Science teaching & learning to improve scientific literascy
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49
Scopus Publications
Scopus Publications
The effect of implementing the DACAR online learning model on critical thinking skill as of early childhood Gusmaniarti, Mustaji, Wahono Widodo, Suryanti, Hendratno, et al. Multidisciplinary Science Journal, 2026 This research investigates how the online implementation of the DACAR learning model comprising Demonstration, Association, Collaboration, Action, and Reward impacts the development of critical thinking abilities in early childhood. The study is grounded in the belief that fostering critical thinking from an early age is crucial, even when instruction occurs virtually. A quantitative approach was employed, utilizing a quasi-experimental design known as the One Group Pretest-Posttest Design. The participants consisted of 30 group B students from Insan Cendekia Kindergarten in Sidoarjo during the 2024/2025 academic year, selected through total sampling. Data were gathered through assessments and observations aligned with early childhood critical thinking indicators. Analysis was conducted using the SPSS software, including tests for normality, homogeneity, and paired sample t-tests. Findings revealed a statistically significant improvement between pretest and posttest scores, with a p-value of 0.000 (p < 0.05), indicating that the online DACAR model positively influences young children's critical thinking skills. These results suggest that DACAR is an effective method for enhancing cognitive development during early learning, even in an online format.
Designing a pedagogical framework to strengthen climate-integrated teaching skills for pre-service science teachers in support of the SDGs Joko Siswanto, Choirul Huda, Harto Nuroso, Wahono Widodo, R Ahmad Zaky El Islami Journal of Education and E Learning Research, 2026 This study aims to develop a climate change-based pedagogical framework to improve the teaching skills of pre-service science teachers. The research adopts the Borg & Gall development model, including needs analysis, development, validation, and implementation stages. Data were collected through expert validation, practical observations, and pre-test and post-tests assessing learning design and teaching implementation skills. Data analysis employed percentage agreement, paired t-tests or Wilcoxon tests, and n-gain analysis. The results indicate that a specifically designed pedagogical framework is essential to support the Sustainable Development Goals (SDGs), particularly sustainable climate change education, and is necessary for pre-service science teachers. Expert validation showed that the framework is highly valid, with content validity scores of 3.70, construct validity scores of 3.71, and reliability exceeding 88.00%. The framework was also rated as highly practical by lecturers (98.98%) and students (98.88%). Implementation in microteaching courses revealed significant differences between pre-test and post-test scores (p < 0.001), with a moderate increase in science lesson design and teaching skills integrated with climate change issues (n-gain = 0.32–0.38). Overall, the framework enhanced scientific understanding, pedagogical competence, technology integration, and ecological awareness, supporting SDGs 4 and 13.
Promoting deep learning and well-being through Moodle-based learning: Integrating SDG targets 4.C and 3.4 in prospective science teacher education Muhamad Arif Mahdiannur, Wahono Widodo, Siti Nurul Hidayati, Ahmad Qosyim, Ernita Vika Aulia, Roihana Walliyul Mursyidah, Dyah Permata Sari, An Nuril Maulida Fauziah, Angela Boey E3s Web of Conferences, 2026 Moodle-based learning has been progressively recognized for supporting deep learning, learner engagement, and classroom well-being in prospective teacher education. However, little research investigates how Moodle-based learning design features might help accomplish SDG 4 target 4.C, which is working towards preparing qualified teachers, and supporting SDG 3 target 3.4, which is ensuring well-being through education. The current self-study enrolled 27 prospective science teachers in a course. The learning activity was planned in terms of conditional activities that guided students through three phases: introductory exploration, core learning tasks, and reflective synthesis. Deep learning competencies were examined across cognitive, interpersonal, and personal dimensions, with students’ engagement data drawn from the learning management system. Our findings revealed a significant increase in deep learning competency after the intervention, and greater engagement was linked to stronger learning gains. Moodle-based learning design enhanced students’ classroom well-being. These results suggest that the integration of a supportive digital environment and deep learning framework enables the vision of SDG targets 4.C and 3.4 for preparing qualified science teachers and helping them promote classroom well-being in the future.
Positive correlation between glocal-based metacognition and Improving critical thinking skills: A study on elementary school students Rendra Sakbana Kusuma, Endang Susantini, Wahono Widodo, Zainal Arifin Multidisciplinary Science Journal, 2026 The connection between glocal-based metacognition and critical thinking abilities plays a crucial role in education and the cultivation of essential skills for the 21st century. As global interconnectedness continues to grow, it is essential for students to grasp not only the dynamics of their immediate surroundings but also to evaluate broader international challenges with a critical lens. By engaging in glocal metacognitive practices thinking reflectively about both local and global perspectives learners develop a mindset that is both flexible and comprehensive. This approach nurtures advanced thinking skills, empowering individuals to tackle complex issues, make thoughtful choices, and participate effectively in diverse social and cultural settings. This research investigated the relationship between glocal-based metacognition and the critical thinking abilities of elementary school students. Glocal-based metacognition refers to how students consciously reflect on and manage their thinking by combining global perspectives with insights rooted in their local culture. As critical thinking becomes increasingly essential in today’s education landscape, it is important to understand what factors help nurture this skill. This study used a quantitative correlational approach and included 140 fifth-grade students from different elementary schools in Bangkalan, Indonesia, who were chosen through purposive sampling. Data were obtained through a metacognitive awareness questionnaire and a critical thinking assessment and were analyzed via Pearson correlation. The findings revealed a strong and statistically significant positive relationship (r = 0.78, p < 0.05), suggesting that students with heightened glocal metacognitive awareness also demonstrate greater critical thinking proficiency. These results underscore the value of integrating global and local cultural perspectives into metacognitive instruction to support deeper, more reflective, and culturally informed thinking skills.
Improving science literacy and communication skills: a study using development of the read, explore, application (REA) learning model based on ethnoscience Ummu Khairiyah, Suryanti, Wahono Widodo, Pance Mariati Multidisciplinary Science Journal, 2026 Science literacy and communication skills are needed by elementary school students in the 21st century. Scientific literacy is one of the important indicators in assessing students' readiness to face the complex challenges of modern life. This literacy includes an understanding of scientific principles, critical thinking skills, and decision-making skills based on scientific evidence. On the other hand, scientific communication skills are also very necessary so that students are able to convey scientific ideas clearly and logically, both verbally and in writing. This study aims to analyze how science literacy and communication skills can be improved the development of read, explore, and application (REA) learning model based on ethnoscience. This study aims to increase science literacy and communication skills through an ethnoscience-based Read, Explore, Application (REA) model via a quantitative experimental design with posttest groups, which are divided into 2 groups (experimental group (N=57) and control group (N=57)). The sample included elementary school students from Lamongan Regency who were selected through purposive sampling. Two groups are formed: the experimental group using the REA model and the control group with conventional methods. The data were analyzed via SPSS 26, which includes sample characteristics, descriptive statistics, normality tests, homogeneity tests, and Mann‒Whitney U tests. This research revealed that there was a significant difference in scientific literacy and communication skills between the experimental group and the control group, with a Sig value (P value) < 0.05 specifically, for science literacy skills, the Sig value was 0.000 < 0.05, and for communication skills, the Sig value was also 0.000 < 0.05. The development of the Read, Explore, and Application (REA) learning model based on ethnoscience has been proven to improve the scientific literacy and communication skills of elementary school students.
Mapping ethnoscience in multidisciplinary research over the last two decades: A bibliometric analysis Ivo Yuliana, Budi Jatmiko, Wahono Wıdodo, Suryanti Suryanti Multidisciplinary Reviews, 2025 Ethnoscience has become increasingly relevant in addressing contemporary challenges, evolving into a multidisciplinary domain with growing academic interest, particularly over the last two decades. This study aims to analyse ethnoscience research published in the period 2000 to 2024 within the Scopus database. Unlike standard bibliometric studies, this study enhances its analysis by incorporating a descriptive review of the most locally cited articles. This approach provides deeper contextual insights into how ethnoscience is applied across many disciplines, offering a broader understanding of its development, trends, and impact on scientific advancements. The findings show a steady increase in scholarly contributions, with a notable peak in 2021. International collaboration trends show that 16.22% of publications involve global partnerships, reflecting the field’s expanding academic network. Thematic development highlights strong connections between ethnoscience, STEM education, and applied learning contexts, demonstrating its relevance in modern pedagogical frameworks and scientific innovations. Regarding influential scholars, “Sumarni W” leading in publications, whereas “Olson K” achieving high citation impact. Geographically, several Indonesian universities also emerges as leading affiliaiatons in ethnoscience research. It underscores that Indonesia, the USA, and Brazil are the most prolific contributors to ethnoscience research, with the USA dominating citation influence. Keyword analysis reveals a predominant focus on local wisdom, scientific literacy, and emerging health-related applications, indicating ethnoscience’s evolving research directions. Knowledge structure analysis emphasises ethnoscience’s role in bridging diverse disciplines and fostering global academic collaborations. Despite a consistent rise in publications, further studies should focus on improving quality, refining methodologies, broadening interdisciplinary applications, and strengthening global academic networks to enhance the field’s impact and sustainability.
DIGITAL ECOLITERACY LEARNING MODEL: DIGITAL LITERACY INNOVATIONS FOR ELEMENTARY SCHOOL STUDENTS IN INDONESIA Journal of Engineering Science and Technology, 2025
DESIGN OF A SCIENCE LITERACY ROLE-PLAYING GAME (RPG) ON THE PROBLEM OF ENVIRONMENTAL POLLUTION Journal of Engineering Science and Technology, 2025
DESIGN OF MODULE BASED INTEGRATED AUGMANTED REALITY (AR) ON ENERGY TRANSFORMATION MATERIAL TO TRAIN CREATIVE THINKING SKILLS OF ELEMENTARY SCHOOL STUDENTS Journal of Engineering Science and Technology, 2025
Development of an ethnoscience-based REA learning model in natural science lessons changes in the form of objects: Analysis of validity and reliability Ummu Khairiyah, Suryanti Suryanti, Wahono Widodo Edelweiss Applied Science and Technology, 2025 This study seeks to assess the credibility and trustworthiness of an ethnoscience-based REA (Read, Explore, Apply) learning model framed for teaching the transitions in states of matter in science education. To assess the model’s validity and reliability, the study involved three subject matter experts who provided evaluations focused on content and construct validity. Two questionnaires assessed content and construct validity and reliability; expert responses were averaged for validity and percentages used for reliability. Results showed that out of the 12 content-related items, 11 were in the very valid category range (score interval: 3.25 < VS ≤ 4.00), while one item was in the valid category (2.50 < VS ≤ 3.25). For content validity, all 12 items met the threshold of 0.75 reliability score, thus achieving marked consistency. Regarding construct validity, 14 of 18 items scored as very valid while the remaining four were deemed simply valid. In summary, the investigation found that the ethnoscience based REA learning model is highly valid and reliable for teaching science specifically, for teaching phase changes. This study points to a shift toward learning models that reflect students' daily experiences. This study points to a shift toward learning models that reflect students' daily experiences.
Application-based instructional tools for enhancing students’ problem solving skills in home economics Journal of Technical Education and Training, 2017
