Journal of Science and Education (JSE) <p><strong>Journal of Science and Education (JSE) </strong>with<strong> e-ISSN : <a href="">2745-5351</a></strong> is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world.<br />The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.</p> <p><strong>In 2020, the Journal of Science and Education (JSE) was published by <a href="">CV. Rezki Media</a>, but starting April 1, 2024 the Journal of Science and Education (JSE) is published and managed by <a href="">CV. Media Digital Publications Indonesia</a>.</strong></p> <p>It is published biannually, <strong>March</strong> and <strong>September</strong>, by the <a href=""><strong>CV. Media Digital Publikasi Indonesia</strong></a>. Papers are all subject to peer review before being accepted for inclusion. <a href=""><strong>CV. Media Digital Publikasi Indonesia</strong></a> is a publisher that is legally legal and registered with the Ministry of Law and Human Rights on July 23, 2020 with the number <strong><a href="" target="_blank" rel="noopener">AHU-0074479-AH</a></strong></p> <p>Indexing:<br /><a href="" target="_blank" rel="noopener"><img src="" alt="" width="89" height="30" /></a><a href=";hl=en" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href="" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";from_ui=yes" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";and_facet_source_title=jour.1441417" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href="" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";filter%5B%5D=repoId%3A%22IOS14850%22&amp;filter%5B%5D=collection%3A%22Journal+of+Science+and+Education+%28JSE%29%22" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";l=en&amp;refid=dcsuggesten" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=""><img src="" alt="" width="89" height="30" /></a></p> <p><a href="" target="_blank" rel="noopener"><img src="" /></a><a href=";text=Hello%20I%20ask%20about%20Journal%20of%20Science%20and%20Education" target="_blank" rel="noopener"><img src="" /></a></p> CV. Media Digital Publikasi Indonesia en-US Journal of Science and Education (JSE) 2745-5351 Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework <p>This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent <em>t</em>-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level.</p> Rany Im Savrin Thy Tsutomu Iwayama Masashi Osa Copyright (c) 2024 Rany Im, Savrin Thy, Tsutomu Iwayama, Masashi Osa 2024-03-14 2024-03-14 4 2 97 108 10.56003/jse.v4i2.285 Introducing learning models focusing on elementary school science activity in terms of a systemic literature review <p>Education is an effort made by individuals to follow the learning process. Implementing and selecting the appropriate learning model is critical to achieving ideal learning success. This study examines learning models for increasing science learning activities in elementary schools. The research method applied in this study is the Systematic Literature Review (SLR). This systematic approach allows us to investigate and synthesize the latest research findings in primary school learning. The data obtained comes from literature studies using the PRISMA approach through the stages of identification, screening, eligibility, and Inclusion. The data came from the Google Scholar or Google Cendikia databases, with the research time range covering the last six years, from 2018 to 2023. The results of this study obtained a database with the keywords Learning Model AND Science Learning Activity AND Elementary School Students. the results were selected, and ten articles were taken that met the inclusion criteria for analysis. To achieve the best possible learning success for students, implementing suitable learning models in scientific instruction in primary schools can positively affect their learning activities. It is recommended that further research be able to describe more learning models in increasing science learning activities in students in elementary schools.</p> Annisa Rahmadina Rohmani Rohmani Rofiq Noorman Haryadi Copyright (c) 2024 Annisa Rahmadina, Rohmani Rohmani, Rofiq Noorman Haryadi 2024-03-16 2024-03-16 4 2 109 124 10.56003/jse.v4i2.318 Implementation of STEM-Oriented MEA learning model to improve computational thinking skills of learners <p>Low computational thinking skills cause students to have difficulty solving problems. This study aims to analyze whether there is an increase in students' CT abilities using the STEM-oriented MEA model with conventional learning. The research method is an experiment using an experimental group of 30 students and a control class of 32 students. The research instrument uses questionnaires and rubrics to assess students' CT abilities. The results of the T-test analysis used are Equal variances not assumed, which is 0.000 (Sig. (2-tailed)) &gt; 0.05 means There is an increase in student's CT abilities using the STEM-oriented MEA model with conventional learning, so There is an increase in student's CT abilities using the STEM-oriented MEA model with conventional learning. Thus, there is an increase in the ability of students to think computationally using the STEM-oriented MEA model with conventional learning.</p> Karmila Suryani Khairudin Khairudin Ade Fitri Rahmadani Rini Widyastuti Larasati Winsa Copyright (c) 2024 Karmila Suryani, Khairudin Khairudin, Ade Fitri Rahmadani, Rini Widyastuti, Larasati Winsa 2024-03-31 2024-03-31 4 2 125 135 10.56003/jse.v4i2.289 Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content <p>This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts.</p> Paul Molefe Mmushetji Petrus Rankhumise Olivia Neo Mafa-Theledi Copyright (c) 2024 Mmushetji Rankhumise, Paul Molefe, Olivia Neo Mafa-Theledi 2024-03-30 2024-03-30 4 2 136 148 10.56003/jse.v4i2.313 Development of application-based learning for autistic students <p>Poor levels of physical activity, cognitive ability, and social interaction are demonstrated in autistic children. These learning barriers in the school environment must be explicitly managed, including in terms of designing objectives, materials, methods, tools, and evaluations to achieve the actual learning objectives. Due to the complex learning barriers in autistic children, conventional learning must be collaborated with assistive technology. Based on these problems, this research aims to develop a drag-and-drop game application equipped with basic motion animation instructions. The research and development method uses the ADDIE model, which consists of five stages. The effectiveness test is carried out with a one-group pretest-posttest design, with treatment for three days and a duration of 105 minutes. With the results of the research based on the results of this overall trial, a score of 81.1% was obtained, which, when viewed from the classification table of product effectiveness scores, was included in the category of very valid for use in learning. The effectiveness test obtained a Sig value. (2-tailed) 0.000 &lt;0.05 means Hₐ is accepted and has a significant effect on student learning outcomes. This development concludes that although the development results can be used well, teachers' ability to manage classrooms remains dominant in maintaining and regulating the learning focus of children with autism. Therefore, further research can develop and collaborate between assistive technology and learning models for physical education that can be applied and adapted to both group and individual physical activities for autistic children.</p> Cahyo Nugroho Sigit Muarifin Muarifin Arief Darmawan Lutfil Amin Copyright (c) 2024 Cahyo Nugroho Sigit, Muarifin Muarifin, Arief Darmawan, Lutfil Amin 2024-03-31 2024-03-31 4 2 149 162 10.56003/jse.v4i2.332