used the Plomp development model, including the preliminary research, prototyping, and assessment phases. Preliminary research involving 32 students and 1 teacher and prototyping and assessment phase involving 9 students in seventh grade junior high school. Data analysis used are descriptive analysis. The result shows that the mathematics digital module based on problem-based learning model with ChePomathGo is valid with an average score of 3.67 (very valid category), practice based on students’ and teachers’ positive responses, and effective to improve students’ problem solving skills based on the results of the students' mathematical problem-solving skills test in small group evaluations with an average score of 75% (effective category). The implications of this research is the digital mathematical module developed can be a guidelines for researchers and teachers to improve students’ mathematical problem-solving skills.

Development of Guided Inquiry-based E-Worksheet to Stimulate Science Process Skills on Light Diffraction Materials

2025-12-03T08:10:25+00:00

Understanding light diffraction requires higher-order thinking and the ability to apply science process skills. Therefore, this study aims to develop a guided inquiry-based e-worksheet that is valid, practical, and effective to stimulate science process skills in Light Diffraction materials. The study uses the Design and Development Research (DDR) approach, which consists of four stages: analysis, design, development, and evaluation. The data analysis uses a validity test assessed by three experts, a practicality test conducted by students and teachers, and an effectiveness test as measured by the N-Gain test. The validity test results obtained an average value of 3.54, which is "very valid" category. The e-worksheet’s design and content correspond to the science process skill: formulating problems, formulating hypotheses, conducting experiments, drawing conclusions, and discussing. The practicality test produced an average student response result of 86% and an average teacher perception result of 88%, both of which are classified as "very practical." The effectiveness test produced an N-Gain value of 0.71 in the experimental class, which is classified as high and increased compared to the control class's value of 0.49, which is classified as moderate. Hence, an e-worksheet based on guided inquiry has been produced to stimulate valid, practical, and effective science process skills. The results contribute to the theoretical understanding of guided inquiry-based learning and provide practical guidance for teachers in implementing digital inquiry activities on light diffraction.

Development of Electronic Student Worksheets Based on the Science, Environment, Technology, and Society Learning Model on Sound and Light Waves Topic

2025-12-03T08:11:27+00:00

The objectives of the study were (1) to describe the level of validity and practicality of electronic student worksheet based on Science, Environment, Technology, and Society (SETS) learning model on the material of sound and light waves. The research method used was Research and Development (R&D) with the ADDIE model. The research population consisted of 6 classes of the 11^th-grade mathematics and science program (MSP) in MAN 3 Tasikmalaya with a total of 211 students, and a sample of 138 students was taken using the cluster random sampling technique. Validation of the feasibility was carried out by material, media, and learning experts using Aiken’s index, which each produced values of 0.87, 0.84, and 0.89, with an average of 0.86 (very high validity). The practicality test showed results of 91.65% of students and 100% of educators (very practical). The results of the development of this electronic student worksheet are expected to be an alternative media and technology-based teaching material to help effective learning activities and provide meaningful learning experiences for students so that they can achieve learning goals optimally.

Identification of Learning Obstacles on Surface Area of Cube and Cuboid for Junior High School Students

2025-11-27T13:09:27+00:00

Background of this research was the fact that there are still many students of class VIII SMP N 24 Padang who has learning obstacles in the process of learning mathematics, especially in the field of geometry. The learning obstacles experienced by students were identified through a preliminary study and analysis of learning obstacle identification tests on area of cubes and cuboids, and interviews with class teachers and students. The types of learning obstacles in this study are ontogenic obstacles, didactical obstacles, and epistemological obstacles. The design of this study used a descriptive qualitative research method with learning obstacle identification test instruments on area of cubes and cuboids, and interviews. The subjects of this study were class VIII students of SMP N 24 Padang who took the test and interviews, and mathematics teachers as interview respondents. The results of this study identified learning obstacles consisting of ontogenic obstacles, didactical obstacles, and epistemological obstacles

Designing an Interactive Flip-Mind Module on Temperature and Heat Concepts to Facilitate Critical Thinking-Oriented Learning

2025-12-11T06:51:18+00:00

Critical thinking skills are essential for students facing the challenges of the Industrial Revolution 4.0 era. This study aimed to develop and analyze the feasibility of the Flip-Mind interactive module, evaluate the improvement of critical thinking skills, and examine students' responses to its use on temperature and heat materials. This study employed a Research and Development (R&D) method, utilizing the 4D model (Define, Design, Develop, and Disseminate), integrating case-based learning and critical thinking components through interactive HTML5-based features to enhance conceptual understanding. This research employed a pretest-posttest control group design with purposive sampling involving grade XI students from a public senior high school. The validation results indicate that the module is in the "very feasible" category. The improvement in critical thinking skills was indicated by an N-Gain value of 62.7% (moderate category), with an average increase in score of 11%. Students' responses to the module’s use were in the "outstanding" category with a percentage of 82%. These findings suggest that the Flip-Mind interactive module is a practical and feasible alternative to innovative teaching materials for improving critical thinking skills in physics learning. Theoretically, this study enriches the framework of digital learning innovation by demonstrating the integration of case-based and critical thinking-oriented approaches. Practically, the Flip-Mind module offers an effective pedagogical model that can be adapted for interactive and student-centered physics instruction.