International Journal Of Science Education
IJOSE: International Journal of Science Education is a scholarly journal dedicated to publishing research and critical studies in science education. It serves as a forum for researchers, academics, and practitioners to disseminate cutting-edge findings, classroom innovations, and pedagogical approaches that enhance understanding and quality in science education across educational levels. The journal’s scope includes science teaching methods, curriculum development, technology integration in science learning, assessment strategies, STEM education, and interdisciplinary connections with other fields. All submissions undergo a rigorous peer-review process to ensure scientific validity, novelty, and contribution to the field. IJOSE publishes empirical studies, theoretical papers, and comparative analyses that generate new insights, address digital-era challenges, and promote student-centered learning strategies. Committed to advancing knowledge and practice in science education, IJOSE welcomes contributions from scholars, educators, students, and professionals. With a strong emphasis on innovation and quality, the journal aims to be a primary reference for evidence-based and effective science teaching strategies.
Pengurus Wilayah PERGUNU (Perhimpunan Guru Nahdlatul Ulama) Lampung
The Role of Adiwiyata Extracurricular Activities in Shaping Environmentally Friendly Behavior in Students
This study aims to analyze the role of Adiwiyata-based extracurricular activities in shaping environmentally friendly behavior among students. The research employs a qualitative approach through a literature review method by examining various scientific articles, policy documents, and previous studies related to environmental education and school-based sustainability programs. The findings indicate that Adiwiyata extracurricular activities contribute significantly to the development of students’ ecological awareness, pro-environmental attitudes, and sustainable habits through experiential learning, participatory activities, and value internalization processes. Moreover, these activities function as a strategic medium for integrating environmental values into students’ daily practices, both inside and outside the school environment. This study concludes that Adiwiyata extracurricular programs play a crucial role in fostering environmentally responsible behavior and supporting the formation of environmentally literate generations in the context of sustainable education.
Copyright (c) 2025 International Journal Of Science Education
Integrating Environmental Education Values in Thematic Learning at Primary Schools: A Literature Review
Environmental education plays a crucial role in developing students’ awareness, attitudes, and behaviors toward environmental sustainability from an early age. Primary schools serve as a strategic foundation for integrating environmental values into learning processes, particularly through thematic learning approaches. This study aims to analyze how environmental education values are integrated into thematic learning in primary schools based on a literature review. This research employs a systematic literature review method by examining 30 peer-reviewed journal articles published between 2018 and 2024. The findings indicate that environmental values such as environmental awareness, responsibility, conservation, and sustainable behavior are effectively embedded through interdisciplinary themes, project-based activities, and contextual learning strategies. Furthermore, thematic learning supports holistic understanding by connecting environmental concepts with real-life experiences. This study concludes that integrating environmental education within thematic learning enhances students’ environmental literacy and promotes positive environmental attitudes at the primary education level.
Data Analytics-Based Learning Analytics to Evaluate the Effectiveness of Online Learning in Secondary Schools: A Systematic Literature Review
Online learning has become a dominant mode of instruction in secondary education, particularly after the COVID-19 pandemic. However, evaluating its effectiveness remains a complex challenge due to the massive amount of digital learning data generated by students. This study aims to analyze how learning analytics based on data analytics are utilized to assess the effectiveness of online learning in secondary schools. This research employs a systematic literature review (SLR) method by analyzing 35 peer-reviewed journal articles published between 2019 and 2024, indexed in Scopus, Web of Science, and ERIC databases. The findings indicate that learning analytics plays a significant role in monitoring student engagement, learning behavior, academic performance, and learning outcomes. Most studies emphasize indicators such as login frequency, interaction intensity, time-on-task, and assessment scores as key parameters for measuring effectiveness. Furthermore, data analytics enables teachers and schools to make data-driven decisions in improving instructional strategies and student support systems. This study concludes that learning analytics is a powerful tool for enhancing the quality of online learning, although challenges related to data privacy, ethical issues, and teachers’ data literacy still need to be addressed.
Development of Project-Based Authentic Assessment Instruments to Measure Students’ Critical Thinking Skills
This study aims to examine the development of project-based authentic assessment instruments for measuring students’ critical thinking skills through a literature review approach. The rapid shift toward student-centered learning has highlighted the limitations of traditional assessment methods, which often focus on memorization and fail to capture higher-order thinking processes. This study analyzes and synthesizes theoretical and empirical research published in reputable academic journals over the last decade, focusing on authentic assessment, project-based learning, and critical thinking. The findings indicate that project-based authentic assessment provides a comprehensive framework for evaluating students’ critical thinking by emphasizing real-world tasks, performance-based criteria, and reflective learning processes. Furthermore, such assessment instruments enable teachers to measure students’ abilities in analysis, evaluation, problem-solving, and decision-making more accurately than conventional tests. This study concludes that the development of project-based authentic assessment instruments is essential for supporting meaningful learning and fostering critical thinking skills in contemporary education.
Effectiveness of Augmented Reality (AR)-Based Learning inEnhancing Elementary School Students’ Motivation in ScienceEducation
This study aims to examine the effectiveness of Augmented Reality (AR)-based learning in enhancing elementary school students’ learning motivation in science education using a literature review approach. This research is conducted by analyzing and synthesizing relevant theoretical and empirical studies obtained from reputable academic databases such as Google Scholar, Scopus, and Web of Science, published within the last ten years. The selected articles were reviewed based on their relevance to AR implementation in primary education and their focus on motivational aspects, including students’ engagement, interest, attention, and learning persistence. The findings indicate that AR-based learning has a significant positive effect on students’ learning motivation, as it promotes interactive learning environments, supports the visualization of abstract scientific concepts, and encourages active student participation. Furthermore, AR contributes to the development of intrinsic motivation by enhancing students’ curiosity, autonomy, and meaningful learning experiences. Overall, this study concludes that AR is an effective instructional medium for improving learning motivation in elementary science education and highlights the importance of integrating AR into pedagogical practices to support innovative and student-centered learning in the digital era.
Analysis of the Use of Artificial Intelligence (AI) Chatbots as Student Learning Assistants in the Digital Era
This study aims to analyze the use of Artificial Intelligence (AI) chatbots as learning assistants for students in the digital era through a literature review approach. The rapid advancement of AI-based technologies has significantly influenced contemporary educational practices, particularly in supporting students’ access to information, personalized learning, and academic engagement. This study systematically reviews relevant national and international scholarly articles published within the last ten years to identify key themes, benefits, and challenges related to the implementation of AI chatbots in educational contexts. The results indicate that AI chatbots offer substantial potential in enhancing learning effectiveness, motivation, and self-directed learning. However, the literature also highlights several critical issues, including the risk of dependency, limitations in fostering higher-order thinking skills, and ethical concerns such as data privacy and academic integrity. Therefore, this study suggests that the integration of AI chatbots in education should be accompanied by strong pedagogical strategies to ensure balanced, critical, and meaningful learning experiences for students in the digital era.
Utilization of the Learning Management System (LMS) Moodle in Collaborative-Based Online Learning in Higher Education
The rapid development of digital technology has transformed higher education, particularly in the implementation of online learning through Learning Management Systems (LMS), with Moodle being one of the most widely adopted platforms. This study aims to examine the utilization of Moodle-based LMS in supporting collaborative online learning in higher education by focusing on its role in facilitating interaction, communication, and student engagement. This study employs a qualitative literature review method by analyzing various academic sources related to LMS, Moodle, and collaborative learning. The findings indicate that Moodle provides effective features such as discussion forums, group-based activities, and collaborative tools that promote active learning, peer interaction, and learning autonomy. However, challenges remain, including limited digital competence, unequal access to technology, and lecturers’ readiness in designing collaborative learning environments. Therefore, the successful implementation of Moodle-based LMS requires not only adequate technological infrastructure but also pedagogical innovation and institutional support to create meaningful and collaborative learning experiences in higher education.
Evaluation of the Implementation of the Independent Learning Curriculum on Students' Creativity and Learning Independence
This study aims to evaluate the implementation of the Merdeka Belajar curriculum in enhancing students’ creativity and independent learning through a literature review approach. The Merdeka Belajar curriculum emphasizes flexible, student-centered, and contextual learning to support the development of students’ competencies, creativity, and autonomy in learning. This research employs a library study method by analyzing relevant books, journal articles, and official policy documents related to curriculum and learning innovation. Data were analyzed using content analysis techniques to identify key themes concerning creativity and independent learning. The findings indicate that the implementation of the Merdeka Belajar curriculum has strong potential to improve students’ creativity through project-based and differentiated learning, as well as to foster independent learning by encouraging active student participation and positioning teachers as facilitators in the learning process. The effectiveness of this curriculum is influenced by teacher readiness, institutional support, and students’ adaptability to autonomous learning models.
Redesigning the Curriculum Based on Local Wisdom in Strengthening the Profile of Pancasila Students in Junior High Schools
The strengthening of the Pancasila Student Profile has become a central focus of educational reform in Indonesia, particularly at the junior high school level. One strategic effort to achieve this goal is through curriculum redesign that integrates local wisdom as a contextual and culturally relevant foundation for learning. This article aims to examine the role of local wisdom based curriculum redesign in reinforcing the Pancasila Student Profile in junior high schools. Employing a library research method, this study analyzes relevant literature from scholarly books, national and international journal articles, as well as policy documents related to curriculum development, local wisdom, and character education. The findings of the literature review indicate that integrating local wisdom into the curriculum strengthens students’ moral values, cultural identity, social awareness, and civic responsibility, which align closely with the core dimensions of the Pancasila Student Profile. Furthermore, curriculum redesign grounded in local contexts promotes meaningful learning experiences by connecting academic content with students’ real life contexts. This approach not only enhances character education but also supports holistic student development by balancing cognitive, affective, and social competencies. The study concludes that curriculum redesign based on local wisdom is an effective strategy for reinforcing the Pancasila Student Profile in junior high schools when supported by contextual learning design, teacher competence, and institutional commitment.
Implementing the STEAM Approach in Arts and Science Learning to Encourage Innovation in Elementary School Students
The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach has gained increasing attention as an innovative framework to foster creativity, critical thinking, and problem-solving skills in elementary education. This article aims to examine the implementation of the STEAM approach in integrating arts and science learning to promote student innovation at the elementary school level. Using a library research method, this study analyzes and synthesizes findings from relevant books, international journal articles, and empirical studies published in the last decade. The results of the literature review indicate that STEAM-based learning encourages interdisciplinary connections, enhances student engagement, and supports the development of innovative thinking through project-based and experiential learning activities. The integration of arts within science learning is shown to strengthen students’ creativity, imagination, and conceptual understanding by providing meaningful and contextual learning experiences. Furthermore, the STEAM approach contributes to the cultivation of 21st-century skills, including collaboration, communication, and adaptability, which are essential for elementary students in facing future challenges. This study concludes that the implementation of the STEAM approach in elementary education has strong potential to promote student innovation when supported by appropriate instructional design, teacher readiness, and learning environments that encourage exploration and creativity.
The Implementation of Problem-Based Learning to Improve Junior High School Students’ Scientific Thinking Skills on Ecosystem Topics
The integration of Science, Technology, Engineering, and Mathematics (STEM) has become a strategic approach in preparing students to face global challenges related to sustainability and technological innovation. In science education, renewable energy topics offer rich opportunities for project-based learning that promotes interdisciplinary understanding and engineering thinking. This study aims to analyze the role of STEM-integrated learning in enhancing senior high school students’ problem-solving skills, creativity, and conceptual understanding through miniature renewable energy engineering projects. This research employs a qualitative library research method by reviewing and synthesizing relevant national and international literature on STEM education, project-based learning, and renewable energy instruction. The data were analyzed using thematic analysis to identify key pedagogical patterns and instructional implications. The findings indicate that STEM-integrated projects effectively improve students’ engineering design skills, collaborative learning, and critical thinking. Furthermore, renewable energy projects encourage students’ awareness of sustainability issues and foster meaningful learning experiences. This study concludes that STEM integration in engineering-based projects is a promising pedagogical strategy for promoting interdisciplinary learning and sustainable education in senior high school contexts.
The development of scientific thinking skills is one of the essential goals of science education at the junior high school level. However, many students still experience difficulties in understanding scientific concepts due to the dominance of teacher-centered learning approaches. Problem-Based Learning (PBL) is considered an effective instructional model to promote active learning and enhance students’ higher-order thinking skills. This study aims to analyze the effectiveness of Problem-Based Learning in improving students’ scientific thinking skills in ecosystem learning through a literature-based approach. This research employs a qualitative library research method by reviewing and synthesizing relevant national and international journal articles, books, and empirical studies related to PBL and scientific thinking skills. The data were analyzed using thematic analysis to identify key patterns and pedagogical implications. The findings reveal that the implementation of PBL significantly contributes to the improvement of students’ scientific thinking skills, particularly in aspects of problem identification, hypothesis formulation, data analysis, and conclusion drawing. Furthermore, PBL encourages collaborative learning, critical inquiry, and meaningful understanding of ecological concepts. This study concludes that Problem-Based Learning is a highly relevant instructional model for enhancing scientific thinking skills and can serve as an alternative pedagogical strategy in science education at the junior high school level.
The Role of Principals' Transformational Leadership in Driving Learning Innovation in the Digital Era
This study aims to analyze the role of principals' transformational leadership in driving learning innovation in the digital era. The development of information and communication technology requires educational institutions to reform their learning practices, necessitating an adaptive and visionary leadership model. This study employed a qualitative approach with a library research method through the search and analysis of various literature sources, including books, journal articles, and scientific documents relevant to the research topic. Data analysis techniques were carried out through data reduction, classification, and thematic interpretation. The results of the study indicate that principals' transformational leadership plays a crucial role in developing a vision for change, motivating teachers to innovate, and creating a school culture open to the use of technology in learning. Transformational leadership also contributes to improving educators' digital competencies and encouraging creative, collaborative, and student-oriented learning. This study concludes that transformational leadership is a strategic key in realizing sustainable learning innovation in the digital era.
Implementation of the Adiwiyata School Program as a Strategy for Building Environmentally Concerned Character Among Students
The Adiwiyata School Program is a strategic policy aimed at fostering a culture of environmental stewardship within the educational environment. This article aims to analyze the implementation of the Adiwiyata program as a strategy for fostering environmentally conscious character among students through a literature review approach. The study begins by examining the basic concept of Adiwiyata, which emphasizes two main principles: participatory and sustainable, and four core components: environmentally conscious school policies, curriculum development, participatory-based activities, and environmentally friendly infrastructure management. Various literatures indicate that the Adiwiyata program has been integrated into educational practices through the development of internal school policies, the integration of environmental values ​​into learning, and the implementation of programs such as waste sorting, waste banks, school gardens, and environmental projects involving the entire school community. This implementation not only creates a clean and healthy learning environment but also serves as a means of internalizing character values ​​through the process of habituation, role modeling, and the cultivation of ecological behavior. The results of the literature synthesis indicate that Adiwiyata has been proven to be able to develop environmentally conscious character traits, such as ecological awareness, responsibility, discipline, and the ability to work together. However, several challenges, such as consistent implementation, limited supporting facilities, and low parental participation, still require attention. This article concludes that the Adiwiyata program can significantly contribute to developing environmentally conscious character, provided it is supported by school commitment, collaboration among the entire school community, and sustainable social support.
Improving Environmental Literacy and Creative Attitudes of High School Students on Pollution Material: The Influence of Ecopreneurship -Based Project-Based Learning
The problem of low environmental literacy and creative attitudes of students on environmental pollution of materials is a challenge that is still often encountered in schools, especially because learning tends to be theoretical and does not involve direct experience. This study aims to determine the effect of the Ecopreneurship-based Project Based Learning (PjBL) model in improving environmental literacy and creative attitudes of grade X high school students. The study used a quasi-experimental method with a pretest–posttest control group design, involving one experimental class implementing Ecopreneurship-based PjBL and one control class with conventional learning. The research instruments were an environmental literacy test and a creative attitude questionnaire. The results showed that the experimental class experienced a much higher increase than the control class, with post-test environmental literacy achievements of 75%–82% and N-Gain of 45%–100%, as well as an increase in creative attitudes from 32%–42% to 82%–86% with N-Gain of 35%–44%. Hypothesis testing through an independent t-test produced a significance value of 0.000, which confirmed that there was a significant difference between the two groups. The conclusion of this study is that the Ecopreneurship-based PjBL model is effective in improving environmental literacy and creative attitudes through authentic project activities that encourage students to deeply understand environmental issues while generating innovative solutions based on green entrepreneurship. This model is suitable as an alternative learning method for biology materials that requires the integration of concepts, practice, and creativity.
Copyright (c) 2026 International Journal Of Science Education
Development of a Digital-Based Authentic Assessment Instrument to Measure 21st-Century Competencies of High School Students
The development of education in the digital era demands an assessment system capable of comprehensively describing student competencies, particularly 21st-century competencies, which include critical thinking, creativity, collaboration, and communication. Authentic assessment is considered the most appropriate approach, as it assesses learning processes and outcomes based on real-world contexts. However, challenges arise when traditional assessment instruments are no longer adequate for the needs of flexible, adaptive, and data-driven digital learning.This research aims to describe the concept of developing a relevant, digitally-based authentic assessment instrument to measure 21st-century competencies in high school students. The method used is a literature review, integrating previous research findings, authentic assessment theory, and a 21st-century competency framework. The results indicate that digitally-based authentic assessment can provide more accurate, real-time learning data and facilitate process assessment through digital portfolios, project-based assessments, electronic rubrics, and performance tasks. Furthermore, utilizing digital platforms allows teachers to analyze student competencies more systematically and efficiently. This study confirms that the development of authentic digital-based assessment instruments is highly relevant to meet the demands of 21st-century learning. However, their implementation requires teacher preparedness, digital infrastructure, and instrument design that aligns with the characteristics of authentic tasks. This study is expected to provide a starting point for curriculum developers, teachers, and researchers in developing more innovative, meaningful, and contextual assessments in high school settings.
Utilization of Artificial Intelligence (AI) in Adaptive Learning: A Conceptual Study in the Era of Education 5.0
The development of digital technology is pushing the world of education into the era of Education 5.0, a phase where humans and technology work collaboratively to create more personalized, humanistic, and flexible learning. One of the most influential technologies in this transformation is artificial intelligence (AI). This conceptual article aims to in-depth examine the use of AI in adaptive learning through a literature review approach of various national and international journals in the last five years. The analysis shows that AI can facilitate personalized learning through material recommendation systems, machine learning-based automated assessments, and real-time monitoring of student learning progress. Furthermore, the presence of AI encourages teachers to shift from an instructional role to a facilitator who focuses on mentoring, character building, and metacognitive guidance. However, this study also identified several challenges such as unequal teacher digital literacy, the risk of algorithmic bias, student data protection, and gaps in technological infrastructure. This article emphasizes that the integration of AI in adaptive learning in the Education 5.0 era requires comprehensive education policies, improved teacher competency, and ethical, safe, and student-centered learning design. Thus, AI is not just an automation tool, but becomes a strategic partner in improving the quality of inclusive, responsive, and sustainable learning.
Project-Based Curriculum Design to Enhance Problem-Solving Skills in Elementary School Students
This study aims to analyze the concept and implementation of project-based curriculum design (PBC) in improving problem-solving skills in elementary school students. The research method used is library research, namely by reviewing various scientific literature in the form of journals, books, and research reports relevant to the theme of project-based curriculum and the development of higher-order thinking skills in elementary school-aged children. The results of the study indicate that the project-based curriculum provides authentic learning experiences through exploratory and collaborative activities, thus encouraging students to think critically, creatively, and reflectively in solving contextual problems. This approach is in line with the student-centered learning paradigm that places students as active subjects in the learning process. In addition, the project-based curriculum design has also proven effective in improving students' learning motivation and metacognitive abilities, because they are directly involved in planning, implementing, and evaluating learning outcomes. Thus, the integration of project-based curriculum in elementary education can be an innovative strategy for developing problem-solving skills as an essential competency of the 21st century.
Humanistic Approach And Academic Subjects In Learning Arabic Language
The humanistic approach emphasizes the holistic development of learners, including emotional, social, and cognitive aspects, by placing students as the center of learning through interactive methods such as discussions and as the center of learning through interactive methods such as discussions and simulation. In contrast, the academic approach is oriented towards systematic mastery of material, such as grammar and linguistic structure, using expository and inquiry methods. This research aims to examine the application Arabic language learning. This research uses the literature review method (library research) with content analysis from various relevant sources. The results of this study show that the humanistic approach creates a more meaningful learning experience and is relevant to students' lives, while the academic approach provides a strong theoretical basis. The integration of these two approaches is recommended to create a balanced, adaptive and effective Arabic language learning, learning in various educational contexts
Integrating the STEAM Approach into School Ecology Projects: An Effort to Foster Students' Creativity and Scientific Literacy
Rapid changes in the digital era and the escalating global environmental crisis require education systems to transform from merely transferring knowledge to developing critical thinking skills, creativity, and scientific literacy. One relevant approach to addressing this challenge is STEAM (Science, Technology, Engineering, Art, and Mathematics), which integrates multiple disciplines within a project-based learning context. Integrating the STEAM approach into school ecology projects allows students to engage directly with environmental phenomena around them through observation, experimentation, simple technological innovations, and meaningful artistic expression. This model not only fosters scientific understanding and ecological awareness but also strengthens higher-order thinking skills such as analysis, synthesis, and evaluation. In its implementation, the success of STEAM integration depends heavily on teacher preparedness, the availability of simple learning resources, and collaborative support between schools, communities, and higher education institutions. Assessment in this model also focuses on the learning process and product, not solely on test results. The research on "Integrating the STEAM Approach into School Ecology Projects" is significant because it offers contextual solutions to the low scientific literacy and creativity of students in Indonesia. The results are expected to provide an empirical contribution to the development of an adaptive, creative, and sustainable ecological learning model, as well as being a practical reference for schools in building a culture of scientific literacy and environmental awareness from an early age.
Implementation of Guided Inquiry Model in Science Learning to Improve Critical Thinking Skills of Junior High School Students: Literature Review
This study aims to examine in depth the implementation of the Guided Inquiry model in Natural Science (IPA) learning at the Junior High School (SMP) level as a strategy to improve students' critical thinking skills. The method used in this study is library research, by reviewing various literature sources such as books, national and international journal articles, and previous research results relevant to the topic. This study focuses on analyzing the basic concepts of the Guided Inquiry model, its implementation stages, and its relationship to the development of critical thinking skills that include the ability to analyze, evaluate, and draw logical conclusions. Based on the results of the literature synthesis, it was found that the Guided Inquiry model is effective in creating student-centered learning, facilitating the process of independent discovery of scientific concepts, and encouraging students to be active in the scientific investigation process. In addition, this model is in line with the spirit of the Independent Curriculum which emphasizes strengthening the profile of Pancasila Students, especially in the dimensions of critical and creative reasoning. However, the implementation of this model requires teacher readiness in designing structured inquiry stages and the support of adequate learning facilities. Thus, the implementation of the Guided Inquiry model in science learning can be a strategic alternative to build critical thinking skills in junior high school students sustainably in the 21st century education era.
The Role of Science Education in Strengthening the Sustainable Development Goals (SDGs): A Literature Analysis on Environmental Education
Science education plays a strategic role in supporting the achievement of Sustainable Development Goals (SDGs), particularly in the aspects of quality education, climate action, and environmental preservation. The urgency of this research is based on the increasing complexity of global challenges such as climate change, environmental degradation, and energy crises that demand the presence of sustainability-oriented science learning. This study aims to analyze the contribution of science education in strengthening the achievement of SDGs through an environmental education literature approach. The research uses a literature study method by reviewing relevant scientific articles, books, and research reports from the last five years. The analysis is carried out descriptively and qualitatively to identify patterns, concepts, and practices of science education aligned with the values of sustainability. The results of the study show that environment-based science education can enhance ecological literacy, critical awareness, and foster environmental care attitudes among students. In addition, the integration of science education with the SDGs provides a real contribution to building 21st-century competencies, including collaboration, systems thinking, and eco-friendly innovation. The conclusion of the study emphasizes that science education plays an important role in internalizing the principles of sustainability into the education system, thereby supporting the realization of just and inclusive sustainable development.
Inquiry-Based Science Learning for Generation Alpha: Digital-Native Learning Style
Generation Alpha is a group of students born and raised in the digital era, thus possessing a distinctive learning style as digital natives. They tend to be responsive to interactive media, accustomed to instant information, and more comfortable with technology-based learning. This condition demands innovation in science learning that suits their characteristics. The purpose of this study is to analyze inquiry-based science learning adapted to the learning styles of Generation Alpha through a literature review. The study used a qualitative approach with a literature study method that reviewed articles, books, and research reports from the last five years related to inquiry, science, and the digital generation. The analysis was conducted descriptively and qualitatively by identifying key themes and their relevance. The results of the study indicate that inquiry learning is effective in increasing curiosity, critical thinking skills, and active participation of Generation Alpha students. Furthermore, the integration of digital media in inquiry strategies has been shown to strengthen learning motivation and collaborative skills. The study's conclusion confirms that an inquiry-based science learning model oriented towards digital-native learning styles is highly relevant for preparing Generation Alpha to face the challenges of the 21st century.
Digital Literacy Transformation in Science Learning: Teacher Adaptation in the Independent Curriculum Era
The development of digital technology has brought significant changes to educational practices, including science learning. Teachers are required not only to deliver material but also to act as facilitators capable of utilizing digital devices, e-learning platforms, and interactive learning resources to improve learning effectiveness. The purpose of this study is to analyze the transformation of digital literacy in science learning by emphasizing teacher adaptation strategies in the Merdeka Curriculum era. This study used a literature study method by reviewing scientific articles, books, and research reports from the last five years relevant to the topic of digital literacy and science education. The analysis was conducted descriptively and qualitatively to identify patterns, challenges, and teacher adaptation strategies in integrating technology into the classroom. The results of the study indicate that teachers with high levels of digital literacy are better able to design innovative learning, increase student engagement, and support the achievement of the Pancasila learner profile. However, the study also found obstacles such as limited infrastructure, variations in teacher competencies, and resistance to pedagogical change. The conclusion of this study confirms that digital literacy transformation is an urgent need in science learning and that teacher adaptation is a key factor in the successful implementation of the Merdeka Curriculum.
STEAM Approach in Science Education: A Literature-Based Conceptual Analysis
Science education in the 21st century is required to present a learning model that emphasizes not only cognitive aspects, but also creativity, collaboration, and critical thinking skills. One approach deemed relevant to these demands is the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics), which is able to combine the dimensions of science with artistic creativity to produce more meaningful learning. The purpose of this study is to analyze the concept, advantages, and challenges of implementing STEAM in science learning through a literature review. This study uses a literature study method by reviewing various scientific articles, books, and relevant research reports from the last five years, then analyzing them descriptively and qualitatively to identify key patterns and findings. The results of the study indicate that the STEAM approach contributes significantly to improving scientific literacy, problem-solving, and student innovation, although it still faces obstacles in teacher readiness, curriculum, and supporting facilities. The conclusion of this study confirms that STEAM has great potential to become a new paradigm in science learning, while contributing to the development of 21st-century competencies and supporting the achievement of national education goals.
The Relationship Between Self-Control and Fear of Missing Out (FOMO) in Social Media User Students at the Faculty of Teacher Training and Education, University of Lampung
Fear of Missing Out (FOMO) is a phenomenon where individuals feel afraid of missing out on information, anxious and restless if they haven't opened their social media accounts, and obsessed with other people's activities, resulting in an uncontrollable desire to stay connected with other people's activities on social media. The purpose of this study was to determine the relationship between self-control and Fear of Missing Out (FOMO) in social media users. The research method used in this study was quantitative research with a correlational approach. The sampling technique used in this study was a nonprobability sampling method with a purposive sampling technique. The subjects of this study were 100 students from the 2020 and 2021 intakes in the Guidance and Counseling study program, Faculty of Teacher Training and Education at the University of Lampung. The scales used in this study were the self-control scale and the Fear of Missing Out (FOMO) scale, with a Likert scale as the scaling model. The analysis used was the Pearson product-moment correlation. The results of the study indicate a strong relationship between self-control and students' fear of missing out, as indicated by the correlation coefficient value obtained (⸀calculated=-0.755 >⸀table=0.195), which is significant at the 0.05 level. This can be interpreted as strong, and the calculation results show a significant negative result. The conclusion of this study is that the higher the self-control, the lower the fear of missing out, and vice versa, the lower the self-control, the higher the fear of missing out
Forms of Self-Disclosure Among Students Using Online Dating Applications in the Guidance and Counseling Study Program, Faculty of Teacher Training and Education, University of Lampung
This study aims to understand the form of self-disclosure of students who use online dating applications in the Guidance and Counseling Study Program, FKIP, University of Lampung. Self-disclosure is the disclosure of personal information that is done voluntarily as part of interpersonal communication. The approach used is qualitative with a descriptive phenomenological method. The subjects of the study were four students who had used online dating applications for more than one year. Data were collected through in-depth interviews and analyzed using thematic analysis with the help of ATLAS.ti software. The results of the study indicate that self-disclosure carried out by guidance and counseling students on dating applications takes place selectively, gradually, and contextually. The information shared generally starts from general things, then develops into a personal direction if trust and comfort are established. Guidance and Counseling students who use online dating applications are not only motivated by the desire to establish a romantic relationship, but also as a means to increase relationships, share experiences, channel emotions, and create a safe space for expression. However, in the process, students still show a careful attitude and select the information shared based on the quality of communication and perceptions of the
The Effect of the Jigsaw Type Cooperative Learning Model on Elementary School Students’ Collaboration Skills
This research investigates the effect of the Jigsaw-type cooperative learning model on the collaboration skills of fourth-grade students in the Integrated Natural and Social Sciences (IPAS) curriculum, where these skills were previously identified as low. This study employed a quasi-experimental method with a between-subject design. The population consisted of 61 students, from which a sample of 48 students was selected through purposive sampling. Data were collected using a non-test instrument in the form of a collaboration skills observation sheet and were analyzed using an Independent Sample T-Test. The results revealed a significant difference between the experimental group and the control group, with a calculated t-value of 2.2557, which was greater than the t-table value of 2.0128, and a significance value of 0.0288 (p<0.05). It is concluded that the Jigsaw model has a significant positive effect on improving students' collaboration skills. This model is recommended for educators to implement systematically to foster essential social skills in elementary school.
Analysis of Student Learning Motivation Towards the Use of Internet-Based Learning Media in Elementary Schools
The purpose of this study is to analyze students' learning motivation based on six indicators according to Uno (2007). This study uses a descriptive qualitative research type with a case study format. Data collection techniques include observation, interviews, and documentation, with research subjects of 36 students and a fourth grade teacher. The findings of this study indicate a positive development in learning motivation after the implementation of internet-based learning media. The six motivation indicators experienced positive development: (1) the desire to complete is reflected in students' enthusiasm when participating in learning, (2) the drive and need to learn increase along with the use of interesting media, (3) Hopes and aspirations for the future appear in some students, (4) Awards influence self-confidence, (5) interesting learning activities encourage active participation, and (6) a learning environment that helps facilitate learning. Overall, the use of internet-based media makes a significant contribution to the quality level of students' learning motivation.