Purpose of this research is to produce an acid-base learning devices with a green chemistry approach with a problem-based learning that improves the students' critical thinking skills according to the validity, practicality, and effectivity of the learning devices. This is RD developing research using the 4D style process. The main results showed the feasibility of the tool. The validity of the learning device was declared valid with a mode score of 4, based on content and construction criteria. Practicality of learning devices in terms of learning implementation, learner activities, and learner responses obtained a very good percentage both in limited trials and broad trials, thus supporting the practicality of learning devices. The effectiveness of the learning devices was assessed based on significant differences between pretest and posttest scores using the Wilcoxon test and improvements in critical thinking skills using N-gain scores ranging from 0.35 to 1.00 in the moderate and high categories. Based on the results of validity, practicality, and effectiveness of learning devices, learning devices are obtained that are feasible to use.

This study investigated the effect of a Project-Based Learning (PBL) model incorporating ethnoscience content, specifically the traditional food Legomoro, on students' creative thinking and communication skills. Using a quantitative quasi-experimental design with an unequal control group, this study was conducted on eighth-grade students at a junior high school in Magelang City. Two classes participated: Class VIII A (experimental, 31 students) and Class VIII B (control, 31 students), which were selected using purposive sampling. Data were collected through tests and observation sheets, including pre-tests and post-tests for creative thinking, as well as observation and self-assessment for communication skills and observation of learning implementation. Data were analyzed using descriptive statistics, inferential statistics, and MANOVA with SPSS 26.0. The results showed significant differences between experimental classes and demonstrated a strong influence of ethnoscience-loaded PjBL on students' creative thinking and communication skills regarding the traditional food 'Legomoro.' This study emphasizes the importance of selecting the appropriate learning model, offering valuable insights for educators to enhance their teaching practices by incorporating local cultural contexts and fostering 21st-century skills.

Lack of plant awareness is a phenomenon that can have a lasting negative impact on plants and the surrounding environment. Plants can be considered unimportant when someone is unaware of plants. This phenomenon is related to science learning at the junior high school level because it includes discussions about plants, in addition, science subjects can also increase Plant Awareness in students. Grade level and gender factors can affect the level of Plant Awareness of students, so this study aims to determine the profile of Plant Awareness of junior high school students at grade level and gender. The study population came from one of the junior high schools in Malang City with a research sample of 300 students. The data collection technique was by distributing questionnaires to students that could be accessed through Google Form. The results of the data obtained were subjected to statistical tests using IBM SPSS Statistics 27 in the form of normality tests, Kruskal Wallis advanced tests, and Dunn Post Hoc tests. The Post Hoc Dunn test aims to determine the location of significant differences in the sample. The results of this study indicate that junior high school students in the city have a fairly high level of Plant Awareness, except that the indicator of attention to plants is still low. Class 7 male have significant differences in interest and attitudes towards plants compared to other groups, so efforts are needed to increase students' attention to plants and increase interest and positive attitudes towards class 7 male.

Journal of Science Learning aims to serve original articles on the latest issues and trends in high-quality research and theoretical position papers concerning technology-based science learning. The report offers ways to improve classroom science learning and teacher's professional development

This study aims to enhance students' problem-solving and collaboration skills by implementing the investigation through a cooperative problem-solving (ITCPS) learning model in class VIII of a Junior High School in Surakarta, Central Java, Indonesia. The type of research employed is classroom-based action research, which is conducted in two cycles, each comprising four stages: planning, implementation, observation, and reflection. The study included 32 research subjects. The data collection techniques were observation and written tests. The gathered data were analyzed using a qualitative descriptive approach. Results showed that applying the ITCPS learning model improves problem-solving and collaboration skills. Problem-solving skills, as indicated by students' average scores, increased from 73.84% in Cycle 1 to 89.41% in Cycle 2. Meanwhile, as seen from students' average scores, collaboration skills also increased from 60.09% in Cycle 1 to 86.38% in Cycle 2. The results in Cycle 2 have met the predetermined target for problem-solving and collaboration skills. This study concludes that the ITCPS learning model can enhance students' problem-solving and collaboration skills through problem formulation, investigation, discussion, data collection, group conclusion, explanation of the discussion results, and reflection on learning activities.

Technology integration is one of the means of facilitating contemporary teaching and learning processes. This study investigated teachers’ perceived competencies in technology integration through their years of teaching experience and gender in Awka Metropolis. The study adopted a sequential-explanatory design approach (MMR), with a sample size of 84 basic education teachers in public secondary schools. A questionnaire with a reliability coefficient value of 0.94 and a semi-structured interview were used as instruments for data collection in the study. Data were analyzed using descriptive analysis to answer the research question and t-test analysis to test the null hypotheses. The findings showed that teachers’ perceived competence in technology integration in the classroom was highly positive. More so, the perceived competence of teachers with longer years of teaching was significant, while gender was insignificant. Factors such as technophobia (fear of technology), lack of finance, and poor digital literacy influence technology integration in the classroom. Amongst others, we recommended that stakeholders set up a model for the seamless integration of technology in upper-basic education in Nigeria.

This study aims to examine the studies on computer-assisted teaching in science teaching in terms of different variables with bibliometric analysis. Scopus database was used to collect the data. The phrase "science education and computer-assisted teaching" was written in Scopus on 11_07_2023, and 1232 publications were found. Since not all data is related to computer-assisted teaching in science education, the Scopus Social Science section was selected and filtered, and 454 publications were subjected to bibliometric analysis. VOSviewer program was used for bibliometric analysis. As a result of the research, most studies on computer-assisted teaching in science education were done in 2010, most articles were preferred as document type, the most frequently used keyword was computer-assisted instruction, the country with the most publications was the United States, and the most cited publication was Leidner and Jarvenpaa (1993) and the most frequently used term is student.

This study examines the effect of teaching with the STEM Cycline of the 'Force and Energy' unit on students' creativity, metacognitive awareness, and academic achievement. The nonequivalent control group design, one of the quasi-experimental models, was used in the study. The study included 54 seventh-grade students studying at a public school in western Turkey, 27 of whom were in the experimental group while 27 were in the control group. The experimental group was taught with the STEM Cycline, whereas the control group took the instruction within the science curriculum framework. The experimental group designed models using Web 2.0 tools related to the given problems and used these models to solve them by printing them from a 3D printer. "Force and Energy Academic Achievement Test", "Scientific Creativity Test" and "Metacognitive Awareness Inventory" were used as data collection tools in the study. SPSS 25.0 package program was used to analyze the data. The results showed that the STEM education in the experimental group increased the academic achievement, creative skills, and metacognitive awareness of the seventh-grade students in the 'Force and Energy' unit. While the students’ academic achievement in the control group increased significantly following the instruction, no difference was observed in their creativity and metacognitive awareness. Suggestions were made according to the results obtained from the study.

This study aims to investigate the impact of laboratory activities prepared based on STEM-based learning on the competence perceptions in 21st-century skills (learning and innovation skills, life and career, information, media, and technology skills) and STEM awareness. The sample group consisted of 53 pre-service science teachers studying in year 2 of a public university. A quasi-experimental design formed the basis of this experimental study conducted as a quantitative research model. Pre-service teachers were randomly assigned, one to the experimental group (n=28) and the other to the control group (n=25). The experimental group was presented with laboratory activities based on STEM-based learning. In contrast, the control group had only laboratory activities (i.e., a group of students who did not conduct STEM-based laboratory activities). The measurement tools were the 21st Century Skills Competence Perception Scale (21st Century SCS) and the STEM Awareness Scale (SAS). All participants in the study expressed their agreement generally on the level of “I agree” for all three dimensions of the 21st Century SCS regarding STEM. As a result of the implementation, the SCS sub-dimension of “information, media and technology skills” and SAS skills of the experimental group students were higher than those of the students in the control group. It was found that the experimental group used the media and technology effectively and to use technology to access, analyze and share information. It was also thought that the individuals' problem-solving, critical, and high-level thinking skills developed more than the control group, thanks to the higher STEM awareness in the experimental group. Finally, some implications were proposed based on the research results from the STEM-based learning laboratory activities.

Experimentation is a contributing factor to the interest and meaningful learning of Science. In Geology and Earth Science, the effects of soil textures, settlements, and water-holding capacity are parameters for landslides in Barotac Viejo and other flooded areas. Landslides are triggered during heavy rainstorms, causing severe property damage and casualties. This experimental study aims to determine how these parameters are factors for landslides and give accurate information to Science teachers. The study uses two methods to provide ease and continuity of measurements and settings using the Fourier Transform Infrared(FTIR) spectroscopy in analyzing the soil textures. The Imhoff cone instrument is for the settling and water-holding capacity of the soil. FTIR Soil analysis reveals that contents of clay and organic matter directly affect soil water-holding ability due to the larger surface area. A landslide-prone zone has a lesser settling time except for the sand that settles fastest due to larger masses. This study is crucial for science teachers teaching geology and earth sciences besides forecasting and preventing geohydrological processes and developing better landslide warning strategies to mitigate risks and reduce socioeconomic damage.