Using Macro Flash Animation Media on Motion Material to Improve Learning Achievement for Learning Science in Junior High School

The integration of Artificial Intelligence (AI) in biology education offers transformative potential, yet teacher preparedness for AI remains under-researched. This study explores the perceived benefits of AI integration and self-reported Technological Pedagogical Content Knowledge (TPACK) among pre-service biology teachers from a South African university (n = 62) and an Indonesian university (n = 51). Using a comparative survey design, data were collected via an online questionnaire. Indonesian participants reported higher Technological Knowledge and Technological Pedagogical Knowledge levels, though both groups viewed AI integration positively, with no significant differences in perceived benefits. Among Indonesian participants, Technological Knowledge strongly correlated with perceived benefits, especially for peer collaboration. These findings highlight the importance of tailored teacher training and equitable technological resource allocation to enhance AI integration in biology education. The study underscores the critical role of technological and pedagogical knowledge in fostering positive attitudes toward AI adoption in diverse educational settings.

This study aimed to develop conceptual frameworks on how to teach STEM concepts in a Bahasa Indonesia subject as integrated learning. This study used a mixed-methods research design that consisted of a document analysis, a survey, and a systematic review. To address the aims of this study, we first determined the STEM concepts on basic competencies of a Bahasa Indonesia subject of Grades 1–3 at elementary school level in the curriculum 2013; the recommended teaching and learning strategies in learning STEM concepts integrated into a Bahasa Indonesia subject of Grades 1–3 at elementary school in the curriculum 2013; and the first proposed conceptual frameworks on how to teach STEM concepts in a Bahasa Indonesia subject as an integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 based on systematic review. The results showed that the conceptual frameworks on how to teach science concepts in a Bahasa Indonesia subject as integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 consisted of Bahasa Indonesia as the main goal and science concepts as an approach to address goals, and recommends it be taught using reading. The conceptual framework on how to teach technology concepts in a Bahasa Indonesia subject as an integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 consisted of Bahasa Indonesia as the main goal and technology concepts as an approach to address goals, and recommends that it be taught using reading. These findings will be useful to Indonesian teachers and teachers in other countries that have integrated science or STEM concepts in the language subject in their curricula as integrated learning or will use integrated learning in their future curricula to contribute to sustainability education.

This study aimed to investigate the effectiveness of scientific argumentation strategy towards various learning outcomes and educational levels five over the years in science education. This study was used systematic review and meta-analysis using R application. Selected ten articles from the Web of Science database during 2016-2020 were used in this study. The results showed that scientific reasoning is more effective for improving through scientific argumentation in the higher education level than other learning outcomes and other educational levels with an effect size 1.39 and standard error 0.2478. So, we can conclude that there is evidence to suggest using a scientific argumentation strategy in improving scientific reasoning in higher education levels both in the teaching process and the research.

This study aimed to determine the assessment of pre-service biology teachers on student worksheets based on Scientific Literacy. This research was conducted at the Biology EducationDepartment, Sultan AgengTirtayasaUniversity. The method used was a Quasi-experimental. The research design used was one-shot case study. The subjects in this study consisted of 30 pre-service biology teachers. The instrument used was assessment sheets for student worksheets based on scientific literacy. The results of this study indicate the average assessment of pre-service biology teachers on student worksheets based on Scientific Literacy is 3.8 (valid category). Thus it can be concluded that student worksheets based on Scientific Literacy are suitable to be used in the research process and learning process.