Eko Hariyono

Creative thinking skills are fundamental to education, so a strategy to improve them in line with the current era is needed. Therefore, there needs to be a combination of improving creative thinking skills with learning grounded in culture and humanism. This study aims to describe creative thinking skills, learning needs, media design, and media validity. This study used a development design with a 3D scheme (Define, Design, Development). Data collection was conducted through observation, design, and validity testing. The results showed that students' creative thinking skills were low. Additionally, in physics, students still require visualizations of the concepts presented. Furthermore, the observation results revealed that students support the media development. This posed a challenge for researchers in developing SiVEKa (Simulasi Virtual Ethnophsyics Kekehan). In the media design process, the researcher based the design on student observations and the relevant learning theory. The validity results indicated that the SiVEKa media was highly valid, enabling further testing. In addition, this study contributes to preserving culture through learning. This study hopes to contribute to learning using ethno-integrated technology.

The problem and the aim of the study. Global initiatives such as UNESCO’s Education for Sustainable Development and the UN’s 2030 Agenda underscore the importance of education as a transformative force that shapes a sustainable lifestyle. When viewed from this perspective, the experience of Indonesian transnational students in Malaysia, who attempt to adjust to local environmental standards while remaining bound by Indonesian curricula, shows how sustainability practices can progress from compliance to values-based commitments with lessons that are relevant across borders. This study investigates the effectiveness of the Project-Based Transformative Learning with Education for Sustainable Development (PjBTL-ESD) model in enhancing cognitive, behavioral, and socio emotional awareness of sustainable lifestyles. Research methods. The study included middle school students, ages 12 to 14, and used a quasi-experimental design with pre-test and post-test control groups. A total of 157 students from three Indonesian schools in Malaysia (Kuala Lumpur, Johor Bahru, and Kota Kinabalu) participated, with roughly equal numbers in the experimental and control groups. Data were collected through surveys, observations, and reflective journals, and then analyzed using t-tests, effect size, and N-gain, employing a validated questionnaire (α = 0.913). KEYWORDS Results. Findings revealed significant improvements in the experimental group compared to the control group. Students made large cognitive (g = 0.77) and behavioral (g = 0.78) gains and a moderate socio-emotional awareness (g = 0.62) gain. The strength of the PjBTL-ESD model lies in integrating project-based learning with transformative learning, integrating ESD projects in students’ daily realities, and fostering critical reflection that shifts sustainable lifestyle from external compliance to internalized values. This mechanism explains the significant overall effect size, with Cohen’s d = 2.40, where enhanced comprehension led to the adoption of sustainable lifestyle practices as pro environmental actions. In contrast, the control group showed negligible changes across all domains. Conclusion. The PjBTL-ESD model effectively combines knowledge, reflection, and practice, enabling Indonesian transnational students to incorporate sustainability into both identity and daily life. Theoretically, it substantiates the intersection between project-based and transformative learning in ESD. Practically, it presents a reproducible model available to multicultural schools interested in cultivating sustainable ways of life. With limitations in time and design, this research presents PjBTL-ESD as a promising approach in educating youth as global responsible citizens.

Pelatihan penyusunan perangkat pembelajaran sains inovatif dipandang sangat penting khususnya bagi para guru IPA di Tuban. Salah satunya adalah mengenalkan perangkat ajar sains inovatif berbasis deep learning, pendekatan pembelajaran mendalam yang menekankan pada penguatan keterlibatan siswa dalam proses belajar melalui aktivitas yang kontekstual, bermakna, dan menyenangkan (mindful, meaningful, and joyful learning). Hal ini menjadi trend baru dalam Pendidikan Sains, sehingga produk pembelajaran yang dihasilkan dapat disesuaikan dan dimanfaatkan oleh masyarakat. Fokus pelatihan adalah guru-guru IPA di Tuban. Tahapan kegiatan ini meliputi 1) tahap persiapan; 2) tahap pemaparan materi, 3) tahap pendampingan; dan 4) tahap evaluasi. Tahapan ini dilakukan untuk menunjang pelaksanaan pelatihan dalam memberikan pemahaman mendalam terkait deep learning serta melakukan pembimbingan kepada guru terkait pembuatan produk. Solusi yang bisa ditawarkan dari permasalahan tersebut dengan melakukan pelatihan penyusunan perangkat pembelajaran sains inovatif berbasis deep learning. Dukungan teknis dan mentoring juga dapat diberikan selama dan setelah pelatihan untuk memastikan pendampingan yang dilakukan berjalan lancar dan sukses. Produk yang dihasilkan adalah produk perangkat pembelajaran sains inovatif berbasis deep learning sesuai dengan materi yang diidentifikasi dan masalah yang ingin diselesaikan oleh guru.

Introduction. The increasingly urgent climate change affects many aspects of life, including community, economy, and environment, in dealing with climate change problems, Eco-STEM (Science, Technology, Engineering, and Mathematics) based education which integrates the concept of ESD (Education for Sustainable Development) through an effective Project-based Physics Learning approach to equip students with knowledge and skills in mitigation and climate change adaptation. This research aims to develop and determine the consistency of the influence of an environmentally based physics learning model that has integrated project creation activities in Sustainable Education (ESD) and STEM as supporting climate action. Research methods. The method used in this research design is Quantitative Descriptive, which aims to depict, investigate, and explain a subject as it is, and to draw conclusions from observable phenomena through the use of numerical data. This research begins by identifying the problem and designing a learning model based on the results of the analysis and using a previously tested research instrument in the form of a questionnaire. The population consisted of physics education students at the Universitas Negeri Surabaya, Indonesia, with a sample size of 87 respondents. In this study, data analysis was conducted using the Rasch model to examine the fit of each item in the statement instrument, consisting of 30 statements, with the parameters required by the Rasch model. KEYWORDS Eco-STEM, ESD, mitigation, adaptation, climate change Research results. The analysis results indicate that the item reliability score of 0.95 suggests excellent consistency of the items in measuring mitigation and adaptation abilities. The person's reliability score of 0.86 shows that the students' measured abilities are stable and consistent. Therefore, the research results show that the STEM-ESD learning model developed is practical and influences the development of climate change mitigation and adaptation capabilities. Conclusion. Climate change affects essential aspects of life, including disasters, food security, and water access, requiring urgent mitigation and adaptation efforts within sustainable development. STEM-focused education and ESD-integrated project learning empower the younger generation to create technology-based solutions grounded in local wisdom. Cross-sector collaboration and continuous education are vital to raising public awareness and building community resilience against climate-related challenges.

This study aims to provide an overview of students′ responses to the application of the Contextual Teaching and Learning (CTL) approach in physics learning at the high school level, and explore the initial relationship between this approach and the improvement of critical thinking skills. Using the quantitative descriptive survey method, data were obtained through questionnaires that covered five main aspects: understanding of physics concepts, development of critical thinking skills, learning engagement and activities, relevance of learning context, and the impact of CTL on learning motivation. The research population included 60 students in grade XII in Lamongan who were selected through stratified random sampling techniques. The results showed that the CTL approach had a significant impact on all aspects of learning, with the average percentage of student responses ranging from 82.66% to 84.22%, which was included in the very good category. The CTL approach effectively enhances understanding of physics concepts, encourages critical thinking skills, and creates a relevant, interactive, and motivating learning atmosphere. Further analysis through Exploratory Factor Analysis (EFA) identified four latent dimensions that explain the Variance of 62.10%, supporting the effectiveness of the CTL approach in physics learning. The research instruments also showed high reliability, although further evaluation was needed on some factors with lower reliability. This study concludes that the CTL approach is an effective learning strategy in improving the quality of physics learning in high school, particularly in developing critical thinking skills.

In this dynamic era, introducing entrepreneurship into science education can produce entrepreneurial-minded graduates capable of creating independent businesses. This concept is essential in basic science, enabling the use of scientific concepts to develop innovative solutions. This research aims to explore the trends in science edupreneurship and its impact on SDGs through bibliometric analysis. The literature review and Meta-Analyses (PRISMA) method were used in this study, combined with bibliometric analysis using the Scopus database. The findings show that research on science edupreneurship has increased significantly over the last 10 years. The most common document type is articles, with the majority of sources coming from journals, and the most publications contributed by the United States of America. The results of this study provide a broad overview of the importance of integrating science edupreneurship and its impact on SDGs. The mapping results also offer several strategic recommendations, including the need to further develop interdisciplinary approaches to meet the challenges of education and innovation. Additionally, the use of educational technology and innovative teaching methods should be considered to enhance learning effectiveness. International collaboration among researchers and institutions is also necessary to share knowledge and develop effective strategies. Education tailored to the individual needs of students is recommended to ensure effective learning. Integration with local communities and industries can increase the relevance of education to the relevance of industries’ needs.

Sustainable living is critical for the next generation, and ESD competencies are required to handle global concerns. Education of Sustainable Development (ESD) helps to overcome this gap, however, technological integration is restricted and lacking in a complete framework. To overcome these problems, this study designed a website as an interactive learning medium to equip ESD competencies to realize science education with the PBL-STEAM model in the digital era. This learning website helps students learn about global warming and renewable energy in the learning process both inside and outside the classroom. The website development process using waterfall design. This research method was a descriptive and validation method carried out by content, language, and media experts to evaluate learning websites. The questionnaire statements were developed based on five dimensions of interactivity to understand the perspectives of physics teachers and pre-service science teachers. Physics teachers and pre-service science teachers as research subjects, consisting of 5 teachers and 12 students in Surabaya. This study succeeded in developing the BSB website which has an average validation score of 3.94. All respondents responded very good in every aspect of the interactive dimension. Overall it shows good results, from the validity of the Belajar Sains Berkelanjutan (BSB) website and responses related to the learning website after using it. The development of the BSB website has implications for increasing ESD's competence in global warming and renewable energy materials. It is recommended for further research to develop a website in other learning materials that integrate the improvement of ESD competencies.

As technology advances and 21st-century skills become increasingly essential, innovative learning methods are crucial for developing students' problem-solving skills (PSS). This research evaluates the PSS profile of high school students in physics by integrating augmented reality (AR) media with a problem-based learning (PBL) model, aligned with SDG 4 (quality education). Using a preliminary qualitative descriptive analysis, data were collected through PSS tests, interviews, and questionnaires. The results reveal that PSS remains underdeveloped: 95 students were categorized as low, 26 as medium, and only 1 as high. Despite understanding the problems, students struggle to provide answers and review solutions, largely due to a lack of independent problem-solving practice. Additionally, the use of technology in schools must be improved. Intensive practice and effective learning models are essential. The implementation of AR technology can enhance learning engagement and outcomes. This study underscores the importance of integrating technology to improve PSS and motivate students, supporting inclusive and quality education as outlined in SDG 4

This study aims to evaluate students' science literacy profile and implement earth structure and disaster mitigation materials to improve junior high school students' science literacy. This research uses a type of introductory research that applies analysis techniques in the form of descriptive research design (DPD). The research instruments used include science literacy tests, student learning experience questionnaires, and teacher performance observations in delivering the material. This indicates that the science literacy skills of junior high school students can be further improved by using appropriate learning. Based on the results of the research obtained, the science literacy indicator ‘Designing Scientific Investigations’ received the highest score with an average of 3.275, while ‘Critically Evaluating Scientific Information’ received the lowest score of 3.206. Based on the results of the research data that has been obtained, it is concluded that students' science literacy skills still need to be improved. However, female students tend to have better science literacy skills than male students, which indicates a challenge in achieving science literacy skills at an adequate level. The indicator with the lowest level of science literacy was critically evaluate scientific information. Therefore, the study recommends the development of contextualized inquiry-based learning media and technology integration to support more effective learning, as well as training for teachers to facilitate learning that trains students' critical thinking skills.

Context: One of the Sustainable Development Goals (SDGs) is to realize quality education: Ensuring inclusive and quality education for all. In recent years, the teaching and learning argumentation has emerged in educational curricula in various countries as a significant educational goal, including Indonesia. Argumentation is a critically important discourse process in science, and it should be taught and learned in the science classroom as part of scientific inquiry and literacy. Objective: This study aims to describe the profile of argumentation research in science education and reveal the contributions of researchers from Indonesia based on the Scopus database. Method: This reseach used bibliometric analysis. The strategy used to choose the most suitable, select research manuscripts that meet the specified criteria, and compile data. The data obtained in (.ris) extensions and Microsoft excel files were analyzed and presented in graphical images and multi-dimensional scale diagrams using VOSviewer software. Results and Discussion: The search using the keyword "science education argumentation" in the Scopus database obtained 1091 documents for all years. Six countries with the highest contribution in a row were the United States 331 documents, Turkey 96 documents, Germany 73 documents, United Kingdom 69 documents, Spain 60 documents and Indonesia 50 documents. Meanwhile, the five highest affiliates from Indonesia that have the highest contribution are Universitas Pendidikan Indonesia, Universitas Negeri Malang, Universitas Sebelas Maret, Universitas Negeri Surabaya dan Universitas Negeri Yogyakarta. Based on the visualization analysis of the research profile, "science education argumentation" resulting in three major clusters and one little cluster: (1) argumentation in the theoretical domain (2) argumentation in the implementation domain (3) argumentation in the development models domain and (4) argumentation in the scientific argumentation discourse domain. Erduran is the most productive researcher, but Osborne is the most influential researcher in the field of scientific argumentation. The direction of argumentation research trends developed from theoretical and philosophical domains to practical domains of classroom learning. The implementation of argumentation-based learning to improve students' argumentation skills has developed its application to a wider variety of learning materials. Research Implications: The research findings are expected to help related researchers to recognize the trend research argumentation in science education globally and recommend directions for further study.