SEARCH: Science Education Research Journal
SEARCH: Science Education Research Journal (E-ISSN: 3032-6435), publishes scientific papers presenting study findings and literature reviews within the realm of natural science education, spanning primary, secondary, and higher education levels. The journal encompasses disciplines science education such as physics, biology, chemistry and mathematics education. SEARCH Journal features original articles addressing contemporary issues and emerging trends on a global scale, covering areas like science curriculum, instruction, learning, policy, and the training of science teachers. The journal is published annually in April to October. This journal has been Accredited Sinta 4 by the Ministry of Higher Education, Science and Technology and Indexed by Garuda, Base, Google Scholar and Copernicus.
Effectiveness of Think-Pair-Share in a Flipped Classroom for Improving Students’ Cognitive Outcomes on Climate Change
Low student engagement and learning readiness remain significant challenges in Biology learning, particularly in the topic of climate change. This study aimed to analyze the effectiveness of the Think-Pair-Share (TPS) learning model integrated with a Flipped Classroom approach in improving senior high school students' cognitive learning outcomes. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 70 tenth-grade students from SMA Negeri 2 Tejakula, who were assigned to experimental and control groups. Data were collected through cognitive achievement tests and student response questionnaires and analyzed using N-Gain, ANCOVA, and Cohen’s effect size. The results showed that the experimental group achieved a higher mean N-Gain score (0,76) than the control group (0,66). ANCOVA results indicated a significant difference in cognitive learning outcomes between the two groups (p < 0,05). Furthermore, the effectiveness test revealed an effect size of 0,642 which is categorized as medium. In addition, students’ responses to the implementation of the learning model were classified as positive across all indicators. These findings suggest that integrating the Think-Pair-Share (TPS) model with a Flipped Classroom approach effectively enhances students’ cognitive learning outcomes and can serve as an alternative instructional strategy for fostering more active and meaningful Biology learning.
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The Effectiveness of Discovery Learning in Enhancing Senior High School Students’ Critical Thinking Skills on Heat and Temperature Topics
Teachers in 21st-century learning are expected to adapt their teaching to match the demands of that kind of learning. Critical thinking skills are essential competencies in physics learning; however, many students still experience difficulties in anlyzing problems, evaluating information, and drawing conclusions, particularly in heat and temperature topics. Therefore, effective learning models are needed to improve students’ critical thinking skills. This study aimed to determine the effectiveness of the Discovery Learning model in improving students’ critical thinking skills on heat and temperature material. The study employed a quasi-experimental method using a non-equivalent control group design. The participants consisted of 31 students in the experimental class and 31 students in the control class. Data were collected through critical thinking tests and students response questionnaires and were analyzed using N-Gain and the Mann-Whitney U Test. The result revealed that the average n-gain score of the experimental class was 0,5647, while the control class obtained 0,3213, both categorized as moderate. The mann u test showed a significance value of less than 0,0001, indicating a significant difference between the two classes. In addition, student responses reached 82,5%, which was categorized as very good. These findings indicate that the Discovery Learning model is effective in improving students’ critical thinking skills and can be considered an alternative learning model for physics instruction, particularly in heat and temperatur topics.
Preliminary Development of an Acid-Base Student Worksheet Based on Guided Discovery Learning Integrated with Ethnoscience to Foster Phase F Students' Critical Thinking Skills
Students' difficulties in understanding acid-base concepts and the limited use of teaching materials that facilitate concept discovery and critical thinking indicate the need for more contextual learning resources. This study aimed to develop a preliminary prototype of an acid-base student worksheet (LKPD) based on Guided Discovery Learning integrated with ethnoscience, designed by incorporating Ennis's critical thinking indicators for Phase F students. The study employed Educational Design Research (EDR) using the Plomp development model and was limited to the preliminary research and prototyping phases. The participants consisted of four chemistry teachers and 60 Phase F students from SMAN 2 Pariaman, SMAN 4 Pariaman, and SMAN 2 Sungai Limau. Data were collected through interviews, questionnaires, literature review, and self-evaluation using interview guidelines, student needs questionnaires, and a self-evaluation checklist. The development process resulted in Prototype II following revisions to Prototype I based on the findings of the self-evaluation. Prototype II integrates Guided Discovery Learning syntax, Minangkabau ethnoscience contexts, and Ennis's critical thinking indicators as the basis for designing systematic learning activities. The resulting Prototype II represents the outcome of the preliminary development phase and is ready for expert validation as the next stage of the development process.
Development and Validation of an Ethnoscience and Chemo-Entrepreneurship Integrated Acid Base Practicum Guide for Senior High School Chemistry
Twenty first century chemistry education requires learning resources that not only improve conceptual understanding but also foster students' creativity and independent learning. However, existing Acid base practicum guides generally emphasize laboratory procedures and have not integrated ethnoscience and Chemo-Entrepreneurship (CEP) in a single instructional resource. This study aimed to develop and validate an ethnoscience and CEP integrated Acid base practicum guide for senior high school chemistry. Educational Design Research (EDR) employing the Plomp model was selected because it provides a systematic framework for designing and validating educational products before classroom implementation. The study was limited to the preliminary research and prototyping phases. Product validity was evaluated through expert review involving five validators and one-to-one evaluation with three students representing different academic ability levels. Validity data were analyzed using Aiken's V. The practicum guide achieved an overall Aiken's V value of 0.93, indicating high validity, with content, presentation, language, and graphical validity indices of 0.93, 0.95, 0.92, and 0.95, respectively. The one-to-one evaluation further demonstrated that students considered the guide clear, systematic, and easy to follow. These findings provide empirical evidence that integrating ethnoscience and Chemo-Entrepreneurship within a chemistry practicum guide is feasible while maintaining scientific validity, thereby offering a contextual instructional resource has the potential to support creativity and independent learning in senior high school chemistry.
The Effectiveness of the Case-Based Jigsaw Model in Improving High School Students' Critical Thinking Skills on the Digestive System Topic
Critical thinking is a key skill required in 21st-century education; however, the level of this skill among students in Indonesia remains low. This study aimed to assess the critical thinking abilities of 11th-grade students before and after the implementation of a case-based Jigsaw learning model and to compare these results with a class taught using the discovery learning model, focusing on the digestive system topic. A quasi-experimental design with a pretest-posttest control group structure was employed. The participants consisted of class XI MIPA 1 as the experimental group (n = 34), receiving the case-based Jigsaw treatment, and class XI MIPA 2 as the control group (n = 29), receiving the discovery learning treatment. Data were collected using ten essay questions covering six critical thinking indicators and analyzed using an Independent Sample t-test and Cohen’s d effect size. The results showed a significant increase in the experimental group's mean score to 84.71 (n-gain 0.70; medium category), whereas the control group's mean score rose only to 55.52 (n-gain 0.14; low category). The difference test yielded t = 22.360 (p = 0.0001 < 0.05) and a Cohen’s d of 5.65 (≥0.80, indicating a large effect). It is concluded that the case-based Jigsaw model is more effective than discovery learning in enhancing students' critical thinking skills regarding the digestive system.
The Effect of Applying the Hypnolearning Model on Motivation and Biology Learning Outcomes of Students at SMA Negeri 1 Pekanbaru
Learning motivation and biology learning outcomes are important factors that determine students' success in the learning process. However, many senior high school students still experience low learning motivation, poor concentration, and unsatisfactory learning outcomes due to the predominance of conventional teaching methods. Therefore, innovative learning models are needed to create a more engaging and effective learning environment. This study aimed to determine the effect of the Hypnolearning model on students’ learning motivation and biology learning outcomes at SMA Negeri 1 Pekanbaru. The study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of two classes selected through purposive sampling, namely an experimental class taught using the Hypnolearning model and a control class taught using conventional learning methods. Data were collected through learning motivation questionnaires and biology achievement tests and were analyzed using an independent sample t-test. The results indicated that the implementation of the Hypnolearning model had a positive effect on students’ learning motivation and biology learning outcomes, as evidenced by higher motivation scores and improved learning outcomes in the experimental class compared to the control class. In conclusion, the Hypnolearning model can serve as an effective alternative learning approach to enhance students’ motivation and biology learning outcomes while creating a more enjoyable and conducive learning atmosphere.
Contextual Teaching and Learning–Based Discovery Learning to Improve Students’ Learning Outcomes in Earth’s Structure and Geological Processes
The low final science learning outcomes of Grade VIII students in earth science became the initial problem of this study. This classroom action research aimed to describe the improvement trends of students’ final learning outcomes through Contextual Teaching and Learning-Based Discovery Learning oriented toward deep learning on Earth’s Structure and Geological Processes. The study involved 36 students of class VIII.2 and was conducted through a pre-cycle stage and two action cycles consisting of planning, action, observation, and reflection. Cycle I focused on earth structure and plate tectonics, while Cycle II focused on volcanoes and earthquakes. The pre-cycle scores were obtained from a different science topic and were used only as baseline data, not as a pretest on the same topic. Data were collected from student worksheets, daily quizzes, final cycle tests, documentation, and researcher reflection notes. The data were analyzed using descriptive statistics, learning outcome categories, N-gain, and standardized mean difference as descriptive measures of change. The mean final score increased from 46.81 in the pre-cycle to 64.77 in Cycle I and 73.58 in Cycle II. The proportion of students in the low category decreased from 83.33% to 25.00%, while the high category increased from 5.56% to 47.22%. The overall N-gain was 0.50, and the standardized mean difference was 1.67, indicating a meaningful descriptive change during the action process. Reflection results showed that clearer group roles, stronger visual and concrete representations, and the use of local and national geological contexts supported more active participation and better conceptual connection. These findings suggest that Contextual Teaching and Learning-Based Discovery Learning was associated with positive trends in students’ final learning outcomes and supported more meaningful learning of abstract earth science concepts within the limitations of classroom action research.
Developing Canva-Based Interactive Learning Media Integrating Education for Sustainable Development for Ecosystem Learning in Senior High School
Biology learning on ecosystem material is still dominated by conventional media such as printed textbooks and static PowerPoint, causing low interactivity and minimal integration of Education for Sustainable Development (ESD) values. This study aims to produce a design of interactive Canva learning media on ecosystem material oriented to ESD for 10th-grade students, and to analyze its validity and practicality. This study used Research and Development (R&D) with the ADDIE model, limited to the analyze, design, and development stages. Validity was assessed by two content experts and two media experts using a Likert-scale questionnaire analyzed through Pearson Product Moment correlation, while practicality was assessed by three teachers and 34 students using descriptive percentage analysis. The results show that the media design consists of introduction, core, and closing sections integrating the ESD stages of know, feel, think, and action. The validity test produced correlation coefficients of 0.644 and 0.819 (content aspect) and 0.828 and 0.792 (media aspect), all with p < 0.05, indicating valid and significant results. The practicality test showed 93.8% (teachers) and 91% (students), both in the very practical category. These findings imply that Canva can be transformed from a static design tool into a comprehensive, ready-to-use interactive learning medium that supports contextual and sustainability-oriented biology instruction.