International Journal of Learning Media on Natural Science (IJLENS)

ESD-Oriented Guided Inquiry Integrated with Islamic Values: Seventh-Grade Students' Critical Thinking in Ecosystem Learning

Zahra Aqila Soemarno, Asrianty Mas’ud — Tue, 01 Sep 2026 00:00:00 +0000

Critical thinking is essential in ecosystem learning because students must analyze environmental issues and consider evidence-based solutions. This study descriptively compared changes in seventh-grade students' critical thinking skills after ESD-oriented guided inquiry integrated with Islamic values and after the instruction ordinarily used by the teacher. A quasi-experimental nonequivalent control group design was used with 68 students at SMP Negeri 51 Bandung (34 students in each class). Data were collected through pretests and posttests and analyzed using normalized gain (N-Gain); the Shapiro-Wilk and Levene tests were conducted as prerequisite analyses. The experimental-class mean increased from 57.06 to 89.19, with an N-Gain of 66.02% (moderate), whereas the control-class mean increased from 52.65 to 82.72, with an N-Gain of 60.66% (moderate). Both classes therefore showed moderate improvement, and the experimental class had a descriptively higher N-Gain by 5.36 percentage points. Because no between-group inferential result is reported, this difference should not be interpreted as evidence of a statistically significant treatment effect. The implemented approach was associated with improved critical-thinking scores, but the individual contributions of its ESD and Islamic-value components were not assessed separately.

Development of Chemistry Learning Media Acid-Base Magazine Oriented to Creative Thinking Skills

Nia Kurniawati, Tri Wahyu Agustina — Wed, 07 Oct 2026 00:00:00 +0000

The concept of acid and base is abstract in nature, yet has many concrete applications in daily life, so students need learning media that can bridge this abstraction. One medium that can be used for this purpose is a chemistry magazine. Beyond presenting non-textual, semi-scientific acid-base readings, the chemistry magazine developed in this study, entitled “Chemistry,” was deliberately oriented toward students’ creative thinking skills. This study therefore aimed to develop a chemistry magazine oriented toward creative thinking skills on the acid-base concept and to examine its feasibility and its effect on students. The method used was Research and Development (R&D) with the 4D model, involving eleventh-grade students of SMK Al-Falah Nagreg as the research subjects. Feasibility was assessed by content experts, media experts, and media users consisting of teachers and students. The feasibility test results showed that the chemistry magazine was categorized as very feasible, with an average percentage of 82%. Students’ creative thinking skills, tested after using the chemistry magazine, reached an average score of 85.20, classified in the good category, with fluency as the most dominant indicator (92.00) and originality as the least developed (75.00). These findings indicate that the chemistry magazine is able to develop students’ creative thinking skills on the concept of acid and base.

Development of a Green Chemistry-Based E-Module on Inorganic Waste Reduction and Management Oriented toward Environmental Literacy

Sari Sari, Shilfa Hilyatur Rohmah, Ferli Septi Irwansyah — Tue, 20 Oct 2026 00:00:00 +0000

Environmental literacy is important for helping students understand environmental problems and take appropriate actions to address them. In chemistry learning, inorganic waste management can be connected with green chemistry principles through contextual teaching materials. This study aimed to develop a green chemistry-based e-module on inorganic waste reduction and management oriented toward environmental literacy and to determine its validity and feasibility. This study used Design-Based Research (DBR) with three stages: analysis and exploration, design and construction, and evaluation and reflection. The e-module was developed as an Android application that integrates four dimensions of environmental literacy: knowledge, cognitive skills, attitudes, and actions. The validation was conducted by three lecturers, while the feasibility test involved 15 fourth-semester students of the Chemistry Education Study Program. The validation scores were 0.89 for the material aspect, 0.89 for the display aspect, and 0.93 for the language aspect, with an overall score of 0.91. The feasibility test results were 92% for the material aspect, 94% for the display aspect, and 91% for the language aspect, with an average of 92.33%. These results show that the developed e-module obtained high validation scores and was considered very feasible by the students. Further testing is needed to determine its effectiveness in improving students’ environmental literacy.