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31	Mathematics and Mathematics Education	ABS-31
Effectiveness of Interactive Teaching Strategies in Improving Students^ Mathematics Performance Mark Ren D. Villaflor, Engr. Joselito P. Nagayo and Venus Jazmine G. Imbag Nueva Ecija University of Science and Technology, San Isidro Campus Abstract This study aimed to determine the effectiveness of interactive teaching strategies in improving the mathematics performance of Grade 9 students in one of the National High Schools in San Isidro, Nueva Ecija. Specifically, it sought to describe the perceptions of students regarding interactive teaching strategies, their level of engagement and motivation, and the impact of these strategies on their academic performance in mathematics. The study employed a descriptive research design using a survey questionnaire as the primary data-gathering instrument, administered to ten Grade 9 students. The data were analyzed using frequency counts, weighted means, and correlation analysis. Results revealed that students generally agreed that interactive teaching strategies, such as group activities, visual aids, real-life examples, and educational technologies, enhanced their learning experiences and sustained their engagement and motivation in mathematics. Moreover, students expressed that these strategies improved their confidence, problem-solving skills, and ability to recall lessons effectively. However, the correlation results indicated no significant relationship between interactive teaching strategies, student engagement, and academic performance, suggesting that while these methods positively influence attitudes and participation, their direct impact on measurable performance outcomes may require more time and consistent application. The findings highlight the importance of fostering interactive and student-centered approaches to create a more engaging and enjoyable mathematics classroom environment. Keywords: interactive teaching strategies, student engagement, mathematics performance, Grade 9 students. Share Link | Plain Format | Corresponding Author (Mark Ren Dayao Villaflor)

32	Mathematics and Mathematics Education	ABS-36
Teaching Mathematics in the 21st Century: A Survey on the Use of Technology-Integrated Strategies Among Junior High School Teachers Dr. Pastora S. De Guzman, Mark Ren D. Villaflor and Lorie Ann P. Figueroa Nueva Ecija University of Science and Technology, San Isidro Campus Abstract This study investigated the use of technology-integrated strategies among junior high school mathematics teachers in one of the National High Schools in San Isidro, Nueva Ecija. It examined the frequency and types of digital tools employed, the perceived benefits and challenges of using these tools, and the differences in implementation based on demographic characteristics. A descriptive-quantitative research design was employed using a validated 50-item survey questionnaire. Data from five junior high school mathematics teachers revealed that technology tools such as PowerPoint, GeoGebra, Google Classroom, and video-based instruction are commonly used. Teachers strongly agreed on the benefits of technology in enhancing student engagement and improving teaching efficiency. However, issues such as limited access to internet, lack of devices, and insufficient training were also identified. The findings provide insights into improving technology integration in mathematics instruction in the 21st century. Keywords: technology integration, ICT in education, teaching mathematics, 21st-century skills, teacher strategies Share Link | Plain Format | Corresponding Author (Mark Ren Dayao Villaflor)

33	Mathematics and Mathematics Education	ABS-40
Authentic Assessment Integration in Technology Enhanced Mathematics Learning Environments : A Systematic Literature Review Rizki Sariningtias, Farida Nurhasanah, Getut Pramesti Sebelas Maret University Abstract This study presents a systematic literature review on the integration of authentic assessment in Technology-Enhanced Mathematics Learning Environments (TEMLE). The review covers 17 international articles published between 2013 and 2025, retrieved from the Scopus and Google Scholar databases. The analysis focused on five main aspects: (1) research trends in authentic assessment integration over the past 13 years, (2) forms and characteristics of authentic assessment applied, (3) types of technologies supporting the implementation of authentic assessment, (4) mathematical skills developed, and (5) the research focus on STEM, STEAM, or specific mathematics topics. The findings indicate that the integration of technology-based authentic assessment has developed progressively, particularly after 2020, and has contributed to creating more contextual, reflective, and collaborative mathematics learning. Various forms of assessment, such as digital storytelling, virtual experiments, interactive drawing, digital portfolios, and log data-based assessment, demonstrate adaptation to the context and infrastructural readiness of each country. Nevertheless, most studies still concentrate on higher education and tend to be interdisciplinary rather than explicitly connecting authentic assessment to STEM/STEAM or specific mathematics topics. This review highlights the need for strengthening teacher capacity, policy support, and expanding research toward multidisciplinary frameworks to ensure the sustainability of digital authentic assessment practices in mathematics education. Keywords: Authentic Assessment, Educational Technology, Digital Learning Environments, Mathematical Skills, Systematic Review Share Link | Plain Format | Corresponding Author (Rizki Sariningtias)

34	Mathematics and Mathematics Education	ABS-70
Comparing the Mathematical Performance of Deaf Students on Pictorial Problems: A Study on Measurement and Number Concepts at the Junior High School Level Zahid Abdush Shomad (a*), Zaenuri (b), Adi Nur Cahyono (c), Bambang Eko Susilo (d) a) Universitas Negeri Semarang b) Universitas Negeri Semarang c) Universitas Negeri Semarang d) Universitas Negeri Semarang Abstract Deaf students often face difficulties in understanding mathematical problems due to language barriers and limited access to verbal explanations. Even when visual illustrations are provided, these supports may not fully assist them in performing the necessary calculations, indicating a gap in representational scaffolding during problem-solving. This study examines the mathematical performance of deaf students when solving pictorial problems in the topics of measurement and number concepts. A total of 25 junior high school students with hearing impairments (mild to profound) were selected through purposive sampling. Data were collected through mathematics tests and structured observations during the problem-solving process. While visual illustrations helped students better interpret the meaning of the problems, the findings reveal that visual support alone was insufficient to assist students in performing accurate calculations. Many students still required additional representations (such as manipulatives, gestures, or structured scaffolding) to successfully complete mathematical procedures. These results underscore the necessity of multi-modal representations in mathematics instruction for deaf students. The study highlights the importance of going beyond static images and adopting comprehensive, accessible learning supports to meet the diverse cognitive needs of deaf learners. The findings suggest that while illustrations aid in problem comprehension, deaf students still require additional representational support to effectively perform mathematical calculations. Keywords: Deaf- pictorial problem- visual representation- inclusive education- mathematics assessment Share Link | Plain Format | Corresponding Author (Zahid Abdush Shomad)

35	Mathematics and Mathematics Education	ABS-75
A COMPARATIVE STUDY OF MINIMUM COMPETENCY ASSESSMENT (MCA) NUMERACY SCORES IN ALGEBRA DOMAIN BETWEEN GRADE XI SCIENCE AND SOCIAL STUDIES STUDENTS Safrina, Jarnawi Afghani Dahlan Universitas Pendidikan Indonesia Abstract This study aims to compare the final scores and the values of individual Minimum Competency Assessment (MCA) numeracy questions in the algebra domain among Grade XI Science (IPA) and Social Studies (IPS) students. This research employs a quantitative approach with a comparative method, involving 165 Grade XI Science students and 57 Grade XI Social Studies students from a high school in Subulussalam City, Aceh Province. The data were analyzed using the non-parametric Mann-Whitney test to determine the differences in scores between the two groups. The results revealed a significant difference in the final scores and in some of the scores for individual MCA numeracy questions in the algebra domain between the Science and Social Studies students. The MCA numeracy scores in the algebra domain of Grade XI Science students were higher than those of their Social Studies counterparts. However, the overall MCA numeracy scores in the algebra domain for Grade XI students were relatively low, with an average score of 64.74. Four subtopics within the algebra domain require further attention and guidance: systems of linear equations in three variables, arithmetic sequences and series, geometric sequences and series, and quadratic equations. Keywords: MCA (Minimum Competency Assessment), Numeracy, Algebra, Science, Social Studies Share Link | Plain Format | Corresponding Author (Safrina Safrina)

36	Mathematics and Mathematics Education	ABS-76
Assessing the Need For Innovative Learning Media to Enchance Numeracy In Mathematics Education Devy Istofia Al Ubaidah (a*), Triyanto (b*) (a,b)* Universitas Sebelas Maret Jalan Ir. Sutami 36 Kentingan, Jebres, Surakarta, Jawa Tengah. Indonesia 57126. (a*)istofia2020[at]gmail.com (b*)triyanto.math[at]staff.uns.ac.id Abstract Low numeracy skills among students are often associated with the lack of innovative learning media in schools. This study aims to analyze the need for developing appropriate media to support numeracy improvement. The research method used was descriptive with a mixed-methods approach. The research subjects consisted of 61 mathematics teachers (elementary, junior high, and high school) as questionnaire respondents, one fifth-grade elementary school teacher as a resource person, and 54 fifth-grade elementary school students as numeracy test participants. Data were collected through questionnaires, interviews, tests, and observations, then analyzed qualitatively and quantitatively. The initial test results showed that 16% of students were able to use basic numbers and symbols, 56% could identify geometric objects, and 27% understood geometric properties. The questionnaire results revealed that only 16.4% of teachers frequently used innovative media, even though 91.6% considered such media important. The main obstacles were limited media in schools (70%) and limited learning time (54.1%). These findings emphasize the need to develop simple, effective, and interactive media, such as the Snakes and Ladders game, to facilitate the improvement of students^ numeracy skills. Keywords: numeracy, learning media, needs analysis, learning innovation, snakes and ladders game Share Link | Plain Format | Corresponding Author (Devy Istofia Al Ubaidah)

37	Mathematics and Mathematics Education	ABS-77
Integrating Mathematical Communication and Habits of Mind in Trigonometry Learning: A Systematic Literature Review Laila Maghfiroh (a*), Mardiyana (b), Diari Indriati (c) Universitas Sebelas Maret Jalan Ir. Sutami 36, Kentingan, Jebres, Surakarta, Jawa Tengah Abstract This study aimed to synthesize literature findings related to mathematical communication and habits of mind (HoM) in trigonometry learning. The method used was a Systematic Literature Review (SLR) following the PRISMA process, with stages of identification, screening, feasibility testing, and inclusion. Data were taken from journal articles indexed in databases such as Scopus, Google Scholar, and ERIC, and then thirteen relevant articles published between 2015 and 2025 were obtained. Thematic analysis was used to answer three research questions: how mathematical communication was studied in trigonometry, how previous research examines the role of HoM in mathematics learning, and to what extent the integration of the two had been discussed in the literature. The results of the synthesis indicated that students^ errors were most common at the transformation, processing, and understanding stages, which were closely related to weak mathematical communication. The use of language, symbols, and graphical representations was improved by using analogy strategies, worked examples, ACODESA, and mind mapping. On the other hand, HoM was shown to increase motivation, critical thinking, creativity, and self-regulation through gamification, VRI, and digital feedback. The use of technologies such as GeoGebra, TUI, and generative AI also showed great potential in supporting communication skills while shaping regulatory mindsets. This study concluded that mathematical communication and HoM were two complementary dimensions, and their integration produced a more comprehensive trigonometry learning framework relevant to the demands of the 21st century Keywords: mathematical communication, habits of mind, trigonometry, ACODESA, systematic literature review, generative AI Share Link | Plain Format | Corresponding Author (Laila Maghfiroh)

38	Mathematics and Mathematics Education	ABS-80
A Transformation of Drill and Practice Method in Mathematics Instruction : A Systematic Literatur Review Elisabeth Parwati Raharjo Universitas Sebelas Maret Abstract Metode drill and practice merupakan metode pembelajaran yang digunakan dalam pembelajaran matematika untuk memperkuat keterampilan tertentu melalui latihan berulang. Meskipun terbukti efektif dalam meningkatkan penguasaan teknik dasar, metode ini kerap dikritik karena kurang mendukung pengembangan pemahaman konseptual, berpikir kritis, dan kreativitas siswa. Di tengah tuntutan pembelajaran abad ke-21 yang menekankan pada pemecahan masalah dan kemampuan reflektif, diperlukan evaluasi terhadap efektivitas dan relevansi pendekatan ini. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan penerapan prosedur PRISMA dalam pengambilan data terhadap berbagai studi yang membahas mengenai topik drill and practice matematika. Penelitian ini bertujuan untuk menelaah secara kritis tren publikasi, bentuk implementasi, serta isu-isu kontroversial yang muncul dalam penerapan metode drill and practice pada pembelajaran matematika. Artikel dicari menggunakan aplikasi Publish or Perish dan basis data Google Scholar dan eric pada periode 2019 - 2025. Terdapat 23 artikel yang memenuhi kriteria inklusi dan relevansi konteks. Hasil Tinjauan menunjukkan bahwa metode drill and practice paling banyak diterapkan pada jenjang Sekolah Dasar, terutama untuk materi bilangan dan operasi hitung. Sebagian besar studi melaporkan bahwa metode ini berkontribusi pada peningkatan keterampilan prosedural, kecepatan, dan ketuntasan belajar siswa, khususnya saat dipadukan dengan media digital Namun, beberapa artikel juga menyoroti kelemahan berupa kejenuhan, tekanan psikologis, serta kurangnya pengembangan berpikir kritis dan pemahaman konseptual. Oleh karena itu, perlu diselaraskan dengan pendekatan yang lebih inovatif dan interaktif. Pengembangan berbasis teknologi dan peningkatan kapasitas guru melalui pelatihan adaptif disarankan untuk menjawab tantangan pembelajaran abad ke-21. Keywords: drill and practice- mathematics learning- procedural skills- 21st-century learning- systematic literature review. Share Link | Plain Format | Corresponding Author (Elisabeth Parwati Raharjo)

39	Mathematics and Mathematics Education	ABS-82
Digital and Authentic Assessment in Mathematics Learning: A Systematic Literature Review of Trends and Innovations Sayida Nafisa Azmi (a), Imam Sujadi (b), Ikrar Pramudya (c), Farida Nurhasanah (d) Universitas Sebelas Maret (university Sebelas Maret) Abstract This systematic literature review examined contemporary trends and innovations in mathematics learning assessment, with a specific focus on digital and authentic assessment approaches. Through a comprehensive analysis of 20 peer-reviewed articles published between 2019 and 2024, the study identified key developments in assessment methodologies, technology integration, and pedagogical innovations transforming mathematics education evaluation. The findings revealed a significant shift toward formative assessment practices, adaptive testing systems, and authentic problem-solving scenarios that better reflect real-world mathematical applications. The review also highlighted the effectiveness of these innovative approaches in enhancing student engagement, conceptual understanding, and accessibility. However, challenges related to technological infrastructure, teacher readiness, and equity concerns were noted. The study concluded that the future of mathematics assessment lies in the thoughtful integration of digital tools with meaningful, authentic tasks, offering valuable insights for educators, researchers, and policymakers aiming to implement effective and equitable assessment practices. Keywords: mathematics assessment, digital assessment, authentic assessment, formative evaluation, educational technology, systematic review Share Link | Plain Format | Corresponding Author (SAYIDA NAFISA AZMI)

40	Mathematics and Mathematics Education	ABS-84
The Phenomenon of Math Anxiety in Schools: Analysis of Causes and Solutions Based on Evidence from Teachers and Students Anneke Primadiana Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract Math anxiety is a psychological problem that affects students^ learning abilities, characterized by feelings of anxiety, tension, or fear when dealing with mathematics. This study aims to analyze the causes of students^ math anxiety and provide solutions to address it. The research employs a qualitative approach with a case study design. Participants in the study included 39 students from class XI F at SMAN 17 Bandung. Data was collected through the Math Anxiety Rating Scale (MARS) questionnaire, semi-structured interviews, and classroom observations. Data were analyzed thematically. The results showed that 66.67% of students experienced moderate anxiety, 25.64% low anxiety, and 7.69% high anxiety, with the dominant indicator being cognitive disturbances at 59%, followed by negative attitudes toward mathematics at 58%, and finally somatic symptoms at 54%. The causal factors include internal factors such as insufficient mastery of prerequisite material and fear of making mistakes, while external factors include fast-paced learning, curriculum pressure, peer pressure, and parental expectations. Effective solutions include (1) cognitive interventions such as self-regulated learning and heterogeneous group learning, (2) emotional support through positive affirmation and collaborative learning, and (3) pedagogical adaptations such as multimodal approaches, remedial instruction, and constructivist learning. These findings reinforce the importance of a holistic approach to reducing math anxiety, combining psychological and pedagogical aspects. Recommendations for teachers include the use of diagnostic tests, feedback, and educational technology such as Geogebra to reduce anxiety Keywords: Math Anxiety, Cognitive Causes, Pedagogical Solutions Share Link | Plain Format | Corresponding Author (Anneke Primadiana)

41	Mathematics and Mathematics Education	ABS-87
Study on the Quality of TPACK-Based Teaching Modules: Results of Training on Learning Media Development with Canva Magic AI Yuli Bangun Nursanti, Imam Sujadi, Ira Kurniawati, Rismawati Dela Safitri, Gibran Khalil Gibran, Rizki Iqbal Maulana, Felina Nesma Meidina, Ageng Citra Nabila Universitas Sebelas Maret Abstract The development of digital technology requires teachers to continuously learn how to integrate technology pedagogically into the learning process. This condition is also experienced by teachers in the MGMP Mathematics Sub-Rayon 01 Wonogiri environment, who still face limitations in optimally utilizing technology to develop learning media. This study aims to analyze the quality of teaching modules developed by teachers after participating in training on the use of Canva Magic AI, reviewed from the integration of the Technological, Pedagogical, Content, Knowledge (TPACK) framework. This training was designed to improve the digital literacy and motivation of mathematics teachers through the development of TPACK-based learning media with Canva Magic AI. This study employs a qualitative descriptive method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The data analysis technique used in this study is document analysis of the instructional modules produced by the research subjects. The study was conducted at SMP Negeri 1 Wonogiri with 50 teachers as research subjects. The results of the study indicate that TPACK-based Canva Magic AI training is effective in improving teachers^ technological literacy and creativity in designing mathematics learning tools. Keywords: TPACK, Canva Magic AI, Artificia Intelegence Share Link | Plain Format | Corresponding Author (Yuli Bangun Nursanti)

42	Physics and Physics Education	ABS-3
Publication Growth, Collaboration Patterns, and Research Trends in the Physics Education Journal: A Bibliometric Study (1966-2024) Adventia Putri Pradita (a), Sukarmin(a*), Yulianto Agung Rezeki(a) (a)Postgraduate of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia *sukarmin67[at]staff.uns.ac.id Abstract This study provides the first comprehensive bibliometric overview of research published in Physics Education from 1996 to 2024. The analysis aims to identify long-term publication trends, influential contributions, collaboration patterns, and the thematic evolution of research within the journal. Results show a steady growth in both publication output and citation impact, indicating the journal^s increasing prominence in the physics education community. Western developed countries-particularly the United Kingdom, the United States, and Australia-remain the strongest contributors, with Rod, C. emerging as the most productive author. The most cited work centers on comparing suspension and traditional volume-measurement techniques based on Archimedes^ principle, highlighting enduring interest in foundational mechanics topics. Keyword and thematic trends reveal a shift from classical mechanics toward emerging areas such as thermodynamics, modern physics, quantum physics, and technology-enhanced learning, including ChatGPT and smartphone-based tools. These findings provide a clearer understanding of how Physics Education has evolved over nearly three decades and offer insights into the directions that future research within the journal is likely to take. Keywords: Bibliometric- Physics Education Research- VOSViewer- Bibliometrix- R-Package Share Link | Plain Format | Corresponding Author (Adventia Putri Pradita)

43	Physics and Physics Education	ABS-7
Profile Misconceptions of Public High School Students in Surakarta Using Four-Tier Automatic Diagnostic Test on Static Fluid Zidna Aufa Azizah Universitas Sebelas Maret Abstract This study aims to determine the profile of misconceptions among public high school students in Surakarta regarding static fluid material. The method used in this study is quantitative with a descriptive-exploratory type. The population of this study consists of all public high school students in Surakarta. The sampling technique used in this study is cluster random sampling, resulting in a sample of 150 eleventh-grade students from Public High Schools 1, 3, and 5 in Surakarta. The researcher used a Four-Tier Automatic Diagnostic Test, developed on Jotform, to identify misconceptions. This instrument is an adaptation of a previous three-tier test. The instrument validation techniques used were validity and reliability tests. The validity test of the instrument consisted of internal validity (validation of the questions and media) and external validity (difficulty level, discriminative power, and the effectiveness of distractors). The data analysis technique employed was descriptive analysis, based on the results of the Four-Tier Automatic Diagnostic Test instrument. The analysis results showed that the percentage of misconceptions among high school students in Surakarta on static fluid material was 12%. The largest misconception among students was related to Pascal^s Law, affecting 24%, while the smallest misconception was related to hydrostatic pressure, at 6%. Some of the profile misconceptions found were that hydrostatic pressure depends on the shape and size of the container, a hole positioned on the side will emit water most forcefully, and the magnitude of Archimedes^ force is influenced by the volume of fluid in the container. Keywords: Static Fluid- Diagnostic Assessment- Misconception Profile- Four Tier Automatic Diagnostic Test- Jotform Share Link | Plain Format | Corresponding Author (Zidna Aufa Azizah)

44	Physics and Physics Education	ABS-37
Modeling CO Dispersion from Motor Vehicle Emission Sources in Makassar City Muhammad Raif Rafii (a*), Nurul Masyiah Rani Harusi (a), Sumarni Hamid Aly (a) a) Environmental Engineering, Faculty of Engineering, Hasanuddin University Abstract This study aimed to analyze the concentration levels, emission loads, and dispersion patterns of carbon monoxide (CO) in ambient air from linear transportation sources in Makassar City. Traffic volume data were collected every 15 minutes using a traffic counter for motorcycles (MC), light vehicles (LV), and heavy vehicles (HV). The analysis of the concentration values of pollutant parameters CO was carried out in the Water Quality laboratory, Department of Environmental Engineering, Faculty of Engineering, Hasanuddin University. The approach of this research is quantitative descriptive, namely comparing the concentration value of the results of the analysis of air parameters with the applicable quality standards. Emission loads were calculated using the Tier 2 method according to vehicle categories in Ministry of Environment Regulation No. 12 of 2010. The AERMOD dispersion model was used to simulate CO distribution from emission sources. The measured CO concentrations ranged from 229 micrograms/m^3 to 1,664 micrograms/m^3, while modeled concentrations ranged from 275 micrograms/m^3 to 1,320 micrograms/m^3. Emission loads varied from 0,01 to 35,53 grams/second. The dispersion pattern followed the prevailing wind direction, which was predominantly toward the northwest. Based on measurement data, CO concentrations in Makassar remained within the national ambient air quality standards set by Government Regulation No. 22 of 2021. The results showed that the combination of field measurements and dispersion modeling provided a reliable approach to assess the impact of transportation emissions on urban air quality and can serve as a reference for air pollution control strategies. Keywords: Carbon Monoxide (CO), Motor Vehicle Emissions, Dispersion, AERMOD Share Link | Plain Format | Corresponding Author (Muhammad Raif Rafii)

45	Physics and Physics Education	ABS-53
Doping Strategies of Graphite-Based Materials for Adsorption Applications: A Bibliometric Study sheladwiseptiani1@student.uns.ac.id, sribudiawanti@staff.uns.ac.id Please Just Try to Submit This Sample Abstract You Can Edit It Again Later Abstract Pollution from heavy metals, dyes, organic compounds, and oil residues remains a critical environmental challenge, and graphite-based materials offer a promising solution through surface modification and heteroatom doping. This study applies a bibliometric approach to analyze research trends on doped graphite adsorbents using 2,288 articles indexed in Scopus (2016-2025). Data were processed with VosViewer and Publish or Perish to map publication growth, citation networks, keyword clusters, and disciplinary contributions. The analysis identified three primary directions: (1) development of carbon sources such as graphene, graphene oxide (GO), reduced graphene oxide (rGO), and biochar as efficient adsorbents- (2) advancement of single and multi-heteroatom co-doping strategies to improve adsorption performance- and (3) targeting pollutants including heavy metals, dyes, antibiotics, pesticides, volatile organic compounds (VOCs), as well as advanced applications like oil-water separation and capacitive deionization. The findings underscore the multidisciplinary nature of this field and point to eco-friendly synthesis, porous structure design, and hybrid technologies as key future trends for scalable and sustainable remediation. Keywords: Graphite doping- graphene- adsorbent- oil-water separation- bibliometric- wastewater treatment Share Link | Plain Format | Corresponding Author (Shela Dwi Septiani)

46	Physics and Physics Education	ABS-55
Innovation of Modified Graphite as an Advanced Adsorbent in Wastewater Management: A Comprehensive Review of Synthesis Methods and Its Applications Friska Amelia Putri Agustina Sebelas Maret University Abstract As one of the countries with a high population density, Indonesia faces various environmental problems, including water pollution which has reached 51.78% by 2024. Water pollution is becoming a global problem that requires efficient and sustainable solutions. Adsorption technology appears has been widely developed in wastewater treatment, including the manufacture of carbon-based adsorbent materials. Graphite is one of the carbon materials that has great potential as an adsorbent, as it has chemical stability, surface area, and the ability to be modified. However, the surface area of graphite is still smaller than graphene, so modifications are needed to improve its properties and improve its performance. The synthesis of graphite as an adsorbent material has been widely developed by various methods, namely, the Hummers method, exfoliation, solvothermal, functionalized, and chemically expanded graphite. This review discusses modified graphite techniques and their potential for wastewater treatment. In summary, modified graphite has a lot of potential in the field of wastewater management. Keywords: Adsorbent, Graphite, Methods, Pollution, Water management Share Link | Plain Format | Corresponding Author (FRISKA AMELIA PUTRI AGUSTINA)

47	Physics and Physics Education	ABS-65
Implementation of Arduino-Based Teaching Aids to Optimize Science Process Skills on the Concept of Hooke^s Law Chaterien Septia (a), Sri Budiawanti (a*) 1) Departemen of Physics Education, Sebelas Maret University, Surakarta, Indonesia 2) Departemen of Physics Education, Sebelas Maret University, Surakarta, Indonesia Abstract Physics learning on the concept of Hooke^s Law often poses difficulties for students due to its abstract nature and the lack of contextual learning experiences. This study aims to improve students^ Science Process Skills (SPS) and learning outcomes through the use of Arduino-based teaching aids within a scientific learning model. The research approach used is qualitative, supported by quantitative data. This study employs the Classroom Action Research (CAR) method using the Kemmis and McTaggart model with two cycles, each consisting of the planning, implementation, observation, and reflection stages. The scientific learning model implemented included the steps of observing, formulating hypotheses, designing and conducting experiments, interpreting data, and communicating results. Data collection techniques included observation of science process skills, learning achievement tests, and interviews, complemented by documentation. Data validity was tested using technique triangulation, comparing findings from observations, tests, and interviews to ensure result consistency Qualitative data analysis according to Miles and Huberman involves three main stages: data reduction, data display, and conclusion drawing/verification. The results showed that in cycle I, students^ average score increased from the pre-cycle value of 54.29 to 66.71, mastery learning reached 40%, and SPS categories began shifting from low to high. Improvements made in cycle II such as enhancing student exploration, assigning group roles, and optimizing the teaching aids led to significant gains, with an average score of 92.14, mastery at 94.29%, and the very high SPS category reaching 88.6%. The study concludes that implementing a scientific learning model supported by Arduino-based teaching aids is effective in significantly and evenly improving students^ science process skills and learning outcomes. These findings provide practical contributions for teachers in selecting technology-based learning strategies that foster active student engagement while supporting mastery of concepts and scientific skills Keywords: Science Process Skills, Hooke^s Law, Classroom Action Research, Scientific Learning Model, Arduino. Share Link | Plain Format | Corresponding Author (Chaterien Septia Sirait)

48	Sciences Education and STEM Education	ABS-1
How Do Teachers and Prospective Teachers Perceive Exploring Creative Problem Solving Ability in Elementary School Science Learning? Kartika Chrysti Suryandari, Wahyudi, Rokhmaniyah, Muh Chamdani PGSD Kebumen, FKIP, Universitas Sebelas Maret Abstract This study aims to analyze the creativity of teachers and prospective teachers in planning teaching based on creative problem solving in science learning. The ability of participants to produce original, authentic and detailed ideas. Participants consisted of (N: 45) namely 20 student teachers and 25 elementary school teachers. The research method is descriptive qualitative with data collection through observation, video recording, and in-depth interviews for five meetings with a duration of 60-90 minutes. The results of the study showed that prospective teachers raised current issues related to natural phenomena as problem-solving material in science learning. Elementary school teachers assume that problem solving is more about student learning problems rather than current issues. The assessment of participants^ creative problem solving is not influenced by age, gender or work experience. Keywords: planning, exploratory, learning, problem solving, science Share Link | Plain Format | Corresponding Author (Kartika Chrysti Suryandari)

49	Sciences Education and STEM Education	ABS-2
Aligning Science Education with Sustainable Development Goals: Insights from Pre-Service Science Teachers^ Perspectives Pramudya Dwi Arisya Putra, Ferry Budy Prasetya, Albertus Djoko Lesmono, Amar Makruf Bawani Department of Science Education, Faculty of Education, University of Jeber, Jember, Indonesia. Abstract Science serves as the foundation of both scientific understanding and as a critical enabler for achieving Sustainable Development Goals (SDGs). This study employs a survey method to analyse the approaches of pre-service science teachers in developing science learning designs integrated with SDGs programs. The findings indicate that pre-service science teachers may not fully grasp the relevance of SDGs, particularly in science learning, notably within the natural environment domain. Additionally, in the implementation of learning, pre-service teachers underscored the significance of hands-on experience and interactive technology as effective strategies for conveying science concepts aligned with sustainable development goals. Future research endeavours could explore the use of online surveys to capture a wider and more diverse participant pool, ensuring a more representative dataset. Keywords: Pre-Service Science Teacher, Science Learning, Sustainable Development Goals Share Link | Plain Format | Corresponding Author (Pramudya Dwi Aristya Putra)

50	Sciences Education and STEM Education	ABS-4
DEVELOPMENT OF ORBITOPOLY GAME MEDIA ON DISASTER MITIGATION SUBJECT TO EMPOWER SCIENCE LITERACY OF EIGHTH GRADE STUDENTS. Erlina Ferdiana1, Lina Mahardiani1,2,*, Supurwoko1, Bayu Antrakusuma1 UNS Abstract The demands of the 21st century highlight the importance of scientific literacy as an essential skill for students. However, the 2022 PISA results show that the scientific literacy of Indonesian students remains relatively low. One of the contributing factors is the lack of interactive and contextual learning media. To address this issue, this study aims to: (1) identify the characteristics of the Orbitopoly Game on disaster mitigation to enhance the scientific literacy of eighth-grade students, (2) examine the feasibility of its implementation, and (3) analyze students^ and teachers^ responses to the Orbitopoly Game. This research is a development study using the ADDIE model, carried out up to the implementation stage. The research subjects consisted of 28 eighth-grade students and 2 science teachers. The instruments used included a needs analysis questionnaire, expert validation sheets, and response questionnaires. The findings indicate that the Orbitopoly Game is interactive, visual, user-friendly, and enjoyable, making it suitable for contextual science learning. Validation by two content experts and two media experts yielded scores of 0.90 and 0.93, respectively, categorized as highly feasible. Student responses averaged 88.50%, while teacher responses reached 90.6%, both falling into the very good category. These results indicate a highly positive reception toward the developed media. Therefore, the Orbitopoly Game is considered feasible to be used as an alternative science learning medium to foster scientific literacy through active and engaging learning experiences. Keywords: Orbitopoly Game, board game, scientific literacy, disaster mitigation Share Link | Plain Format | Corresponding Author (Erlina Ferdiana)

51	Sciences Education and STEM Education	ABS-10
Empowering Higher-Order Thinking Skills Based on Marzano^s Taxonomy through Experiential Learning: A Conceptual Framework for 21st Century Education Ratih Permana Sari(a), Sulistyo Saputro(a)*, Murni Ramli(b) a) Doctoral Program in Science Education, Universitas Sebelas Maret, Surakarta, Indonesia *sulistyo_s[at]staff.uns.ac.id b) Department of Biology Education, Univeristas Sebelas Maret, Surakarta, Indonesia Abstract The integration of Marzano^s taxonomy with the Experiential Learning approach offers a relevant conceptual alternative for designing learning that can optimally develop HOTs. The purpose of this article is to answer the following questions: What are the characteristics of HOTs within the Marzano framework? How can Kolb^s principles of experiential learning be integrated into learning? And what is the conceptual design for developing HOTs through an experiential learning model? This research is a qualitative literature review study. Data collection techniques were conducted using the documentation method through the stages of tracing, selecting, and critically synthesizing literature related to HOTs, Marzano^s taxonomy, and experiential learning theory. The results of the study produced an integrative conceptual framework that connects the six cognitive levels of Marzano retrieval, comprehension, analysis, knowledge utilization, metacognition, and self-system thinking with the four stages of experiential learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model aims to develop critical thinking, creativity, and comprehensive thinking process management skills. The results of this study are expected to serve as an initial reference in the development of HOTs-oriented instructional design that is aligned with 21st-century learning needs and global curriculum policies. Keywords: Higher-Order Thinking Skills, Marzano Taxonomy, Experiential Learning- 21st-Century Education- Instructional Design- Conceptual Study Share Link | Plain Format | Corresponding Author (Ratih Permana Sari)

52	Sciences Education and STEM Education	ABS-14
Needs Analysis Development of Socioscientific Issues-Oriented Project-Based Learning to Improve Critical and Creative Thinking Ability Nurmasyitah (a), Sukarmin(b*), Sri Yamtinah(c) a) Doctoral Program of Science Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia b) Department of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia *sukarmin67[at]staff.uns.ac.id c) Department of Chemistry Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia Abstract Critical and creative thinking abilities are essential for prospective elementary school teachers to effectively address the complexity of socioscientific issues (SSI) in science education. This study aims to analyze the need to develop socioscientific issue-oriented project-based learning to enhance higher-order thinking skills. A descriptive qualitative method was employed, utilizing documentation, questionnaires, interviews, and tests involving students and lecturers from two universities in Indonesia. The findings indicate that the implementation of SSI-oriented PjBL remains limited due to time constraints, lack of contextual teaching materials, and insufficient understanding of SSI concepts. The test results indicate that the critical thinking scores of students at University A were 74.3% (good category), while at University B they were 69.8% (moderate category). Meanwhile, the creative thinking scores at University A were 73.5% (good category), and at University B they were 67.5% (moderate category).These findings highlight the urgent need to develop SSI-oriented PjBL to enhance the link between scientific concepts and real-world issues. Additionally, this development is essential for better preparing prospective teachers to meet the challenges of 21st-century education. Keywords: Project-based learning- Socioscientific issues- Critical thinking ability- Creative thinking ability Share Link | Plain Format | Corresponding Author (Nurmasyitah Nurmasyitah)

53	Sciences Education and STEM Education	ABS-17
A Systematic Review of Inquiry-Based Learning to Enhance Critical Thinking in Science from 2005 to 2025 Anisa Ayu Solikah (a), Sulistyo Saputro(b*), Sri Yamtinah (c) a)Doctoral Program of Science Education, Faculty of Teacher Training and Education, Sebelas Maret University, Indonesia b) Department of Chemistry Education, Faculty of Teacher Training and Education, Sebelas Maret University, Indonesia ORCID no https://orcid.org/0000-0002-5613-9496 , (E-mail : sulistyo_s[at]staff.uns.ac.id) c) Department of Chemistry Education, Faculty of Teacher Training and Education, Sebelas Maret University, Indonesia Abstract 21st-century learning demands the integration of critical thinking skills as an essential component in science education. Inquiry learning has been widely recognized as an effective model in fostering critical thinking skills, but there has been no systematic review of comprehensive research trends from 2005 to 2025. This study aims to analyze publication trends, contributions, and research recommendations regarding inquiry learning models to improve students^ critical thinking skills at elementary to high school levels. The method used is a Systematic Literature Review (SLR) with the PRISMA method and bibliometric analysis using VOSviewer software. Data were obtained from 1,008 articles in the Scopus database. After rigorous selection based on inclusion and exclusion criteria, 24 articles were analyzed. The results show that inquiry-based learning is most widely applied at the high school level, with the majority of studies using a quantitative approach. VOSviewer visualizations show that inquiry-based learning to improve critical thinking skills has given rise to new terms such as augmented reality, ethnoscience, and context science. These findings underscore the importance of innovation and contextualization in the application of inquiry. Future research is recommended to develop inquiry models that integrate digital technology and cultural context to enhance the effectiveness of developing critical thinking skills in a more in-depth and relevant way. Keywords: Critical Thinking Skills- Inquiry-Based Learning- Science Learning- Systematic Literature Review- VOSviewer Share Link | Plain Format | Corresponding Author (Anisa Ayu Solikah)

54	Sciences Education and STEM Education	ABS-18
Generative AI Adoption and Perspectives in Computational Thinking Platforms for Pre-Service Teachers: A Literature Review Hanifah Lutfia Farah (a*), Cucuk Wawan Budiyanto (b) a) Faculty of Teacher Training and Education, Sebelas Maret University Jalan Ir. Sutami 36, Surakarta 57126, Indonesia *hanifahlutfiafarah[at]student.uns.ac.id b) Faculty of Teacher Training and Education, Sebelas Maret University Jalan Ir. Sutami 36, Surakarta 57126, Indonesia Abstract The adoption of Generative AI (GenAI) is increasingly prevalent in the education sector to assist and facilitate learning, particularly as a partner for teachers and pre-service teachers in developing Computational Thinking (CT)-based learning designs. This study aims to explore the various adoptions of GenAI across different CT development platforms, along with pre-service teachers^ perceptions and experiences regarding the use of these platforms, through a systematic literature review. The study employs a Systematic Literature Review (SLR) using the PRISMA method. Articles indexed in Scopus and ScienceDirect from 2022 to 2025 were utilized in this research. A total of 371 articles were identified in the database using keywords aligned with the research question, i.e. computational thinking platforms, GenAI, and pre-service teacher. Eventually, seven articles were nominated based on inclusion and exclusion criteria. The results of this study indicate that there are various forms and approaches in adopting GenAI in learning, such as developing chatbots to assist learning, creating interactive simulations, and adopting it in collaborative learning activities. Pre-service teachers also demonstrated various positive responses and experiences in using GenAI, although there may still be concerns they have about its utilization. Various challenges and technical issues were also identified in the implementation of GenAI in learning. This study did not find any research that explicitly discusses the impact of GenAI adoption on CT skills, so the development of a contextual GenAI-based CT platform and empirical research on the impact of platform use on pre-service teachers^ self-efficacy are recommended for future researchers. Keywords: computational thinking platform- GenAI- pre-service teacher Share Link | Plain Format | Corresponding Author (Hanifah Lutfia Farah)

55	Sciences Education and STEM Education	ABS-23
Pengaruh Perangkat PJBL-STEM untuk Meningkatkan Keterampilan Komunikasi Ilmiah Siswa Kelas XII Pada Topik Rekayasa Diana Widyaningtyas Wardani (a)*, Pramudya Dwi Aristya Putra (b) (a), (b) Magister Pendidikan IPA Universitas Jember Abstract Penelitian ini bertujuan untuk menguji pengaruh penggunaan perangkat Project Based Learning berbasis Science, Technology, Engineering, and Mathematics (PJBL-STEM) terhadap keterampilan komunikasi ilmiah siswa kelas XII pada topik rekayasa. Metode yang digunakan adalah eksperimen semu dengan desain Pretest-Posttest Control Group Design. Sampel penelitian terdiri dari dua kelas di SMAN 5 Jember tahun ajaran 2024/2025, masing-masing berjumlah 36 siswa, yang dipilih dengan teknik purposive sampling. Kelas eksperimen mendapatkan pembelajaran menggunakan perangkat PJBL-STEM, sedangkan kelas kontrol menerima pembelajaran konvensional. Instrumen penelitian berupa tes uraian yang mengukur enam indikator komunikasi ilmiah: information retrieval, scientific reading, scientific writing, listening and observing, information representation, dan knowledge presentation. Validitas dan reliabilitas instrumen telah teruji (10 item valid- Cronbach^s Alpha = 0,861). Hasil penelitian menunjukkan bahwa rata-rata skor posttest kelas eksperimen (85,2) lebih tinggi dibandingkan kelas kontrol (72,6), dengan N-Gain sebesar 0,67 (kategori sedang) pada kelas eksperimen dan 0,39 (kategori sedang) pada kelas kontrol. Uji-t independen menghasilkan p < 0,05, yang berarti terdapat perbedaan signifikan antara kedua kelompok. Pemenuhan asumsi normalitas dan homogenitas memastikan validitas analisis. Implementasi PJBL-STEM mendorong keterlibatan aktif siswa dalam seluruh tahapan pembelajaran, mulai dari perumusan masalah hingga presentasi hasil, sehingga keterampilan komunikasi ilmiah, kolaborasi, dan berpikir kritis meningkat. Penelitian ini menyimpulkan bahwa perangkat PJBL-STEM efektif meningkatkan keterampilan komunikasi ilmiah siswa pada topik rekayasa dan layak diterapkan sebagai strategi pembelajaran inovatif di sekolah menengah. Keywords: PJBL-STEM, keterampilan komunikasi ilmiah, topik rekayasa Share Link | Plain Format | Corresponding Author (Diana Widyaningtyas Wardani)

56	Sciences Education and STEM Education	ABS-24
Contextual Science Literacy Assessment: Applying SOLO Taxonomy in an Instrument Based on Cirebon Ethnoscience Putri Sekar Melati(a)*, Lilit Rusyati(a) a) Department of Science Education, Universitas Pendidikan Indonesia, Jalan DR.Setiabudi 229, Bandung, Indonesia. *putrisekarmelati1024[at]upi.edu Abstract This study aimed to develop and implement a contextual science literacy assessment instrument based on Cirebon ethnoscience, analyzed using the Structure of the Observed Learning Outcome (SOLO) Taxonomy. A total of 87 junior high school students participated as respondents. The instrument consisted of open-ended questions integrating local cultural contexts, including Batik Trusmi, terasi, kerupuk melarat, and nasi jamblang. Data were analyzed quantitatively and qualitatively. Quantitative analysis involved categorizing responses into SOLO levels and presenting percentage scores per aspect in bar charts to profile students^ science literacy levels. The highest proportion of responses was in the multistructural aspect (42.5%), followed by relational (28.7%), unistructural (18.4%), and prestructural (6.9%), with the lowest in the extended abstract aspect (3.5%), indicating that students generally demonstrated recall and multiple relevant ideas but had difficulty integrating concepts and applying them to novel contexts. Differences between male and female students^ scores were examined using an independent t-test, which revealed no statistically significant difference in overall science literacy levels (p > 0.05). Qualitative analysis using NVivo identified themes such as strong recognition of cultural heritage, environmental benefits of natural dyes, and challenges in modernizing traditional practices while maintaining authenticity. The study concluded that integrating ethnoscience into assessment can provide rich insights into students^ contextual science literacy and reveal specific areas needing instructional support, particularly in higher-order thinking skills aligned with SOLO^s relational and extended abstract levels. Keywords: Cirebon Culture- Contextual Science Literacy- Ethnoscience- Science Education Assessment- SOLO Taxonomy Share Link | Plain Format | Corresponding Author (Putri Sekar Melati)

57	Sciences Education and STEM Education	ABS-26
Building Computational Thinking through Coding and AI: Insights from Global Literature and Indonesian Perspectives Alfiyah Aini Hanifah, Cucuk Wawan Budiyanto Universitas Sebelas Maret Abstract The digital revolution has highlighted the importance of 21st-century skills, particularly computational thinking (CT), which is fundamental to systematic problem-solving across disciplines. Coding and artificial intelligence (AI) are now seen not only as an introduction to technology, but also as a pedagogical strategy for fostering CT through algorithmic activities, logic, and pattern recognition. While global evidence demonstrates the effectiveness of integrating coding and AI, most research has focused on countries with established digital education ecosystems such as the United States, Finland, South Korea, and Singapore. In contrast, developing countries including Indonesia still face challenges related to infrastructure, teacher competencies, and policy readiness. This study aims to examine how coding and AI support CT in elementary and secondary school students, effective instructional approaches, and global implications for the Indonesian context. A systematic literature review method was used, guided by PRISMA, through a search of Scopus articles published between 2019 and 2024. Analysis was conducted using thematic synthesis to identify patterns of findings. This article contributes by presenting a global literature synthesis alongside contextual reflections for Indonesia, offering conceptual and practical insights for curriculum development, policy, and teacher training that are responsive to the challenges of 21st-century education. Keywords: computational thinking, coding in education, AI literacy, K-12, student learning outcomes Share Link | Plain Format | Corresponding Author (Alfiyah Aini Hanifah)

58	Sciences Education and STEM Education	ABS-28
The Influence of Travel Time Duration on The Academic Performance of Nueva Ecija University of Science and Technology San Isidro Campus Laboratory High School Students Maricar Herera Sison (a*), Kiel Ivan Buenaventura Francisco (b*) a) Nueva Ecija University of Science and Technology San Isidro Campus, Jose Abad Santos Ave, San Isidro, 3106 Nueva Ecija, Philippines *maricarhhsison[at]ineust.edu.ph b) Nueva Ecija University of Science and Technology San Isidro Campus, Jose Abad Santos Ave, San Isidro, 3106 Nueva Ecija, Philippines *kielivan2020[at]gmail.com Abstract This quantitative study examines the relationship between travel time duration and academic performance among Grade 7-10 students at NEUST San Isidro Campus Laboratory Highschool (SY 2023-2024). Using descriptive-correlational design and Pearson correlation analysis, results show a significant negative relationship between travel time and 1st quarter (r = -.483, p = .000) and 2nd quarter GWA (r = -.400, p = .000). Factors like transportation mode, traffic, distance, and wake-up time influenced travel duration, though grade level and age showed no significant impact. Students maintained averages of 87-89, but prolonged travel time negatively affected performance, suggesting that longer commutes hinder academic success. Keywords: Travel Time Duration- Academic Performance- Descriptive Correlational design- Pearson Correlation analysis Share Link | Plain Format | Corresponding Author (Kiel Ivan Buenaventura Francisco)

59	Sciences Education and STEM Education	ABS-32
The Influence of the Creative Problem Solving (CPS) Learning Model on the Creative Thinking and Collaboration Skills of Junior High School Students Sintia Desi Rahmawati, Annisa Nur Khasanah*, Sri Yamtinah Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia *corresponding author, email: annisanurkhasanah[at]staff.uns.ac.id. Abstract This research aims to ascertain how the Creative Problem Solving (CPS) learning model^s syntax is applied to students^ creative thinking and collaboration skills as well as the impact of the Creative Problem Solving (CPS) learning model on these skills. This study uses a quasi-experimental research method with a nonequivalent pretest-posttest control group design. Cluster random sampling was used to choose the study population, which included all seventh-grade students at SMP N 2 Gemolong for the 2024-2025 school year. Class VII H was the experimental class, and class VII G was the control class. Data was gathered using a test in the form of essay questions to assess creative thinking skills and a nontest in the form of observations to measure collaboration skills and the application of the syntax of the Creative Problem Solving (CPS) learning model. Data on creative thinking and collaboration were analyzed using the Mancova Test. The results showed that every learning task effectively used the syntax of the Creative Problem Solving (CPS) learning model. The application of the Creative Problem Solving (CPS) learning model has an effect on creative thinking skills with a significance value of 0.000<0.05. The Creative Problem Solving (CPS) learning model has an effect on collaboration skills with a significance value of 0.005<0.05. The Creative Problem Solving (CPS) learning model has an effect on creative thinking and collaboration skills with a significance value of 0.000<0.05. Keywords: Creative Problem Solving (CPS), Creative Thinking Skills, Collaboration Skills Share Link | Plain Format | Corresponding Author (Sintia Desi Rahmawati)

60	Sciences Education and STEM Education	ABS-34
THE EFFECT OF THE GUIDED INQUIRY (GI) LEARNING MODEL ON ANALYTICAL THINKING AND COLLABORATION SKILLS OF 7TH GRADE JUNIOR HIGH SCHOOL STUDENTS IN SCIENCE LEARNING Alfiah Putri Chandra Pramudya, Annisa Nur Khasanah*, Supurwoko Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia *corresponding author, email : annisanurkhasanah[at]staff.uns.ac.id Abstract Alfiah Putri Chandra Pramudya. K4521003. Supervisor: Annisa Nur Khasanah, S.Pd., M.Pd. ^THE EFFECT OF GUIDED INQUIRY (GI) LEARNING MODEL ON ANALYTICAL THINKING AND COLLABORATION SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN SCIENCE LEARNING^.Thesis. Surakarta: Faculty of Teacher Training and Education. Sebelas Maret University. July 2025. This study aims to determine the effect of the guided inquiry learning model on the analytical thinking skills of seventh-grade junior high school students in science learning in the 2024/2025 academic year. This research design uses quantitative research with quasi-experiments. The population of this study was 264 seventh-grade students of SMP Negeri 2 Gemolong, and one control class with 32 students and one experimental class with 32 students were taken. The data collection technique was a test with 10 essay questions to measure students^ analytical thinking skills. The test was carried out with a pretest and posttest. An observation sheet was used to measure students^ collaboration skills. The observation sheet was carried out by measuring each aspect of analytical thinking skills with a Likert scale with a value range of 1-4. Observations were carried out by 2 observers. The research instrument used was an instrument that had been validated by experts. The data analysis method used was the Kolmogorov-Smirnov Test to test normality, the Levene Test to test homogeneity, the Ancova Test to test hypotheses on analytical thinking skills and the Anova test to test hypotheses on collaboration skills. The results of the study show that the use of the Guided Inquiry learning model has an impact on students^ analytical thinking and collaboration skills. This result is proven by the results of the Ancova on the results of analytical thinking skills showing a sig. 0.000 < 0.05 which indicates that the Guided Inquiry learning model influences analytical thinking skills. In addition, the results of the Anova test on collaboration skills show a sig. 0.000 < 0.05 which indicates that the Guided Inquiry learning model influences collaboration skills. Based on the results of the study, the GI learning model can be used as a learning model in science learning carried out by teachers to improve students^ analytical thinking skills and collaboration skills. Keywords: Guided Inquiry (GI) Learning Model, Analytical Thinking Skills, Collaboration Skills. Share Link | Plain Format | Corresponding Author (Alfiah Putri Chandra Pramudya)

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