Journal of Applied Science Education and Innovation

DEVELOPMENT DEVELOPMENT OF PJBL E-MODULES WITH A DEEP LEARNING APPROACH FOR PROBLEM SOLVING AND SCIENCE LITERACY

2026-04-01T09:55:35+07:00

The low level of science literacy and problem-solving skills among elementary school students indicates the need for innovative learning media that is meaningful, contextual, and tailored to student characteristics. One alternative solution is the development of Project-Based Learning (PjBL)-based e-modules integrated with a deep learning approach. This study aims to develop interactive e-modules on the human respiratory system that can increase student engagement, reflective thinking, and deep understanding. The development model used is 4D (Define, Design, Develop, Disseminate). The Define stage was carried out by analyzing the curriculum and student needs. The Design stage produced an e-module design with a project structure that integrated critical thinking activities. The Develop stage involved expert validation of the material (score of 78/80), media (76/80), and language (75/80) with a rating of “very feasible.” The Disseminate stage was carried out through a practical test that showed very positive results, with an average score of 91% from teachers and 89% from students. The e-module was considered interesting, communicative, easy to use, and encouraged independent learning and improved science literacy. The results of this study indicate that the developed e-module is feasible and practical for use in science learning in elementary schools.

THE USE OF TECHNOLOGY-BASED SCIENCE LABORATORIES IN SCIENCE LEARNING AT MUHAMMADIYAH 1 SEPUTIH BANYAK VOCATIONAL SCHOOL

2026-04-01T09:55:35+07:00

The use of technology-based science laboratories is an important innovation in improving the quality of science education in the digital age. This article aims to examine the role and implementation of science laboratories integrated with technology in supporting the science learning process. The method used is a literature study by analyzing various relevant scientific sources, including national and international journals, books, and related research reports. The results of the study show that the use of technology such as virtual laboratories, digital simulations, digital sensors, and Learning Management Systems (LMS) can improve students' understanding of concepts, scientific process skills, and motivation to learn. In addition, technology-based laboratories also provide solutions to the limitations of practical tools and materials in schools. The conclusion of this study is that the integration of technology in science laboratories contributes positively to the effectiveness of science learning and supports the achievement of 21st-century learning objectives.

APPLYING THE PRINCIPLES OF CONSTRUCTIVISM THEORY TO IMPROVE STUDENT ENGAGEMENT AND MOTIVATION IN LEARNING

2026-04-01T09:55:36+07:00

This study explores how applying constructivist principles can significantly increase student engagement and motivation in the classroom. Applying constructivist principles involves several key strategies: providing real-world problems relevant to students' lives, encouraging collaboration among students, facilitating open discussion, and providing opportunities for reflection. The results of the study show that students who experience constructivist learning show significant improvements in class participation, the quality of questions asked, and persistence in completing tasks. Moreover, students develop better critical thinking skills and have a deeper understanding of the material being studied. The implementation of constructivism does require a paradigm shift from teachers, from “informants” to “facilitators” who guide students on their journey of discovery. Although this challenge is real, the long-term benefits in terms of student engagement and quality of learning make it a very valuable investment in modern education.

THE EFFECTIVENESS OF USING SOUND WAVE MODULES ON CRITICAL THINKING SKILLS AND SCIENCE PROCESS SKILLS OF STUDENTS AT MUHAMMADIYAH AL-GHIFARI BATANGHARI HIGH SCHOOL

2026-04-01T09:55:36+07:00

This study aims to determine the effectiveness of using sound wave modules in improving critical thinking skills and science process skills in 11th grade students at Muhammadiyah Al-Ghifari Batanghari High School. The study used a quantitative descriptive method with 21 students as respondents. The results of the critical thinking skills test showed an average score of 77.2 with a standard deviation of 8.6, indicating a good category. Meanwhile, science process skills showed excellent mastery in the indicators of observing (100%), measuring (90%), and concluding (85%), as well as fairly good mastery in predicting (75%) and communicating (80%). These results indicate that the use of sound wave modules is effective in developing students' critical thinking and science process skills.

ANALYSIS OF PRIVATE QURAN STUDENT DEVELOPMENT REVIEWED FROM COGNITIVE AND SOCIO-EMOTIONAL ASPECTS

2026-04-23T11:17:50+07:00

This article presents the results of a case study of an elementary school private Quran student, analyzed based on cognitive and socio-emotional aspects. The purpose of this study was to understand the student's development and determine appropriate learning interventions. Data were collected through direct observation during Quran recitation activities and then analyzed using a qualitative descriptive approach using a cognitive and socio-constructivist theoretical framework. The study results indicate that the student made good progress in recognizing the hijaiyah letters and memorizing short surahs, but struggled with rapid pronunciation and learning focus. From a socio-emotional perspective, the student demonstrated adaptability, emotional control, and awareness of the learning process. Interventions included structured repetition, the use of murottal (religious recitation), positive reinforcement, and collaboration with parents. This study emphasizes the importance of an individualized approach and developmental analysis in faith-based learning practices. These findings are important for private tutors, parents, and curriculum makers based on character and religious values.