Equator Science Journal

Augmented Reality Learning Media for Enhancing Elementary Students’ Conceptual Understanding

2026-05-25T00:24:40+00:00

This study aims to examine the development process, validity, and practicality of Augmented Reality-based learning media in enhancing fifth-grade students’ understanding of science concepts at SDN Inti Dolago on the topic “Seeing Because of Light.” Issues in science education indicate that students still struggle to grasp abstract concepts because instruction is dominated by lecture-based methods and the limited use of visual media. This study employed the Research and Development (R&D) method using the ADDIE model, implemented through the implementation stage. The research subjects consisted of 20 students, a classroom teacher, and two expert validators. Data were collected via expert validation sheets and user response questionnaires, analyzed using percentage techniques based on a Likert scale to determine the media’s validity and practicality levels. The novelty of this study lies in the development of Assemblr Edu-based Augmented Reality media on visual system material in elementary schools to support conceptual understanding through interactive three-dimensional object visualization.The results showed that the media received a validity score of 82.50% from subject matter experts and 84.00% from media experts, as well as positive responses from teachers and students, making it feasible and practical for use in IPAS learning.

The Implementation of SSI Model Assisted by Oray-Orayan Game Regarding Students' Argumentation Skills in Reproductive System Material

2026-06-03T16:35:01+00:00

Scientific argumentation skills are an essential 21st-century competency, yet remain relatively underdeveloped in biology education, particularly in reproductive system material rich with socio-scientific issues. This study investigated the effect of applying the Socio-Scientific Issues (SSI) model assisted by the Oray-Orayan game on high school students' argumentation skills. A quasi-experimental design with a nonequivalent control group was employed involving 50 students (25 experimental, 25 control) at SMA Muhammadiyah Sukabumi. Argumentation skills were measured using 10-item essay test based on Toulmin's six argumentation indicators (claim, data, warrant, backing, qualifier, rebuttal) for both pretest and posttest, and a student response questionnaire was administered to the experimental class. Statistical analysis using Mann-Whitney U test showed a significant difference between posttest scores of the experimental and control groups (Asymp. Sig. = 0.000 < 0.05). Implementation observation scores reached 94% (experimental) and 89% (control), both categorized as "Very Good." Student responses were consistently positive across all indicators. These findings confirm that the SSI model assisted by the Oray-Orayan game effectively enhances students' scientific argumentation skills in reproductive system material and can serve as an innovative, contextual, and meaningful alternative learning model in biology education.

Problem-Based Learning for Enhancing Learning Motivation in Elementary Science and Social Studies

2026-05-21T12:07:14+00:00

Students' learning motivation in Science and Social Studies (IPAS) at SD Inpres 8 Mamboro was relatively low, as reflected in their limited participation and enthusiasm during classroom learning activities. Therefore, this study aimed to examine the effect of Problem-Based Learning (PBL) on students' learning motivation in IPAS. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 26 students in the experimental group and 25 students in the control group. Data were collected using a learning motivation questionnaire based on six indicators: perseverance, resilience in facing difficulties, interest in problem-solving, independence, preference for challenges, and strong determination. The data were analyzed using descriptive statistics and an Independent Samples t-test. The results showed that the post-test mean learning motivation score of the experimental group (M = 61.73, SD = 2.71) was substantially higher than that of the control group (M = 37.76, SD = 2.91). Hypothesis testing revealed a statistically significant difference between the two groups (t(49) = 30.503, p < .001). Furthermore, the effect size analysis yielded a Cohen's d value of 8.544, indicating a very large effect. These findings demonstrate that Problem-Based Learning (PBL) is an effective instructional approach for enhancing students' learning motivation by providing meaningful, contextual learning experiences that actively engage students in IPAS.

Improving Students’ Plant Literacy in Plant Classification through Mobile Learning Integrated with Experiential Learning

2026-05-21T12:08:37+00:00

This study examined how integrating mobile learning with experiential activities can improve high school students’ understanding of plant classification. Using a quasi-experimental pretest–posttest control group design, 76 tenth-grade students at SMAN 1 Tukdana, Indonesia, were evenly split into experimental and control groups. The experimental group learned through mobile tools such as PlantNet, iNaturalis, Google Lens, LMS, and Digiventory within an experiential learning framework, while the control group received traditional instruction. Plant literacy was assessed with a 30-item multiple-choice test focused on nominal, functional, structural, and dimensional knowledge. Data analysis involved N-Gain, independent t-tests, and Cohen’s d. Results showed that the experimental group achieved significantly higher Normalized gains (N-Gain = 60.21%) than the control group (21.91%), with a significant difference (p < 0.05) and a very large effect size (d = 2.07). These results suggest that combining mobile and experiential learning methods effectively enhances students’ plant literacy by encouraging actively and contextual learning. This approach is recommended for biology education and for further research across different settings.

Profiling Students’ Green Skills at MTs Al-Ma'arif 1, Sorong Regency, Based on Gender and Residential Area

2026-07-08T10:25:01+00:00

Green skills have become an essential competency for achieving sustainable development; however, empirical evidence regarding green skills among junior secondary school students, particularly in Eastern Indonesia, remains limited. Understanding students' green skills profiles is important to provide baseline evidence for designing sustainability-oriented science education. This study aims to profile the green skills of students at MTs Al-Ma’arif 1 in Sorong Regency based on gender and residential area. A quantitative descriptive design was employed involving 66 eighth-grade students selected through purposive sampling, including 28 male and 38 female students from urban, rural, and coastal areas. Data were collected using a green skills questionnaire covering five indicators: awareness of sustainable living, environmental resource management, eco-friendly behavior, ecological responsibility, and environmental problem-solving skills. Data were analyzed using descriptive statistics and non-parametric tests (Mann–Whitney U and Kruskal–Wallis). The results showed that students' green skills were generally in the high category. Female students achieved a higher average score (75.1%) than male students (65.19%). Students from rural areas obtained the highest average score (76.8%), followed by urban (68.1%) and coastal areas (64.58%). However, these differences were not statistically significant (p > 0.05). Environmental problem-solving skills and ecological responsibility showed the highest achievement, whereas environmental resource management required further improvement. This study provides baseline empirical evidence on students' green skills in an Islamic junior secondary school in Southwest Papua and highlights the importance of strengthening sustainability-oriented science education regardless of students' gender or residential background.

Content Validation of a Critical Thinking Skills Test on Temperature and Heat (CTS-THT)

2026-07-08T00:29:08+00:00

This study aims to develop and validate a Critical Thinking Skills Test on Temperature and Heat (CTS-THT) for junior high school students based on Ennis’s critical thinking framework. The research employs an instrument development design, beginning with a literature review, followed by a test blueprint operationalizing five aspects of critical thinking: basic clarification, basic support, inference, advanced clarification, and strategies and tactics into essay items. The CTS-THT assesses students’ ability to analyze arguments, interpret experimental data, define key physics terms, and justify decisions related to temperature and heat phenomena. Content validity is examined through expert judgment by five validators: two experts in physics education, two in educational assessment, and one in science content. The validators rate each item on five dimensions using a 0–1 scale, and content validity is quantified using Aiken’s V index. The results show that all 42 items achieve Aiken’s V coefficients of at least 0.60, indicating satisfactory content validity. Most items are valid without revision, while only a few require minor or substantive improvements. These findings indicate that the CTS-THT is a content-valid instrument for assessing junior high school students’ critical thinking skills on temperature and heat. Theoretically, this study contributes a domain-specific, Ennis-based instrument addressing gaps in existing critical thinking and physics tests. Practically, the CTS-THT provides a curriculum-aligned instrument to help science teachers assess and foster students’ critical thinking through more targeted instruction and assessment.