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61	Sciences Education and STEM Education	ABS-35
The Influence of the Search, Solve, Create, and Share (SSCS) Learning Model Based on the STEM Approach on the Critical Thinking Skills of Junior High School Students Yora Ahyalina, Annisa Nur Khasanah Sebelas Maret University Abstract In the context of 21st century education, students are increasingly required to develop four key competencies, with critical thinking emerging as one of the most crucial. This research explores how the Search, Solve, Create, and Share (SSCS) learning model, when combined with STEM (Scince, Technology, Engineering, and Mathematics) approach, can enhance critical thinking skills among junior high school students. Utilizing a quasy experimental method with non equivalent control group design, the study involved 56 seventh grade students from Junior High School 24 Surakarta, who were equally divided into an experimental class and a control class. The experimental class engaged in learning activities based on the SSCS STEM framework, while control class followed by convensional discovery learning model. To evaluate students critical thinking, pretest and posttest were administered using essay question aligned with six indicators of facione, interpretation, analysis, evaluation, inference, explanation, and self regulation. Based on the results of the ancova test, a significant difference was observed between the posttest scores of the two groups (p less than 0.05), where the experimental group achived the higher mean score of 86.32, compared to 65.14 in the control group. This findings demonstrate that implementing the SSCS model with a STEM approach can significantly improve students involvement in learning, while also strengthening the connection between school content and real life problem solving. As such, this learning model holds great potential for promoting 21st century skills, especially in the context of science education at the junior secondary level. Keywords: SSCS Learning Model, STEM, Critical Thinking Skills Share Link | Plain Format | Corresponding Author (Yora Ahyalina)

62	Sciences Education and STEM Education	ABS-38
Improving Environmental Literacy through a Safe Drinking Water Project Using a Blended STEM and Thinglink Approach Dwika Sarnia Putri1, Murni Ramli2*, Muzzazinah3 1Institute of Molecular and Cellular Biology, College of Life Science and Medicine, National Tsing Hua University 2RG STEAM Education, Department of Biology Education, Faculty of Teacher Training and Education, Sebelas Maret University 3RG Biosystematics, Department of Biology Education, Faculty of Teacher Training and Education, Sebelas Maret University Abstract This study investigates how two distinct learning models, STEM-Thinglink and Project-Based Learning (PjBL), affect students^ environmental literacy in the context of a ^Safe Drinking Water^ project. Given that climate change and its environmental impacts-such as water pollution-are critical global and national issues, these topics are highly relevant to the Indonesian curriculum. A quasi-experimental, pretest-posttest control group design was employed with participants from the Youth Scientific Group (KIR) and Social Science Community (SSC) at SMAN 1 Karanganyar. The STEM-Thinglink approach was implemented in one experimental group, while the PjBL model was used in the other. Data was collected via a pretest-posttest for knowledge, a project for skills, and a survey questionnaire for attitudes toward climate change and safe drinking water. Hypothesis testing used a non-paired t-test and an ANCOVA test. Results showed that both the STEM-Thinglink and PjBL approaches significantly improved students^ environmental literacy, with average post-test scores of 3.9 and 3.8, respectively. The student response to both learning models was highly positive, with evaluation scores of 92.30% for STEM-Thinglink and 89.70% for PjBL, indicating that both methods effectively helped students understand the complex issues of climate change and safe drinking water. Keywords: Environmental literacy, STEM, PjBL, Thinglink, safety drinking water Share Link | Plain Format | Corresponding Author (Murni Ramli)

63	Sciences Education and STEM Education	ABS-42
The Effect of the Investigation Through Cooperative Problem Solving Learning Model on Computational Thinking Skills in Grade VII Science Learning Novita Ayuning Putri, Budi Utami*, Riezky Maya Probosari Department of Science Education, Faculty of Teacher Training and Education, Sebelas Maret Universitiy, Surakarta, Indonesia *budiutami[at]staff.uns.ac.id Abstract This study investigates the effect of the Investigation Through Cooperative Problem Solving (ITCPS) learning model on students computational thinking (CT) skills in Grade VII science learning. CT, encompassing decomposition, abstraction, pattern recognition, and algorithmic thinking, is an essential 21st-century skill. However, many students still face challenges in developing CT due to limited use of innovative, inquiry-based learning approaches. A quasi-experimental method with a nonequivalent pretest-posttest control group design was applied. The sample comprised seventh-grade students at SMP Negeri 3 Sukoharjo in the 2024/2025 academic year, selected through cluster random sampling. An essay test was used to assess four CT indicators, and data were analyzed using the Mann-Whitney test. The results showed a significant difference in CT abilities between students taught with the ITCPS model and those taught with a problem-solving mod el (p < 0.001). The ITCPS model effectively improved CT by engaging students in structured, collaborative, and investigation-based problem-solving activities. In conclusion, ITCPS is a promising instructional model for enhancing CT in science learning and is recommended for wider application in junior high schools. Keywords: ITCPS learning model- Computational thinking skills- Science Share Link | Plain Format | Corresponding Author (Novita Ayuning Putri)

64	Sciences Education and STEM Education	ABS-46
Development of Android-Based Video Series on the Theme of Environmental Pollution and Degradation Based On 5E-STEAM to Empower Analytical Thinking Skills of Junior High School Students Riska Nabila Zenia Putri (a), Endang Susilowati (b), Nurma Yunita Indriyanti (b*) a) Bachelor of Science Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia. b) Bachelor of Chemistry Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia *nurma.indriyanti[at]staff.uns.ac.id Abstract This study aims to (1) identify media characteristics (2) prove media feasibility. (3) analyse teacher and student responses after using the media. The research uses the R&D (Research and Development) method with the ADDIE model which uses 3 stages, namely Analysis, Design and Develompment. The sampling technique was carried out by Convenience Sampling. Data collection at the Analysis stage was carried out by interview and survey. The feasibility test of the 5E-STEAM-based video series was carried out by material, media and language experts using the Gregory matrix. Data collection for teacher and student response tests was carried out by distributing questionnaires. The results of the study include: 1) Specific characteristics are using the theme of environmental pollution and damage, based on 5E-STEAM, videos to empower analytical thinking skills, and containing Quiz. 2) The results of expert validation show that the product has very high feasibility criteria. 3) The teacher response results show very good criteria. The assessment of the results of the teachers response shows that the video series has a clear learning flow because of the 5E learning cycle base, presents STEAM elements and directs students to think about solving environmental pollution problems. The results of student responses showed a good response of 77% on videos 1, 2, 3, video 6 by 78%, videos 4 and 5 by 79% video 8 by 80%. Student response on videos 6, 9 and 10 at 81% is included in the criteria for excellent student response. The average student response results show that the 5E-STEAM-based video series can empower junior high school students analytical thinking skills. Keywords: android-based, video series, 5E-STEAM, analytical thinking, environmental pollution Share Link | Plain Format | Corresponding Author (Riska Nabila Zenia Putri)

65	Sciences Education and STEM Education	ABS-47
Effectiveness of The Investigation Through Cooperative Problem Solving (ITCPS) Learning Model on Learning Outcomes Bayu Rizki Prasadityo, Mohammad Masykuri, Budi Utami Universitas Sebelas Maret Abstract Abstract: Learning models play an essential role in the implementation of the learning process to achieve optimal learning outcomes. The choice of learning model needs to be adjusted to the characteristics of the students and the material. This research aims to determine the effectiveness of the Investigation Through Cooperative Problem Solving (ITCPS) learning model on science learning outcomes. This research uses a quasi-experimental approach with a pretest-posttest control group design and cluster random sampling techniques. The population of this study was class VII of Junior High Schools in Karanganyar, Surakarta, Central Java, Indonesia. Collecting data on Class VII living creature classification material uses technical tests for the knowledge aspect, questionnaires for the attitude aspect, and observation sheets for the skills aspect. Analysis used the Wilcoxon test, independent sample t-test, and n-gain score. The research results show that the ITCPS learning model is adequate for learning outcomes in science knowledge aspects with a positive rank value that is greater than the control class and an n-gain test score of 30.15 (moderate increase). The learning outcomes for the attitude and skills aspects show the value of Asymp. Sig. (2-tailed) is less than 0.05, thus interpreting the difference in influence in the two classes. This research implies that the ITCPS learning model is effective in science learning outcomes. Keywords: Learning model, ITCPS, Science learning outcomes Share Link | Plain Format | Corresponding Author (BAYU RIZKI PRASADITYO)

66	Sciences Education and STEM Education	ABS-48
The Influence of the Learning Cycle 5E Model Integrated with an Ethno- STEM Approach on Students^ Scientific Literacy Deswita Maharani (a), Febriani Sarwendah Asri Nugraheni (b), Riezky Maya Probosari (c), Sri Widoretno (d) a) Faculty of Teacher Training and Education, Universitas Sebelas Maret Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia dedescoks[at]gmail.com b) Faculty of Teacher Training and Education, Universitas Sebelas Maret Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia febrianisarwendahasri[at]staff.uns.ac.id c) Faculty of Teacher Training and Education, Universitas Sebelas Maret Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia riezkymprobosari[at]staff.uns.ac.id d) Faculty of Teacher Training and Education, Universitas Sebelas Maret Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia sriwidoretno[at]staff.uns.ac.id Abstract Based on the results of the 2022 Program for International Student Assessment (PISA) research conducted by the OECD, Indonesian students^ scientific literacy scores are below average. This study aims to determine the effect of the 5E Learning Cycle model with an Ethno-STEM Approach on Students^ Scientific Literacy. This study employed a mixed-method approach with an explanatory sequential design, utilizing a quasi-experimental pretest-posttest control group design combined with interviews. The research subjects were eighth-grade students from a junior high school in Surakarta. Quantitative sampling was conducted using cluster random sampling, while qualitative sampling employed stratified random sampling, with strata determined based on the students^ posttest scores in scientific literacy. Data were collected through tests, interviews, and questionnaires. Data analysis was carried out using Normality and Homogeneity tests, followed by the Quade test with the assistance of SPSS version 26. Hypothesis testing with the Quade Test obtained a value of 0.000, which means the 5E Learning Cycle model with an Ethno-STEM Approach has a significant effect on Students^ Scientific Literacy. Qualitative findings through interviews indicate that aspects of science identity emerged in students. Interview responses indicate that students in the experimental class had higher scientific literacy skills because they were able to explain their scientific understanding by relating it to everyday life, compared to students in the control class, who tended to simply repeat information from textbooks or teacher explanations. Therefore, it can be concluded that the 5E Learning Cycle model with an Ethno-STEM Approach has a positive effect on Students^ Scientific Literacy. Keywords: Learning Cycle 5E, Ethno-STEM, Ethnoscience, STEM,Learning Cycle 5E, Ethno-STEM, Ethnoscience, STEM, Scientific Literacy. Share Link | Plain Format | Corresponding Author (Deswita Maharani)

67	Sciences Education and STEM Education	ABS-49
The Effect of Practicum-Based Argument-Driven Inquiry Model on Students Scientific Argumentation Skills Ayu Gunaningtyas, Febriani Sarwendah Asri Nugraheni, Supurwoko Universitas Sebelas Maret, Indonesia Abstract The average scientific argumentation skills of junior high school students in Indonesia remain relatively low. To address this issue, this study aimed to: (1) determine the effect of the practicum-based Argument-Driven Inquiry (ADI) learning model on students scientific argumentation skills, and (2) explore how the model influences these skills. A mixed-method approach with an explanatory sequential design was employed. The population consisted of all seventh-grade students at SMP Negeri 1 Sambi, with two classes selected through cluster random sampling: class VII A as the control group using Discovery Learning, and class VII B as the experimental group using the practicum-based ADI model. Quantitative data were collected through essay tests, while qualitative data were obtained through classroom observations and interviews. The findings showed a significant positive effect of the practicum-based ADI model, supported by the ANCOVA test result of 0.001 (p < 0.05) and a higher mean posttest score in the experimental class (70.3) compared to the control class (36.7). Observations indicated that students in the experimental class more frequently demonstrated claims, data, reasoning, additional backing, and rebuttals, while such aspects were rarely observed in the control class. Interviews further revealed that experimental class students could explain how they built claims, presented evidence, integrated literature, and rebutted opposing arguments, whereas control class students often struggled. Overall, the practicum-based ADI model proved more effective than Discovery Learning in enhancing students scientific argumentation skills at the junior high school level. Keywords: Argument-Driven Inquiry, Scientific Argumentation, Practicum Share Link | Plain Format | Corresponding Author (Ayu Gunaningtyas)

68	Sciences Education and STEM Education	ABS-50
Integration of Madura Local Wisdom in Contextual Science Learning to Improve Students^ Science Literacy and Critical Thinking Skills Mochammad Yasir1, Mochammad Ahied2, Sofiatun3, Eva Agustintias4 Science Education Study Program, Faculty of Teacher Training and Education, Universitas Trunojoyo Madura Abstract Science learning in secondary schools often remains theoretical and detached from students^ real-life experiences, resulting in low levels of scientific literacy and critical thinking skills. One relevant solution is integrating Madurese local wisdom into contextual science learning, as it provides culturally meaningful knowledge, practical applications, and connections to students^ daily lives. This study aimed to develop and examine the effectiveness of a science learning model based on Madurese local wisdom in enhancing students^ scientific literacy and critical thinking skills. The research employed a quasi-experimental design with a pretest-posttest control group. Participants were 60 junior high school students in Pamekasan Regency, divided into an experimental and a control class. Instruments consisted of a scientific literacy test and a critical thinking test, with data analyzed using t-tests and N-gain. Findings revealed significant improvements in the experimental group compared to the control group. The average N-gain for scientific literacy in the experimental class was 0.72 (high), while the control class achieved only 0.41 (medium). For critical thinking skills, the experimental class reached 0.69 (high), surpassing the control class at 0.36 (medium). T-test results confirmed significant differences between groups (t = 4.87, p < 0.05 for scientific literacy- t = 5.12, p < 0.05 for critical thinking). The study concludes that contextual science learning grounded in local wisdom is effective in improving both scientific literacy and critical thinking. Its broader implication is the necessity of developing curricula rooted in regional potential as a dual strategy: advancing scientific literacy while simultaneously preserving cultural heritage. Keywords: Madurese local wisdom- contextual science learning- scientific literacy- critical thinking Share Link | Plain Format | Corresponding Author (Mochammad Yasir)

69	Sciences Education and STEM Education	ABS-51
Junior High School Students Environmental Literacy on Ecology and Biodiversity Materials Dhea Rizki Nur Fadhila, Febriani Sarwendah Asri Nugraheni*, Budi Utami Department of Science Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia *febrianisarwendahasri[at]staff.uns.ac.id Abstract The world faces critical environmental issues, including extreme climate change, rising pollution, and biodiversity loss, impacting ecosystem balance and human life quality, exacerbated by a lack of individual concern and mitigation efforts leading to varying levels of environmental literacy. This study aimed to profile the environmental literacy level of seventh-grade students concerning ecology and biodiversity topics and to identify its influencing factors. Employing a descriptive qualitative method, the research involved 32 students from SMP Negeri 1 Bantul that selected with purposive sampling. Data were collected using open-ended questionnaires and semi-structured interviews, validated through technique triangulation. The data analysis techniques used in this research are data collection, data reduction, data presentation, and conclusions. The results indicated that students^ environmental literacy was generally high in the cognitive skills, attitudes, and knowledge components, while the behavioral component remained moderate. Influencing factors included motivation, environmental awareness, education, government support, parental support, and reflective and critical thinking abilities. The study implies that while students have a good grasp of knowledge, skills, and attitudes, their pro-environmental behavior needs strengthening- thus, learning processes should focus not only on cognitive understanding but also on enhancing pro-environmental. Keywords: environmental literacy- environmental issues- ecology- biodiversity Share Link | Plain Format | Corresponding Author (Dhea Rizki Nur Fadhila)

70	Sciences Education and STEM Education	ABS-52
How do teachers and prospective teachers perceive the exploration of problem-solving abilities in elementary school science learning? Kartika Chrysti Suryandari1*, Wahyudi2, Rokhmaniyah3, Muhamad Chamdani4, Putra Nadzif Yuanditama Asirwada5 PGSD FKIP Universitas Sebelas Maret Abstract The importance of problem-solving-based learning for teachers in elementary schools requires in-depth learning. This study aims to analyze the perceptions of teachers and prospective teachers in planning creative problem solving-based teaching in science learning. Participants consisted of (N: 48), namely 23 prospective teacher students and 25 elementary school teachers. The research method was descriptive qualitative with data collection by observation, video recording, and in-depth interviews for three meetings with a duration of 15-20 minutes. Data collection from interviews with participants based on agreed time and without intervention. The results showed that the participants had an unequal understanding of problem solving in science learning. 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. Participants have a perception that problem solving is important for future life and not creative participants are not influenced by age, gender or work experience. Keywords: planning, explorative, learning, problem solving, science Share Link | Plain Format | Corresponding Author (Putra Nadzif Yuanditama Asirwada)

71	Sciences Education and STEM Education	ABS-57
THE EFFECT OF THE PROBLEM-BASED LEARNING MODEL BASED ON SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON INFORMATION LITERACY OF JUNIOR HIGH SCHOOL STUDENTS Bilqis Afifah Prabaningrum, Febriani Sarwendah Asri Nugraheni, Riezky Maya Probosari Universitas Sebelas Maret, Indonesia febrianisarwendahasri[at]staff.uns.ac.id riezkymprobosari[at]staff.uns.ac.id Abstract Problem-Based Learning (PBL) based on Science, Technology, Engineering, and Mathematics (STEM) is believed to provide contextual learning experiences while fostering students^ information literacy skills. This model not only emphasizes solving real-world problems but also hones the ability to identify information needs, evaluate sources, organize meaning, develop creative products, and utilize information ethically and collaboratively. This study aims to determine the effect of the STEM-based PBL learning model on the information literacy of eighth-grade junior high school students. The study used a mixed methods approach with a sequential explanatory design in the form of a pretest-posttest control group. The subjects were students of grades VIII C (the experimental class) and VIII H (the control class) at a public junior high school in Surakarta during the 2024/2025 academic year. Quantitative data were obtained through an information literacy test, while qualitative data were collected through interviews and analyzed using the NVivo application. Instrument validity was tested using the Gregory formula, while sampling was conducted using cluster random sampling. The Quade test results showed a significance value <0.05, indicating a significant difference between the experimental and control classes. Qualitative findings support these results, where experimental class students were better able to evaluate information sources and develop creative products, while control class students tended to only achieve basic understanding. Keywords: Problem Based Learning, STEM, Information Literacy Share Link | Plain Format | Corresponding Author (Bilqis Afifah Prabaningrum)

72	Sciences Education and STEM Education	ABS-58
Analysis & Evaluation of Facilities in Patriot Bina Bangsa City Forest, Bekasi, West Java Farah Manggar Sari, Prof. Mohammad Arief Budihardjo, Prof. Purnawan Adiwicaksono Environmental Science, Post Graduate of Diponegoro University Abstract An abstract is a brief summary of a research article, thesis, review, conference proceeding or any in-depth analysis of a particular subject or discipline, and is often used to help the reader quickly ascertain the paper^s purpose.[1] When used, an abstract always appears at the beginning of a manuscript or typescript, acting as the point-of-entry for any given academic paper or patent application. Abstracting and indexing services for various academic disciplines are aimed at compiling a body of literature for that particular subject. The terms precis or synopsis are used in some publications to refer to the same thing that other publications might call an ^abstract^. In management reports, an executive summary usually contains more information (and often more sensitive information) than the abstract does. Keywords: urban forest, renewable development, facilities function Share Link | Plain Format | Corresponding Author (Farah Sari)

73	Sciences Education and STEM Education	ABS-61
Explainer Videos as the New Chalkboard in Language Learning - Usage and Student Preferences in Universities Dianna Suzieanna Mohamad Shah (a*), Airil Haimi Mohd Adnan (b), Mohd Haniff Mohd Tahir (c), Mohamad Safwat Ashahri Mohd Salim (d), Mohd Nur Fitri Mohd Salim (e), Hepy Adityarini a) Akademi Pengajian Bahasa, Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia *dianna[at]uitm.edu.my b) Akademi Pengajian Bahasa, Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia c) Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris, Perak, Malaysia d) 3 Akademi Pengajian Bahasa, Universiti Teknologi MARA, Kampus Tapah, Cawangan Perak, Malaysia e) Akademi Pengajian Bahasa, Universiti Teknologi MARA, Kampus Seremban, Cawangan Nageri Sembilan, Malaysia f) English Education Department, Universitas Muhammadiyah Surakarta, Indonesia Abstract Technology plays a central role in STEM education, offering innovative ways to enhance learning across disciplines, including language. This study investigated how explainer videos support English language learning in higher education, focusing on student engagement, preferences, and perceived benefits and challenges. A mixed-method design was employed, combining survey data from 140 undergraduates at Universiti Teknologi MARA (UiTM) with follow-up interviews from five randomly selected participants. Results showed that students used explainer videos occasionally as supplementary resources, accessed mainly through YouTube and social media. They preferred content focused on grammar explanations, vocabulary lessons, and pronunciation guides, while active strategies such as note-taking and replaying difficult sections supported deeper learning. Students perceived notable improvements in listening, speaking, and vocabulary skills, highlighting the multimodal benefits of video-based learning. However, challenges such as the lack of subtitles, limited internet access, and unclear audio or video quality were frequently reported. Overall, the study concludes that explainer videos function as flexible, student-centred tools that strengthen core language skills while fostering digital literacy and self-regulated learning. By bridging language pedagogy with the STEM agenda of technological innovation, explainer videos demonstrate strong potential as complementary resources in Malaysia^s higher education landscape. Keywords: explainer videos, higher education, language learning, interactive content Share Link | Plain Format | Corresponding Author (Dianna Suzieanna Mohamad Shah)

74	Sciences Education and STEM Education	ABS-62
The Effect of Scientific Modeling-Based Guided Inquiry Learning on Junior High School Students^ Inquiry Skills Christin Febriana Pratiwi, Febriani Sarwendah Asri Nugraheni Natural Science Education Study Program, Universitas Sebelas Maret Abstract This study aims to: (1) determine the effect of inquiry-based learning with scientific modeling on students^ inquiry skills- and (2) examine the extent of the influence of implementing inquiry-based learning with scientific modeling on students^ inquiry skills. Indicator of inquiry skills such as asking question, planning investigation, carrying out investigation, analyzing and interpreting data, constructing explanation, dan engaging in arguments from evidence. The research employed a mixed methods approach using an Explanatory Sequential design, where quantitative data were collected through pretests and posttests, and qualitative data were obtained through structured interviews. The sampling techniques used were cluster random sampling for the quantitative sample and stratified random sampling for the qualitative sample. The quantitative sample consisted of two eighth-grade classes at SMP Negeri 19 Surakarta: one experimental class (received inquiry-based learning with scientific modeling) and one control class (taught using the discovery learning model). Data were analyzed using Quade^s test in SPSS, resulting in a significance value of p < 0.001. The qualitative findings supported the quantitative results, showing that students in the experimental class better understood concepts through modeling, felt more actively engaged in learning, and were helped in formulating and testing hypotheses. In conclusion, inquiry-based learning integrated with scientific modeling is significantly and meaningfully enhancing students^ inquiry skills. Keywords: Inquiry Learning, Scientific Modeling, Inquiry Skills Share Link | Plain Format | Corresponding Author (Christin Febriana Pratiwi)

75	Sciences Education and STEM Education	ABS-63
The Effect of the Guided Inquiry Learning Model on Argumentation Skills and Cognitive Learning Outcomes Atit Farita Indriana, Kadek Dwi Hendratma Gunawan, Sri Widoretno, Novia, Riezky Maya Probosari Natural Science Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia Email Corresponding Author: kadek.dhg[at]staff.uns.ac.id Abstract This study was conducted to examine the influence of the Guided Inquiry Learning model on: 1) argumentation skills, 2) cognitive learning outcomes, and 3) argumentation skills and cognitive learning outcomes of eighth grade junior middle class students. The research sample was two classes at SMP Negeri 1 Kebakkramat. This study uses a Non-Equivalent Control Group design. The data collection technique uses the essay test method to measure students^ argumentation skills and cognitive learning outcomes. The posttest data was tested with the independent sample t-test and the MANOVA test. The results of this study are: 1) the Guided Inquiry Learning model has an effect on the argumentation ability of eighth grade students with a significance value of 0.000 <0.05. 2) The Guided Inquiry Learning model has an effect on the cognitive learning outcomes of eighth grade students with a significance value of 0.000 <0.05. 3) Guided Inquiry Learning modelaffect argumentation skills and cognitive learning outcomes of grade VIII students simultaneously with a significance value of 0.000 < 0.05. Keywords: Guided Inquiry, Argumentation Skills, Cognitive Learning Outcomes Share Link | Plain Format | Corresponding Author (Atit Farita Indriana)

76	Sciences Education and STEM Education	ABS-64
Analysis of Science Literacy and Critical Thinking Skills Questions on Ecology and Biodiversity Material Using the Rasch Model Azrul Laila, Kadek Dwi Hendratma Gunawan, Riezky Maya Probosari, Daru Wahyuningsih Department of Science Education, Faculty of Teacher Training and Education, Sebelas Maret Universitiy, Surakarta, Indonesia Corresponding Author: kadek.dhg[at]staff.uns.ac.id Abstract Scientific literacy and critical thinking skills are interrelated and essential in enhancing students^ cognitive abilities. Many students still face challenges in applying deep thinking to solve problems, emphasizing the need for valid assessment instruments. This study aims to analyze test instruments measuring scientific literacy and critical thinking skills using the Rasch model. The research was conducted on Grade VIII students at SMP Negeri 2 Surakarta, focusing on ecology and biodiversity. A descriptive quantitative method with random sampling was applied, and data were analyzed using Winsteps software. The scientific literacy test showed a person reliability of 0.68 (moderate) and an item reliability of 0.82 (good), while the critical thinking test had a person reliability of 0.63 (low) and an item reliability of 0.84 (good). Unidimensionality results indicated that the raw variance explained by measures was 41.2% for the critical thinking test (good) and 36.0% for the scientific literacy test (acceptable). Item fit analysis showed that one item in the critical thinking test and three items in the scientific literacy test did not meet the fit criteria. The DIF analysis revealed no gender bias in either test. Item difficulties ranged from very difficult to very easy. Person measure analysis identified two students with the highest ability scores, and 88% of students matched the Rasch model based on person fit analysis. These results support the effectiveness of the Rasch model in identifying item quality and improving the validity of instruments in science education. Keywords: Rasch Model, Critical Thinking Skills, Scientific Literacy Share Link | Plain Format | Corresponding Author (LAILA AZRUL)

77	Sciences Education and STEM Education	ABS-67
Validation Analysis of Science-EABT Learning Media Based on Articulate Soryline on the Theme of the Effect of Movement on Body Temperature Azka Alfina Syafa, Kadek Dwi Hendratma Gunawan Universitas Sebelas Maret, Indonesia Abstract This study aims to analyze the validation of the Integrated Science-EABT Virtual Science Laboratory learning media based on Articulate Storyline as a suitable learning medium for use. This study adopted the Research and Development (R&D) method with a 4-D model, which includes the stages of definition, design, development, and dissemination. In this study, the focus was only on the development stage due to time constraints. Media validation was carried out by five validators using the Content Validity Ratio (CVR) formula. Of the ten validation aspects, six aspects received a score of 1.00 with a very valid category because they exceeded the minimum limit of 0.99 from five validators. The other four aspects received a CVR score of 0.66 which was less than the valid limit, so minor revisions were needed even though the majority of validators stated that they were valid with the revisions. Student responses to this media were very positive with an average of 85.31%, and all assessment aspects were above 82%. Teacher responses were also very positive, with an overall average of 96.25% in the very suitable category. Based on the validation and revision results, this Virtual Laboratory learning media is suitable for use as an alternative learning medium in the field of science. Keywords: Learning media validation, Virtual science laboratory, Articulate Storyline, Integrated science Share Link | Plain Format | Corresponding Author (Azka Alfina Syafa)

78	Sciences Education and STEM Education	ABS-72
Assessing Students Critical Thinking on Human Activities Impacting Ecosystems and Conservation Using Rasch Model Dyah Ayu Saraswati Adimudra, Kadek Dwi Hendratma Gunawan, Muhammad Nur Hudha, Budi Utami, Suciati, Bramastya Universitas Sebelas Maret Abstract Critical thinking was a vital competency in science education, especially in understanding human impact on ecosystems and promoting conservation. This study aimed to assess junior high school students critical thinking skills using an instrument developed based on Paul and Elder^s ten standards of critical thinking and analyzed through the Rasch Model. A quasi-experimental design was conducted with a sample of 30 students who experienced a problem based learning (PBL) approach supported by an educational game on human impact on the ecosystem and conservation. Data were collected through a 10 items critical thinking test and analyzed using the Rasch Model, including stacking and racking analysis. The instrument was validated by examining item fit through MNSQ and ZSTD values, as well as item and person reliability indices. Results indicated that the assessment demonstrated good validity and reliability, with items distributed across various levels of difficulty. Rasch analysis showed that the test effectively differentiated between higher- and lower-order critical thinking skills, although several advanced indicators remained challenging. The comparison of pretest and posttest data showed that students critical thinking abilities improved after the PBL treatment. The findings suggested that Rasch-based assessment provided precise measurement of critical thinking and that PBL with game-based contexts was effective in enhancing students skills. Keywords: Critical Thinking- Rasch Model- Problem Based Learning- Ecosystem Conservation Share Link | Plain Format | Corresponding Author (Dyah Ayu Saraswati Adimudra)

79	Sciences Education and STEM Education	ABS-78
The Influence of the Flipped Classroom-Based Guided Inquiry Learning Model on the Critical Thinking Skills of Grade VII Junior High School Students in Science Annastasya Azizah (a) , Muhammad Nur Hudha (b*), Kadek Dwi Hendratma Gunawan (b) Natural Science Education, Faculty of Teacher Training and Education, Sebelas Maret University Surakarta, Indonesia Email Corresponding: hudha.mn[at]staff.uns.ac.id Sebelas Maret University Abstract The aim of the research is to determine the effect of the guided inquiry learning model based on flipped classroom on the critical thinking skills of seventh grade students in science learning. The research method used is a quantitative method with a pretest posttest nonequivalent control group design. The population of this study was all seventh grade students of Junior High School 1 Kebakkramat in the 2024/2025 academic year. The sampling technique used was cluster random sampling. Class VII A was selected as the experimental class, while class VII B was selected as the control class. The data collection technique used a test method in the form of essay questions to measure critical thinking skills. The data analysis methods used were the Shapiro Wilk test, Levene test, independent sample t-test, and n-gain test using SPSS version 25. The research results obtained were from the independent sample t-test showed that the application of the guided inquiry learning model based on flipped classroom had an effect on critical thinking skills with a significance value of less than 0.05 (0.004 <0.05). The n-gain test obtained a value of 0.56 in the experimental class with a moderate category and the control class with an n-gain score of 0.44. Based on the test results, it can be concluded that H0 is rejected while H1 is accepted. The implementation of the flipped classroom-based guided inquiry learning model has a significant effect on students^ critical thinking skills. The flipped classroom-based guided inquiry learning model can be used to hone and develop students^ critical thinking skills, so this research can be used as a consideration by teachers and other researchers to implement the flipped classroom-based guided inquiry learning model. Keywords: critical thinking skills, flipped classroom, guided inquiry Share Link | Plain Format | Corresponding Author (Annastasya Azizah)

80	Sciences Education and STEM Education	ABS-81
The Effect of Scientific Reading Based Inquiry Learning with a Socioscientific Issues Approach on The Scientific Argumentation Skills Erika Tasya Aridavi, Sukarmin, Riezky Maya Probosari Faculty of Teacher Training and Education, Universitas Sebelas Maret Jalan Ir. Sutami 36, 57126 Surakarta, Indonesia Abstract Scientific argumentation skills are very important for students because they encourage critical thinking, evidence-based reasoning, and decision-making in dealing with complex scientific issues. This study aims to (1) examine the effect of the Scientific Reading-Based Inquiry (SRbI) approach combined with the Socioscientific Issues (SSI) approach on the scientific argumentation skills of eighth-grade students, and (2) assess students^ responses to the implementation of SRbI-SSI learning. This study used a quasi-experimental method with an equivalent control group design and was conducted in grade VIII of a junior high school in Kudus using a cluster random sampling technique. Data were collected through a scientific argumentation skills test in the form of essays and student response questionnaires. Then the data were analyzed using inferential statistics using an independent sample t-test with IBM SPSS version 25. The results of this study are (1) the SRbI-SSI learning model has a statistically significant impact on students^ scientific argumentation skills, as evidenced by the results of the t-test: thitung (5.741) > ttabel (1.997)- and (2) 83% of students responded positively to the implementation of SRbI-SSI learning. Keywords: Scientific Reading based Inquiry- Socioscientific Issues- Scientific Argumentation Skills Share Link | Plain Format | Corresponding Author (Erika Tasya Aridavi)

81	Sciences Education and STEM Education	ABS-85
Systematic Literature Review: Potential Implementation Case-Based Collaborative Learning (Flipped Classroom) in Science Learning Bayu Antrakusuma- Khaerudin- Ivan Hanafi Teknologi Pendidikan Doctor Program Abstract Science learning in the 21st century requires the formation of collaboration, communication, creativity, and critical thinking skills in discovering phenomena in nature, understanding the causes of their occurrence, and forming the right mindset in solving problems that arise related to technology and society. One of the learning approaches that can be applied is Case-Based Collaborative Learning (CBCL). CBCL prioritizes solving cases in small groups and is implemented through flipped classrooms. This article aims to identify CBCL from the aspects of effectiveness, characteristics, and implementation in science learning. This research is a systematic literature review by reviewing 9 articles on CBCL based on Scopus and Google Scholar databases selected using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyze) method. The results showed that the CBCL is effectively applied in learning and can improve medical students^ logical reasoning and cooperation skills. No application of CBCL in science learning has been found. Based on its characteristics, CBCL has stages that allow it to be applied in other fields, including science with some adjustments to the cases given. Keywords: case-based collaborative learning (CBCL), science learning, systematic literature review Share Link | Plain Format | Corresponding Author (Bayu Antrakusuma)

82	Sciences Education and STEM Education	ABS-86
Development of Ethno-STEM-Based Science Learning Tools to Increase Junior High School Students Scientific Literacy Zamzami Nursalsabila1, Lina Mahardiani2, Febriani Sarwendah Asri Nugraheni1, Bramastia 1. Bachelor Degree Science Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret 2. Chemistry Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret 3. Master Degree, Science Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret Abstract The scientific literacy of junior high school students is still low because science learning has not yet been carried out students^ scientific literacy competencies. Therefore, an alternative science learning tool is needed by involving activities that refer to scientific literacy competencies in learning implementation.The aims of this study were to produce and find out the feasibility of ethno-STEM-based science learning tools development results. This research and development method refers to the 4D model with the limitation of research implementation up to the development stage. The products from this are science learning tools, including: lesson plans, student worksheets, teaching materials, and scientific literacy test instruments. The feasibility of science learning tools was tested using the Gregory formula and students^ scientific literacy test results were assessed using quantitative descriptive analysis techniques. The results of the study were in the form of a content validity test, namely: 0,957- 0,86- 0,9- and 0,786 for lesson plans, student worksheets- teaching materials, and scientific literacy test instruments respectively as well as increasing students^ scientific literacy competence based on pretest and posttest answers. The conclusion of this study is that ethno-STEM-based science learning tools are feasible and able to improve students^ scientific literacy competencies. Keywords: Ethno-STEM, Science literacy, Development, Science Learning Tools Share Link | Plain Format | Corresponding Author (Febriani Sarwendah Asri Nugraheni)

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