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121	Physics and Physics Education	ABS-124
ANALYSIS OF COGNITIVE DIAGNOSTIC INSTRUMENT USING ITEM RESPONSE THEORY ANALYSIS FOR PHYSICS LEARNING Duden Saepuzaman *, Rizki Zakwandi, Lina Aviyanti Physics Education Program, Universitas Pendidikan Indonesia Abstract Scientific conceptions are crucial in learning physics. Many important findings indicate that students experience mismatches between their conceptions and scientific conceptions. A robust instrument to measure and address this need is needed. This study aims to analyze the quality of students^ cognitive diagnostic instruments using item response theory analysis. This study uses a quantitative approach. The respondents involved were 98 high school students in the provinces of West Java and Banten. The cognitive diagnostic instrument consists of 20 items and Two-Tier Multiple-Choice (TTMC) in form with a polytomous score of 4 categories (1,2,3 and 4). Data analysis includes two stages: the IRT assumption test and then continued with IRT analysis to determine item and ability parameters. The results show that the data are unidimensional and local independence based on empirical data so that the IRT assumption is fulfilled. The IRT analysis used is the generalized partial credit model (GPCM). The results of the item parameter analysis show that all items have good discriminatory power parameters (0.304 < ai < 1.254) and are classified as good. The difficulty level analysis showed that almost all items had good step parameters ( b1 < b2 < b3), with the mean of difficulty index (b mean) in the range of -0.322 to 0.123 and categorized as moderate..This study provides an overview of the analysis of test quality using the polytomous IRT analysis for the benefit of developing the test and developing further studies. Keywords: Cognitive Diagnostic- Item Response Theory- Physics learning Share Link | Plain Format | Corresponding Author (Duden Saepuzaman)

122	Physics and Physics Education	ABS-142
Analysis of Problem Solving Activity and Learning Outcomes in the Wave Course Desy Hanisa Putri*, Ladia Lestari, Haditya Aprita Lora, Muhammad Raihan 1Physics Education Study Program, University Of Bengkulu, Indonesia 2Physics Education Study Program, University Of Bengkulu, Indonesia 3Physics Education Study Program, University Of Bengkulu, Indonesia 4Physics Education Study Program, University Of Bengkulu, Indonesia Abstract This study analyzes the relationship between problem solving activity and students^ learning outcomes in the Wave course during the odd semester of 2024/2025. A total of 54 students participated in this research. Data were collected using an observational rubric and final exam scores. Descriptive statistics, Pearson correlation, and simple linear regression were employed. The results revealed a moderate positive correlation (r = 0.568) and a regression model explaining 32.3% of the variance in learning outcomes. These findings support the integration of structured problem-solving activities in physics learning to improve student achievement. Keywords: learning outcomes , problem solving activity, student achievement Share Link | Plain Format | Corresponding Author (Desy Hanisa Putri)

123	Physics and Physics Education	ABS-143
STUDENTS PERCEPTIONS OF CLOUD-BASED JUPYTERHUB IN COMPUTATIONAL PHYSICS LECTURE Bodi Gunawan Universitas Bengkulu Abstract The present study evaluates the usability and acceptance of a locally deployed JupyterHub platform among 75 pre-service physics teachers in an Introduction to Computational Physics course at an Indonesian university. The system was hosted on a single workstation (AMD Ryzen 5, 16 GB RAM) to simulate an affordable cloud-like environment. The researchers employed the System Usability Scale (SUS) and the Technology Acceptance Model (TAM) to collect data following a three-week intervention. The results of the study indicate that the system demonstrates commendable usability, with an average System Usability Scale (SUS) score of 74.2. The students reported high levels of perceived usefulness (M = 4.32) and ease of use (M = 4.20), and a strong positive correlation was identified between the two (r = 0.71, p < 0.001). The findings indicate that the Merdeka Belajaar Kampus Merdeka (MBKM) policy of Indonesia can effectively support digital literacy objectives through the implementation of cost-effective, on-premises JupyterHub deployments. For institutions facing limitations in resources, this approach offers a viable and extensible strategy for delivering computational education. Keywords: JupyterHub- cloud computing- computational physics- Technology Acceptance Model- physics education- local cloudubmit This Sample Abstract Share Link | Plain Format | Corresponding Author (Bodi Gunawan)

124	Physics and Physics Education	ABS-144
Implementation of Gemini AI in the Teaching at the Right Level (TaRL) Approach to Improve Critical Thinking and Problem-Solving Skills in Hydrodynamics Courses Rosane Medriati, Desy Hanisa Putri, Netriani Veminsyah Ahda, Tiara Hardyanti Utama Physics Education, Bengkulu University, Jl. WR. Supratman, Kandang Limun, Kec. Muara Bangka Hulu, Sumatera, Bengkulu, Indonesia Abstract This study investigates the effectiveness of implementing Artificial Intelligence (AI) Gemini through the TaRL approach in hydrodynamics courses to enhance students critical thinking and problem-solving abilities. Using a quantitative descriptive method with a pretest-posttest design, the study involved students from the Physics Education Study Program at Bengkulu University. The research was conducted in two stages: a limited test and an extensive test. In the limited test, the average critical thinking score increased from 27.9 (SD = 14.5) to 55.5 (SD = 15.5), while problem-solving skills rose from 33.7 (SD = 11.5) to 56.3 (SD = 16.7). This stage served to refine the Gemini AI module to improve adaptability. In the extensive test, critical thinking improved from 51.73 (SD = 25.86) to 70.10 (SD = 16.28), and problem-solving from 53.85 (SD = 25.12) to 70.58 (SD = 22.50). The effect size values were high (d = 0.849 for critical thinking and d = 0.701 for problem solving), demonstrating significant learning gains. The higher initial standard deviation indicated varied learning outcomes, while the reduced standard deviation in the extensive test showed more uniform performance. Overall, the AI Gemini-TaRL integration effectively enhanced student achievement, adaptability, and learning consistency in physics education. Keywords: AI Gemini, Critical Thinking, Hydrodynamics, Problem Solving, TaRL Share Link | Plain Format | Corresponding Author (Rosane Medriati)

125	Physics and Physics Education	ABS-147
Bridging Theory and Practice: Developing a Hands-On Physics Experiment Manual to Enhance Science Process Skills Beyond Cookbook Approach Irwan Koto Physics Education Department, FKIP, The university of Bengkulu Abstract This project creates a practical physics experiment manual for first-year physics education students, who are aspiring high school physics instructors. The handbook was created with the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation) to overcome the shortcomings of traditional ^cookbook^ instructions, ensuring both validity and usefulness. It underscores active participation and the cultivation of scientific process abilities. The guidebook instructs students to hypothesis, observe, analyses, and conclude autonomously. The scientific process skills developed encompass observation, interpretation, prediction, experimentation, and communication, which are vital for fostering scientific reasoning and pedagogical proficiency. Pilot testing indicated that students utilize the manual enhanced experimental design, data interpretation, and application of physics theory, surpassing those employing conventional manuals. It also enhanced motivation and confidence in executing experiments. This research presents a novel alternative to inflexible ^cookbook^ guides by incorporating inquiry-based learning and structured pedagogical design. The guidebook is a great resource for university physics educators preparing to become teachers, with the goal of improving high school physics learning results. Keywords: Physics Experiment Manual, Scientific Process Skills, Inquiry-Based Learning Share Link | Plain Format | Corresponding Author (Irwan Koto)

126	Physics and Physics Education	ABS-148
Development of a Computational Thinking Assessment Instrument for the Renewable Energy Topic Dian Purnama (a*), Lilik Hasanah (a), Irma Rahma Suwarma (a) a) Department of Physics Education, Faculty of Mathematics and Natural Sciences Education, Indonesia University of Education Jalan Setiabudi No. 229, Isola, Bandung, Indonesia *purnamadian[at]upi.edu Abstract This study aimed to develop and validate a computational thinking (CT) assessment instrument for high school students within the renewable energy topic, using the Computational Thinking for Science (CT-S) Framework. The instrument, consisting of 13 multiple-choice items with reasoning options, measures five CT aspects consist of abstraction, decomposition, algorithmic thinking, evaluation, and generalization and integrates Arduino-based block programming in Tinkercad as a contextual science application. The development followed the Research and Development (R&D) model adapted from Plomp, including the stages of problem analysis, design, realization, implementation, and evaluation. Validation used expert review with empirical testing through Rasch model analysis. The results show that all items met model fit criteria (MNSQ = 0.77-1.46, ZSTD = -1.38 to 2.42, PTMEA-CORR = 0.29-0.62), and the instrument demonstrated unidimensionality (raw variance explained = 31.5%, eigenvalue = 1.60). Reliability indices were acceptable, with Cronbach^s Alpha = 0.7, item reliability = 0.93, and person reliability = 0.68, supported by separation indices (item = 3.59- person = 1.39). Item difficulty ranged from -0.53 to +0.65 logits, with 20% easy, 60% moderate, and 20% difficult items, indicating balanced coverage. The test information curve formed a bell-shaped distribution, showing the highest measurement precision around 0 logit, which represents students of moderate ability. Overall, the developed instrument is valid, reliable, and effective for assessing students^ computational thinking abilities in renewable energy-based physics learning. Keywords: computational thinking, renewable energy, Rasch model, CT-S framework Share Link | Plain Format | Corresponding Author (Dian Purnama)

127	Physics and Physics Education	ABS-149
The Utilization of Learning Media in Improving Students^ Digital Literacy: A Scopus-Based Bibliometric Study Andik Purwanto Bengkulu University Abstract This study determined the need for the development and application of learning media as an effort to improve students digital literacy. The method carried out is the determination of keywords, namely ^digital literacy competency education^ and ^journal^ in the Publish or Perish (PoP) software as a research data source database with the Scopus database, resulting in 157 articles from 2014-2024 and obtaining 42 articles as samples in accordance with the keyword criteria. Meta-data analysis was carried out using Mendeley and VOSViewer to visualize a bibliographic network with research variables such as the year of publication of the article, the country of publication of the journal, the name of the author of the article, and the article with the most citations. The analysis confirms a clear need for the development and application of learning media to support the learning process and improve student academic achievement by boosting digital literacy. Furthermore, the VOSviewer mapping revealed several emerging and sparsely researched themes, including ^university student^, ^application^, ^role^, ^scientific literacy^, and ^effect^, particularly in niche areas such as comic-based physics learning media. Novelty: The study identifies specific, underexplored research themes, such as the intersection of comic-based media and scientific literacy, highlighting them as novel and promising avenues for future investigation. This provides a data-driven direction for new research rather than a general call for more studies. The findings guide educators and instructional designers toward investing in and creating targeted learning media, such as comic-based tools, to effectively foster digital literacy. For institutions, it underscores the importance of integrating such media into curricula to enhance educational outcomes. This study contributes a systematic, bibliometric overview of the digital literacy learning media landscape. It provides empirical evidence of research gaps and directly pinpoints novel thematic areas, thereby serving as a valuable reference point to steer and focus future scholarly efforts in the field. Keywords: bibliometrics, digital literacy, publish or perish, vosviewer Share Link | Plain Format | Corresponding Author (Andik Purwanto)

128	Physics and Physics Education	ABS-155
Seismic Triggering of Volcanic Eruptions: The 2025 Krasheninnikov Case Study After 450 Years of Dormancy Nanang Dwi Ardi, Salma Nasywa Syahidah, Dadi Rusdiana Physics Program, FPMIPA, Universitas Pendidikan Indonesia Abstract On 3rd August 2025, Krasheninnikov Volcano in Kamchatka, Russia, erupted after approximately 450 years of dormancy. This eruption occurred only five days after a 8.7 Mw earthquake struck offshore Kamchatka, raising questions about earthquake-volcano interactions. Using Global Centroid Moment Tensor (CMT) data from 2020-2025, we analyzed ten significant earthquakes near Krasheninnikov and modeled Coulomb Failure Stress Change (CFS). Results indicate that the 8.7 Mw earthquake imparted a significant positive CFS beneath the volcano, plausibly acting as a trigger. This case supports the hypothesis that large earthquakes can influence volcanic systems, though eruption likelihood also depends on magma chamber conditions, gas pressure, and crustal structure. The findings highlight the importance of integrated monitoring and the potential for improved early warning systems in tectonically active regions. Keywords: Volcanology- Earthquake-Volcano Interaction- Coulomb Stress Change- Kamchatka- Krasheninnikov Volcano Share Link | Plain Format | Corresponding Author (Nanang Dwi Ardi)

129	Physics and Physics Education	ABS-164
Comparative analysis of Runge-Kutta, ODE45, and Euler Methods with Bifurcation Analysis for Modeling Pottasium and Calcium Channel Dynamics in the Morris-Lecar Neuron Model. Netriani Veminsyah Ahda Bengkulu University Abstract The analysis of neuronal excitability and signal transmission can be approached quantitatively through the utilization of simulations of membrane potential dynamics, utilizing biophysical models. The present study investigates axonal membrane potential behavior based on the Morris-Lecar model, which describes neuronal activity in terms of interactions between potassium and calcium ions. A series of numerical simulations was conducted in the programming language MATLAB, utilizing the Euler, Runge-Kutta and ODE45 methods to solve the nonlinear differential equations that govern the membrane potential and ion channel variables. The bifurcation analysis method was utilized to identify critical transitions in neuronal states, including shifts from resting to spiking or bursting activity. This provides insight into the mechanisms underlying normal and pathological neuronal behavior. A comparative analysis reveals that the Runge-Kutta and ODE45 methods demonstrate enhanced accuracy and stability in comparison to the Euler method. Notably, the ODE45 method exhibits adaptive time-step efficiency. These findings underscore the most efficacious numerical approach for modeling ion transport and neuronal dynamics, thereby contributing to a more comprehensive understanding of neurophysiological processes and the mechanisms underlying neurological disorders. Keywords: Transport Ion, Morris-Lecar Neuron Model, Numerical Methods, Bifurcation Share Link | Plain Format | Corresponding Author (Netriani Veminsyah Ahda)

130	Science Education	ABS-2
A Simple Bibliometric Insight into Nanocellulose Publications and Research Focus Edwin Kristianto Sijabat, Samsul Arifin Institut Teknologi Sains Bandung Abstract Nanocellulose has garnered increasing attention due to its renewable nature, biocompatibility, and broad range of potential applications, particularly in materials science. This study presents a lightweight bibliometric and text mining analysis aimed at exploring recent publication trends, research focuses, and keyword patterns in nanocellulose-related studies. Using metadata retrieved from the Scopus database for the years 2021 to 2025, we compiled a dataset of 2,971 documents that mention ^Cellulose,^ ^Nanocellulose,^ or ^Nano-cellulose^ and are indexed under the subject category of Materials Science. Our methodology involved combining bibliometric visualization using VOSviewer with text analysis tools such as Python-based Latent Dirichlet Allocation (LDA), WordCloud, and matplotlib. The analysis revealed major contributing countries, institutions, journals, and authors. Materials Science and Chemistry were identified as the dominant subject areas, with China emerging as the leading contributor in terms of both publications and funding. Keyword mapping uncovered frequent terms such as ^composites,^ ^films,^ ^biodegradability,^ and ^hydrogels,^ indicating major research themes. In addition, co-citation analysis revealed distinct clusters that connect application-based studies with core nanocellulose material research. The integration of Gen-AI, including concensus.app, further supported the synthesis of emerging patterns and hotspots. This study offers a compact, accessible overview for researchers and stakeholders interested in the evolving landscape of nanocellulose research, helping to inform strategic planning, academic collaboration, and future investigations in the field of sustainable nanomaterials. Keywords: Nanocellulose, Bibliometric, Scopus, Trends, Visualization, Mapping, Python Share Link | Plain Format | Corresponding Author (Edwin Kristianto Sijabat)

131	Science Education	ABS-26
Study of Ethnopedagogy in the Art of Kuda Renggong as Teaching Materials and Evaluation Tools for Biology Materials) diki koerniadi, siti sriyati, kusnadi, rini solihat Universitas Pendidikan Indonesia Abstract The implementation of the Independent Curriculum which provides lots of space for teachers to incorporate local wisdom values in a planned, structured and complete manner is the answer to the problem of globalization which has been so powerful recently. There are concerns about the erosion of cultures in Indonesia, not only the loss of culture as material, but also concerns about the loss of values that actually must be present in a series of activities. Ethnopedagogy can help students develop the right attitude towards the values of a nation^s culture, especially being able to convey a feeling of love for it so that a value claim can emerge. This research is to identify the value of local wisdom in the Kuda Renggong art in Conggeang District, Sumedang Regency. The study of scientific values that can be included in the teaching tool components of local wisdom has not been studied much at this time. So it needs scientific study so that it can be used as a teaching and learning activity in schools. This research is qualitative research, with data collection through interviews and literature study. The results of the study of ethnoscience in the Kuda Renggong art in Sumedang Regency can support the integration of scientific values in local wisdom into teaching materials and evaluation tools for Phase F students in biology subjects, especially in body physiology system material. Keywords: Biology, Kuda Renggong, Ethnopedagogy, Teaching Materials, Evaluation Tools Share Link | Plain Format | Corresponding Author (Diki Koerniadi)

132	Science Education	ABS-34
Exploring the Perspectives of Science Teachers in the Netherlands on AI in Science Education: Needs, Challenges, and Practices Dadan Sumardani, Hannie Gijlers, Hsin-Chueh Chen, Miao-Hsuan Yen, Chun-Yen Chang* Graduate Institute of Science Education, National Taiwan Normal University - Department of Instructional Technology, University of Twente - Institute for Research Excellence in Learning Sciences, National Taiwan Normal University Abstract Couros states, ^Technology will never replace great teachers, but technology in the hands of great teachers is transformational^-a principle that resonates strongly in the AI era. This study explores the perspectives of Dutch science teachers on the integration of AI into science education. Drawing on qualitative data from interviews with two science teachers in the Netherlands, the research investigates the challenges and potential solutions related to AI use in the science classroom. The findings highlight key issues, particularly in grading and assessment, as well as student literacy in an increasingly AI-enhanced learning environment. Teachers expressed concerns about students^ over-reliance on AI tools, especially in assignments where AI-generated work is submitted. To address these concerns, the study proposes process-oriented assessment strategies, such as using learning logbooks and conducting comparative analyses between student- and AI-generated responses. Both teachers acknowledged AI^s potential to enhance students^ problem-solving skills in science, while also emphasizing the need for ethical considerations and clear implementation guidelines. The role of teachers as facilitators of responsible AI use is underscored, with a focus on fostering students^ critical evaluation of AI-generated content. This study contributes to the growing discourse on AI in education by highlighting both the opportunities and challenges that must be addressed to maximize the benefits of AI in science teaching and learning. Keywords: Educational Technology, Science Education, Artificial Intelligence Share Link | Plain Format | Corresponding Author (Dadan Sumardani)

133	Science Education	ABS-42
Digital Innovation-Based Ethnoscience in Science Education to Promote Quality Education: A Systematic Literature Review Nur Hikmah(a*), Festiyed(b), Yulkifli(b), Asrizal(b), Minda Azhar(b), Saidah(c) a. Student of Doctoral Program of Science Education, FMIPA, Universitas Negeri Padang b. Lecturer of Doctoral Program of Science Education, FMIPA, Universitas Negeri Padang c. Lecturer of PGMI, Fakultas Tarbiyah dan Keguruan, UIN Sulthan Thaha Saifuddin Jambi Abstract In the era of rapid technological development, digital innovation plays a vital role in reshaping science education to be more interactive, contextual, and student-centered. One promising approach is the integration of ethnoscience into digital innovation. This integration not only enriches scientific concepts with real-life cultural relevance but also helps preserve and revitalize indigenous wisdom through modern educational tools. Digital innovation-based ethnoscience holds strong potential to support the SDGs, especially Goal 4, which emphasizes inclusive and quality education. By embedding local contexts and cultural values into digitally enhanced science learning, students can develop not only scientific literacy but also cultural awareness, critical thinking, and identity appreciation. This study employs a Systematic Literature Review (SLR) method using the PRISMA protocol. Relevant articles published between 2015 and 2025 were collected from Scopus databases. The review focuses on identifying trends, forms of digital innovation applied, and their educational impact. The expected result of this review is to map how digital innovation has been utilized to integrate ethnoscience into science education, what learning outcomes it influences, and what challenges and opportunities arise. In the long term, the findings are expected to guide future efforts in designing culturally responsive science education that supports sustainable development. Keywords: digital innovation, ethnoscience, quality education, science learning Share Link | Plain Format | Corresponding Author (Nur Hikmah)

134	Science Education	ABS-47
Analysis of Science Process Skills based on Local Potential in Junior High School Students Using the Rasch Model Wiwit Yuli Lestari- Hertien Koosbandiah Surtikanti- Taufik Rahman- Riandi Universitas Pendidikan Indonesia Abstract This study aimed to evaluate the quality of science process skills items based on local potential in junior high school science learning, on the topic of human digestive system, with food test subtopic. The instrument consisted of 12 essay questions. This study was conducted in four junior high schools in Ciamis, with a sample size of 117 students who had studied the human digestive system. The results showed no deviations from the test items and were considered valid. Therefore, the test items can be used in schools to measure science process skills based on local potential. Keywords: Food Test Subtopic- Local Potential- Rasch Measurement- Science Process Skills Share Link | Plain Format | Corresponding Author (Wiwit Yuli Lestari)

135	Science Education	ABS-48
The effect of reward and punishment on students^ learning motivation in personal hygiene materials Aristia Nur Aprilliani1 , Susanti Wulandari2, Iwan Ridwan Hadiansyah3, Harun Harosid4 1,3 Islamic Religious Study Program, Tarbiyyah Faculty, Universitas Islam KH Ruhiat Cipasung, Jl. Muktamar NU XXIX No. 1, Cipasung 45562 Tasikmalaya, West Java, Indonesia 2Early Childhood Study Program, Tarbiyah Faculty, Universitas Islam KH. Ruhiat Cipasung, Jl. Muktamar NU XXIX No.1, Cipasung 45562, Tasikmalaya, West Java, Indonesia Abstract This study was indicated by the low motivation of students to learn about body hygiene materials at MTs Manarul Huda. The purpose of this studies: (1) analyse the effect of reward (X1)-2) to analyse the effect of punishment (X2), and 3) to analyse both (X1 and X2) toward students^ learning motivation. This research uses a quantitative approach with descriptive methods. The population was all seventh grades with a sample of 63 students. The main data collection technique is a questionnaire, supported by observation and interviews methods. Data analysis techniques used are descriptive statistics including normality, reliability, homogeneity, and F test. The results of this study indicate that: (1) the reward has a significance value of 0.624 this means that rewards have no significant effect on student learning motivation- (2) the punishment has a significance value of 0.000 <0.05 it means the punishment has a significant effect on learning motivation. The regression coefficient is 0.217 it indicates that the punishment will increase student^s learning motivation about 21.7%. (3) reward and punishment simultaneously have a significant effect on students^ learning motivation (with F value= 99.667, sign. 0.000<0.05). Punishment provides behavioural boundaries, while reward, still acts as a positive reinforcer. Keywords: reward, punishment, science learning, students^ motivation, personal hygiene Share Link | Plain Format | Corresponding Author (SUSANTI WULANDARI)

136	Science Education	ABS-50
Exploring the Effect of the Future Workshop Method on Students^ Climate Change Anticipatory Competency Pohaci Puspa Nuwangi (a*), Ari Widodo (a), Rini Solihat (a), Riandi Riandi (a)) (a) Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung, Indonesia *pohaci[at]upi.edu Abstract Climate change is a global issue that urgently needs to be addressed from multiple perspectives. Education plays a vital role in preparing younger generations to face such challenges. This study investigates the effect of a relatively novel approach in science education, the future workshop, on high school students^ anticipatory competency related to climate change. The workshop was conducted online over three consecutive days in 2022, involving 28 students from a public high school in Bandung, Indonesia, who were active in various extracurricular communities. Using a pre-experimental one-group pretest-posttest design, data were collected through a 30-item, 8-point Likert scale questionnaire and analyzed using a paired sample t-test. The results show a significant improvement in students^ anticipatory competency, highlighting the potential of the future workshop method as an effective educational strategy to enhance climate change anticipatory competency in high schools. Keywords: future workshop, anticipatory competency, climate change education, science education, ESD Share Link | Plain Format | Corresponding Author (Pohaci Puspa Nuwangi)

137	Science Education	ABS-84
AI-Based Identifier Tools in Science Education: A Thematic Review of Accuracy, Pedagogical Potential, and Perception Widi Purwianingsih (a*), Pipih Nurhayati (b**), Ari Widodo (b), Riandi (b), Achmad Samsudin (c) (a) Biology Education Program Universitas Pendidikan Indonesia, Bandung, Indonesia *widipurwianingsih[at]upi.edu (b) Science Education Program Universitas Pendidikan Indonesia, Bandung, Indonesia **pipih.nurhayati[at]upi.edu (c) Physics Education Program, Bandung, Indonesia Abstract The development of artificial intelligence (AI)-based applications, especially in the form of AI identifier tools such as plant recognition applications and image-based classification systems, has opened up new opportunities in science learning on environmental issues. This study aims to analyze articles related to the use of AI-based identification tools, ranging from plant image classification, water quality detection, to strengthening AI literacy among students and prospective teachers. The analysis was conducted to study the accuracy, pedagogical potential and user perception of students, teachers and prospective teachers. To obtain relevant articles, the SPIDER inclusion criteria and PRISMA framework from the SCOPUS database from 2020 to 2025 were used. In the end, this study analyzed 15 of the 121 articles obtained. The analyzed research shows that applications such as PlantNet, Google Lens, and deep learning-based tools are able to provide high identification accuracy, including the ability to determine the type of plant species. However, the means and facilities to access these applications are still limited. Several studies have also highlighted the pedagogical potential of AI identifiers, particularly in encouraging interest in STEM learning, fostering environmental awareness, and developing digital literacy among students and teachers. In addition, teachers^ and prospective teachers^ perceptions of the use of AI-based identification applications indicate an opportunity for integration into authentic and contextual learning-based curricula that have become a global reference for science learning. This thematic review based on article analysis is expected to be a reference in developing research related to AI Identifier tools in science education. Keywords: AI, AI-Based Identifier, Science Education, Thematic Review, Pedagogical Potential Share Link | Plain Format | Corresponding Author (Widi Purwianingsih)

138	Science Education	ABS-92
Technical Issues of Teachers in Deploying Arduino-Internet of Things (IoT) in Science Classrooms: Observations from Post-Implementation Interviews Asnidar Siahaan (a), Seok-Hyun Ga (b,c), Chun-Yen Chang (a, c, d, e, f)* (a) Graduate Institute of Science Education, National Taiwan Normal University, Taiwan (b) The Center for Educational Research, Seoul National University, Korea (c) Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taiwan (d) Department of Earth Sciences, National Taiwan Normal University, Taiwan (e) Graduate School of Education, Chung Yuan Christian University, Taiwan (f) Department of Biology, Universitas Negeri Malang, Indonesia * Corresponding author Abstract The subject of interest for this study is the technical difficulties of high school teachers in integrating Arduino-based Internet of Things (IoT) activities into science lessons. Three Indonesian high school teachers (two biology and one IT) took part in semi-structured interviews after a collaborative project of using Arduino Uno together with carbon dioxide and temperature sensors in environmental science theme lessons. Thematic analysis of the interview data demonstrated six overarching categories of challenge: (1) hardware problems, e.g., malfunctioning sensors, exhausted SIM card allowances, and shoddy internet connections- (2) software problems, e.g., syntax coding errors and coding constraints among teachers- (3) limitations of time and resources, e.g., short lesson time and small numbers of devices- (4) factors related to students, e.g., inconsistent technological competences and mixed attitudes to coding (5) issues in pedagogical incorporation, e.g., insufficient sensor diversity and requirement for curriculum-suited teaching modules- and (6) coping mechanisms, e.g., reliance on IT colleagues, reference to paper manuals, and utilization of standby devices. Results point to the synergy among technical readiness, pedagogical consistency, and cooperative instruction in enabling effective IoT integration. Implications for instructor training are focused on specialized training on troubleshooting, increasing the range of science subjects benefiting from sensor utilization, and creation of hands-on integration manuals to enable sustainability and scalability of IoT-driven science learning. Keywords: Arduino, Internet of Things (IoT), technical challenges, science education Share Link | Plain Format | Corresponding Author (Asnidar Siahaan)

139	Science Education	ABS-93
Exploring Generative AI and Augmented Reality Integration in Secondary Science Education: An Inquiry with Gemini Hanna Nurul Husna- Amaira Utami, Rika Rafikah Agustin, Putra Habib Dhitareka, Ari Widodo Science Education Study Program, Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia Abstract Artificial Intelligence (AI) has emerged as a pivotal technological advancement in education and can be integrated with Augmented Reality (AR) to enhance the teaching of science topics in secondary schools. This study explores two main areas: (1) How Gemini, a generative AI model, responds to the utilization of AI in the design and development of AR-based educational materials for secondary science learning- and (2) How Gemini addresses inquiries regarding the potential influence of GenAI-AR generated materials on learning processes and pedagogical design in the context of renewable energy education. Employing a self-study methodology, the researcher engaged Gemini with six structured prompts encompassing AI, AR, and science pedagogy. The responses were analyzed thematically to identify insights, opportunities, and challenges in integrating generative AI with AR for science teaching. Findings indicate that Gemini provides pedagogically relevant suggestions for content development, instructional strategies, and multimodal engagement, while also highlighting considerations related to accessibility, ethical use, and teacher facilitation. The study concludes that AI-AR integration offers significant potential to support inquiry-based and interactive science learning, yet requires careful alignment with curricular goals, technological infrastructure, and teacher professional development. Keywords: Artificial Intelligence, Augmented Reality, Exploratory study, Gemini, Generative AI, Renewable Energy Share Link | Plain Format | Corresponding Author (Hanna Husna)

140	Science Education	ABS-107
The Evolution of Generative AI in Science Educational Contexts: A Bibliometric Study Risya Pramana Situmorang (a*)- Panggih Priyambodo (b) a) Biology Education Study Program, Faculty of Biology, Satya Wacana Christian University, Salatiga, Indonesia. *risya.situmorang[at]uksw.edu b) Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Lampung, Lampung, Indonesia Abstract The rapid integration of Generative AI (GenAI) into science education presents a paradoxical condition- on one hand, the technology offers transformative potential for creating adaptive and personalized learning environments, yet on the other hand, it also introduces complex challenges such as academic dishonesty, algorithmic bias, and over-reliance, which potentially undermine the primary goals of science education: conceptual understanding and critical thinking. This study aims to provide the first comprehensive mapping of the evolution of GenAI research in science education over two decades (2004-2025) to identify global publication trends, research collaborations, hotspot topics, and thematic developments. Utilizing Bibliometrix in RStudio and VOSviewer, this research analyzed 7,489 relevant articles from Scopus data. The results reveal a significant surge in publications since 2018, identify dominant research clusters (e.g., large language models, ethical issues), and map the leading contributing countries and institutions. The use of GenAI is largely directed toward personalizing learning and enhancing student understanding, such as through digital textbooks and educational chatbots. The primary contribution of this research is an objective foundational framework that helps prevent future fragmentation of studies, supports informed policymaking for science education in the AI era, and establishes a clear agenda for subsequent research in this rapidly evolving field. Keywords: Generative AI- Science Education- Bibliometric Analysis Share Link | Plain Format | Corresponding Author (risya pramana situmorang)

141	Science Education	ABS-115
AI-Based Adaptive Worksheets for 21st Century Characters: Transforming Science Learning in Early Childhood Teacher Education Peny Husna Handayani1*, Gita Noveri Eza2, Srinahyanti3, Winda Widya Sari4 Early Childhood Education Teacher Education, Universitas Negeri Medan Abstract Learning transformation in the digital era demands the integration of intelligent technology in pedagogical instruments, particularly in early childhood education. This study aims to develop an adaptive worksheet artificial intelligence (AI) based to support the strengthening of 21st-century character in early childhood education teacher students. The research method used is Research and Development (R&D) with the ADDIE model, including the stages of needs analysis, design, development, limited implementation, and validation evaluation. Data were obtained through observations at the product design stage and expert validation tests at the development stage. The final product is a Science Learning Worksheet Book for Early Childhood consisting of five main topics, equipped with QR codes for AI based, and reflection of character values in each activity. The results of expert validation show that the worksheet is in the very valid category with an average score of 85.5, where the aspects of content feasibility and AI technology integration received the highest assessment. This study confirms that AI-based adaptive worksheets can be an innovative medium that not only strengthens students^ academic competencies but also instills 21st-century character values such as curiosity, responsibility, independence, and collaboration. Thus, this product is suitable for use as an instrument for learning transformation in higher education, particularly in the Early Childhood Education Teacher Education study program Keywords: Artificial Intelligence, adaptive worksheet, science learning, early childhood education, 21st century character Share Link | Plain Format | Corresponding Author (Peny Husna Handayani)

142	Science Education	ABS-123
An Innovative GBL-Metacognitive-Based Student Worksheet to Improve Literacy in the Heredity Topic Evi Suryawati (a*), Mariani Natalina Linggasari (a), Putri Rahma Dianti (a), Vina Septiani (a), and Tika Elviana (b) (a) Department of Biology Education, University of Riau, Indonesia *evi.suryawati[at]lecturer.unri.ac.id (b) Department of Science Education, Universitas Pendidikan Indonesia, Indonesia Abstract This study aims to develop a Student Worksheet (LKPD) integrated with metacognitive strategies and Game-Based Learning (GBL) to strengthen junior high school literacy trough science learning. This research and development (R&D) study employed the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). It was conducted on the Heredity topic in Grade IX by integrating scientific, genetic, numeracy, and metacognitive literacies using the Problem-Based Learning (PBL) model. The assessed literacy aspects included the ability to recall genetic facts, interpret genetic material, and contextually apply genetic information to real-life situations. GBL is integrated into the LKPD through scientific fact verification (discrepant events) and mnemonic. This integration is expected to promote joyful and meaningful learning experiences, so that can enhance their learning outcomes. The result of this development is to serve as a reference for teachers in implementing the deep learning approach in the classroom, to achieve the content, process, and learning assessment standards according to curriculum demands. Based on the results of the study, it can be concluded that the development of the Worksheet (LKPD) integrated with metacognitive strategies and Game-Based Learning (GBL) can be utilized to enhance students^ scientific and genetic literacy. Keywords: game-based learning, literacy, LKPD, metacognitive Share Link | Plain Format | Corresponding Author (Evi Suryawati)

143	Science Education	ABS-125
Implementation of Deep Learning in Science Education : A Bibliometric Analysis Based on Scopus Irdes Hidayana Siregar (a*), Festiyed (b), Minda Azhar (c), Asrizal (d) a) Universitas Negeri Padang, Jalan Prof. Dr. Hamka Air Tawar Bar., Kec. Padang Utara, Kota Padang, Sumatera Barat 25171, Indonesia*irdeshidayana.sirega[at]gmail.com b) Universitas Negeri Padang, Jalan Prof. Dr. Hamka Air Tawar Bar., Kec. Padang Utara, Kota Padang, Sumatera Barat 25171, Indonesia Abstract This study aims to analyze trends and developments in research related to the use of deep learning in science education through a bibliometric approach based on data from Scopus. The method used is bibliometric analysis with the assistance of VOSviewer software and Scopus analysis features to identify the number of publications, dominant keywords, document types, author collaborations, funding sponsors, and publication sources. The analysis results show that publications related to this topic have increased significantly from 2015 to 2025, with a dominance of scientific articles and conference proceedings. Keywords such as deep learning, science education, machine learning, and students occupy central positions in the co-occurrence network, indicating a strong connection between artificial intelligence technology and learning practices in the STEM field. Additionally, prominent funding agencies such as the National Science Foundation and the National Natural Science Foundation of China actively support research in this field. Although the direct application of deep learning to elementary school students remains limited, this technology holds great potential as a pedagogical tool for more adaptive, personalized, and data-driven science education. These findings open opportunities for the development of innovative learning media that can enhance the quality of science education, particularly in supporting active learning approaches and strengthening critical thinking skills. This research provides an important foundation for further research and the development of technology-based educational policies. Keywords: Bibliometric analysis- Deep learning- Science Education- Scopus- VOSviewer Share Link | Plain Format | Corresponding Author (IRDES HIDAYANA SIREGAR)

144	Science Education	ABS-129
Analysis of Science Learning Practices Assisted by the SmartEdu Application to Foster Deep Learning Rizki Hadiwijaya Zulkarnaen*, Hanifah Mulyani, Resti ayuni, Taufik Ali Nurdin Universitas Perjuangan Tasikmalaya Abstract This study aims to analyze science learning practices using the case study method assisted by the SmartEdu application in fostering deep learning. The research employed a qualitative case study approach involving prospective elementary school teacher students as participants. Data were collected through observation, interviews, and documentation, then analyzed using thematic analysis to explore the effectiveness of SmartEdu in supporting the learning process. The findings indicate that the integration of SmartEdu facilitates students^ critical thinking, problem-solving, and collaboration skills, which are key indicators of deep learning. Moreover, the case study method encourages active participation and contextual understanding of scientific concepts. This study highlights the potential of technology-assisted learning in higher education, particularly in preparing future teachers with competencies that align with 21st-century educational demands. Keywords: science learning, case study, SmartEdu, deep learning, prospective teachers Share Link | Plain Format | Corresponding Author (Rizki Hadiwijaya Zulkarnaen)

145	Science Education	ABS-135
Indonesian Preservice Elementary Teachers Positions and Underlying Argumentations of Darwinian Theory of Human Evolution Ai Nurlaelasari Rusmana, Amaira Utami, Riana Nurismawati Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Abstract Evolution education remains one of the most controversial topics in the science curriculum worldwide, particularly in religious contexts. In Indonesia, where religious values significantly influence educational perspectives, it is crucial to understand preservice teachers positions on evolution in order to implement effective science education. This study investigated the views of Indonesian pre-service elementary school teachers on Darwinian theory of human evolution, exploring the arguments that underlie their perspectives. Employing a convergent parallel design, this study analyzed responses from 32 Indonesian preservice elementary teachers enrolled in fundamental science concept course. Data were collected through an open-ended question and analyzed using categorical coding by three science education researchers independently, with Cohens kappa reliability exceeding 0.8. The qualitative analysis was followed by simple descriptive statistics. The findings showed three different positions among the participants, that are acceptance (n = 3, 9.4%), rejection (n = 17, 53.1%), and neutral/non-committed perspectives (n = 12, 37.5%). Three types of underlying argument emerged: scientific evidence-based reasoning, cognitive obstacles (misconceptions), and emotional obstacles (religious beliefs). Notably, 18 out of 32 teachers (56.3%) employed co-existing argumentation strategies, utilizing multiple types of reasoning to justify their positions. This study demonstrates the complex interplay between scientific understanding, misconceptions, and religious beliefs in shaping the acceptance of evolution among pre-service teachers. These findings have significant implications for teacher education programs and evolution instruction in Indonesian contexts. Keywords: Darwin, Evolution education, Human evolution, Preservice teachers, Indonesia Share Link | Plain Format | Corresponding Author (Ai Nurlaelasari Rusmana)

146	Science Education	ABS-137
Teachers^ Anxiety in Science Learning: A Cross-Sectional Study of Indonesian Science Teachers Amaira Utami(a*), Ai Nurlaelasari Rusmana(b), Hanna Nurul Husna(c), Riana Nurismawati(d), Putra Habib Dhitareka(e) (a, b, c, d, e) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia *amairautami[at]upi.edu Abstract Teachers play an important role in developing students^ practical skills and cognitive development. However, conditions such as high workloads, difficulty in understanding the subject matter, and other external factors can trigger teaching anxiety, especially in science-related subjects, which are often considered difficult. This study aims to analyze how different career stages and school types influence teaching anxiety among 1,483 science teachers from 35 provinces in Indonesia. Teachers^ anxiety level was assessed comprising 18 items covering three dimensions, namely self-doubtedness, discomfotness, and conceptual strain. A cross-sectional survey was employed, and teachers^ response styles to teaching anxiety items were analyzed. Further, a two-way analysis of variance (ANOVA) was conducted to investigate the effects of science teachers^ career stages and school types on science teaching anxiety levels, along with an independent sample t-test to capture specific differences between the two variables. The result revealed that teachers^ response style toward teaching anxiety items shares similar responses between the three career stages. Moreover, the results suggest that the self-doubt dimension is not influenced by teachers^ career stages, while the other variables are affected by science teachers^ career stages and school types. All in all, this study captures Indonesian science teachers^ teaching anxiety, which is affected by several factors. Keywords: Indonesian Science Teacher, Science Education, Teaching Anxiety Share Link | Plain Format | Corresponding Author (Amaira Utami)

147	Science Education	ABS-151
Measurement of CO Levels to Create CO Reduction Device Design In The Motor Vehicle Test BuildingPlease Just Try to Submit This Sample Abstract Abdul Haris Firmansyah (a), Yanri Wijayanti Subronto.(b*), Siti Maimunah (c), Emilya Nurjani (d) a) Sekolah Pascasarjana Universitas Gadjah Mada Yogyakarta b) Magister Kedokteran Tropis Universitas Gadjah Mada Yogyakarta c) Kementerian Pehubungan Republik Indonesia d) Fakultas Geografi Universitas Gadjah Mada Abstract Carbon monoxide (CO) as a silent killer because of its physical properties which are tasteless, colorless and odorless, but in high concentrations it can cause death. Measurement of CO levels in the Motor Vehicle Testing Building with an interval of 15 minutes the average CO gas produced is 89.36 ppm. The reduction tool consists of a Nylon Polyethylene Hose, a funnel, and a funnel handle. The combination of these three materials makes a tool that produces removal efficiency so that the average concentration of CO gas becomes 23.66 ppm. The design of this emission reduction tool is expected to be able to minimize the negative effects of CO so that the productivity of Motor Vehicle Testing Building workers increases. Keywords: Reduction- Emissions- CO Share Link | Plain Format | Corresponding Author (Abdul Haris Firmansyah)

148	Science Education	ABS-162
Cultivating Transformative Competencies: A Study of Integrated and Separate Meta-Affective and Meta-Cognitive Training in Science Learning Lilit Rusyati Science Education Department, Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia Abstract This study investigates the impact of two training models-Integrated Training (teacher-facilitated within science lessons) and Separate Training (student-implemented independently)-on the development of students^ transformative competencies, as defined by the OECD Learning Compass 2030. The competencies assessed were Creating New Value, Reconciling Tensions and Dilemmas, and Taking Responsibility. A 39-item Likert-scale questionnaire, developed based on the OECD framework and expert judgment, was administered to 445 junior high school students in Indonesia. The instrument demonstrated high reliability (Person Reliability: 0.94, Cronbach^s Alpha: 0.96). A quasi-experimental design was employed with two groups of 50 students each. Results from independent-samples t-tests indicated no statistically significant difference in the overall transformative competencies between the Integrated and Separate Training groups in both initial and final conditions. However, mean score analysis revealed a slight decrease (-0.09) in the Integrated Training group and a minor increase (0.04) in the Separate Training group. Further analysis of sub-competencies showed that Integrated Training was more effective for fostering ^Creating New Value,^ while Separate Training was more conducive to developing ^Reconciling Tensions and Dilemmas^ and ^Taking Responsibility.^ Qualitative data from teacher interviews and student journals identified key challenges, including the difficulty of altering student mindsets, limited opportunities for deep self-reflective change, and a lack of shared experiential learning. The study concludes that while both training approaches have distinct strengths for different competencies, neither was overwhelmingly superior, suggesting that effective implementation requires addressing underlying pedagogical and contextual factors to fully realize the potential of meta-affective and meta-cognitive strategies in cultivating transformative competencies. Keywords: Transformative Competencies, Meta-Affective Training, Meta-Cognitive Training, Science Learning, OECD Learning Framework 2030 Share Link | Plain Format | Corresponding Author (Lilit Rusyati)

149	Society 5.0 in Science Education and Language Learning Science	ABS-108
Enhancing Communication Skills and Creative Product Development in Disaster Mitigation Education through Project-Based Learning and Local Wisdom: A Case Study on Peatland Ecosystems 1)Yustina, 2) Resma Wahyuni, 3) Saberina Hasibuan. 1)2)Biology Department , Faculty of Teacher Training and Education, FKIP -Universitas Riau 3)Disaster Management Department, Facylty of Fisheris and Marine Science, Universitas Riau Abstract This study investigates the development of media product creativity (educational videos) and communication skills of first-semester students at the University of Riau, utilizing Project-Based Learning (PjBL) and local wisdom in disaster mitigation education, focusing on peatland ecosystems. The descriptive research, conducted from August to December 2025, involved 40 students enrolled in environmental science and disaster mitigation courses. The students created video projects as part of their coursework, addressing the topic of forest and land fires (Karhutla) through local wisdom-based educational materials. Data were collected via observation sheets assessing three dimensions of video content: 1) subject matter, 2) design, and 3) graphics and language, using a 4-point scale. Additionally, communication skills were evaluated across six aspects: speaking, listening, writing, non-verbal communication, adaptability, and technology use, each with five indicators. The results indicated that students exhibited a high level of creativity, with an average score of 90, categorized as ^creative.^ The design aspect of the videos received the highest rating (95), followed by content (93), while the graphics and language aspect had the lowest score (82), categorized as ^creative.^ Communication skills showed a varying range, with the highest skill being speaking (78.67) and the lowest being listening (57.4). Overall, communication skills averaged 70.45, classified as ^good.^ The study concludes that PjBL and QASE (Question, Answer, Share, Evaluate) methods, supported by video as a learning product, are highly effective in enhancing both students^ communication competencies and creativity. The integration of local wisdom into educational content offers significant potential for disaster mitigation education while fostering interactive and collaborative learning environments. Keywords: Peatland, Local Wisdom, Project-Based Learning (PjBL), Creative Thinking, Communication Skills Share Link | Plain Format | Corresponding Author (Yustina Yustina)

150	STEM Education and Technology	ABS-3
Exploring the Impact of Digital Technologies on Spatial Ability in K-12 Learners: A Decade of Systematic Literature Review Fauzan Syahbudin, Dadang Juandi Universitas Pendidikan Indonesia Abstract Over the past decade, digital technologies have increasingly been integrated into educational environments to support the development of students^ spatial abilities-an essential cognitive domain in mathematics and STEM-related learning. This systematic literature review (SLR) synthesizes findings from 25 peer-reviewed empirical studies published between 2016 and 2024, focusing on the types of digital technologies employed, their implementation across K-12 educational levels, and the reported benefits and challenges. The analysis reveals a steady growth in scholarly interest, with the majority of studies conducted at the elementary and secondary levels. Augmented Reality (AR) emerged as the most widely utilized technology, followed by Computer-Based Spatial Thinking Tools (CBSTT), educational robotics, Virtual Reality (VR), Game-Based Spatial Thinking Tools (GBSTT), video games, and Geographic Information Systems (GIS). These technologies were found to significantly enhance aspects of spatial ability-particularly mental rotation, spatial visualization, and spatial orientation-while also fostering student engagement, motivation, and active participation. However, several implementation challenges were identified, including limited access to infrastructure, inadequate teacher training, insufficient alignment with curriculum standards, and concerns related to cognitive overload and educational equity. The findings highlight the importance of selecting context-appropriate technologies and providing systemic instructional support to ensure their effective and sustainable integration. This review contributes to the growing body of knowledge on spatial learning and offers practical implications for educators, policymakers, and researchers seeking to leverage digital technologies to improve spatial cognition in diverse educational settings. Keywords: Spatial Ability, Digital Technology, K-12 Education, Systematic Literature Review, STEM Learning Share Link | Plain Format | Corresponding Author (Fauzan Syahbudin)

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