META: Journal of Science and Technological Education

Technology-Enhanced Integration of Medical Entomology into General Medical Education: Innovations in Science and Technological Pedagogy

Ebrahim Abbasi — 2025-12-31

Medical entomology plays a critical role in understanding vector-borne diseases, yet its integration into general medical education remains limited, leading to gaps in physician preparedness. Advancements in science and technological education offer opportunities to strengthen curricular inclusion through innovative pedagogical approaches. This study employed a mixed-methods design combining curriculum analysis, expert interviews, and technological assessments across multiple medical schools in Iran. Data were systematically analyzed to evaluate the extent, methods, and effectiveness of medical entomology instruction, including the role of technology-enhanced tools. The findings indicate that medical entomology is frequently marginalized in curricula, with minimal practical exposure. Institutions that implemented digital tools such as simulations, geographic information systems, and interactive learning modules demonstrated improved student engagement and perceived relevance. Expert interviews emphasized that technology-mediated approaches facilitated applied understanding, competency development, and alignment with real-world clinical and public health challenges. Structural limitations, including faculty expertise and institutional constraints, were identified as barriers, while technology-enhanced strategies were found to help mitigate these challenges. Integrating medical entomology through technological innovations enhances student engagement, practical competencies, and interdisciplinary understanding, addressing both educational and public health needs. This study highlights the potential of technology to bridge curricular gaps, promote learning equity, and better prepare future physicians for emerging vector-borne disease challenges.

Work Motivation to Improve the Professionalism of Vocational Teachers with Teacherpreneur Character

Sena Mahendra — 2025-12-31

Work motivation is an important component in improving the professionalism of vocational teachers who possess teacherpreneur characteristics. Teachers are required to have more than technical expertise to meet the demands of the workforce in the Industrial Era 4.0. They must also demonstrate creativity, innovation, and entrepreneurial skills. The purpose of this study was to evaluate the influence of teachers’ work motivation and professionalism on the development of teacherpreneur characteristics. The research sample consisted of 264 productive teachers in the Automotive Vocational Technology field in Semarang City. The study employed a quantitative approach with an ex post facto research design. Path analysis and descriptive statistics were used to validate and analyze the questionnaire instruments. The results showed that work motivation had a significant direct effect on teacher professionalism (t = 4.69). The main conclusion is that increasing teachers’ work motivation positively contributes to the professional development of vocational teachers. This research highlights the importance of integrating entrepreneurial values into teacher development efforts within vocational education.

Motivation to Use Artificial Intelligence and Technology Self-Efficacy among Biology Education Students at an Indonesian University

Chairany Rizka — 2025-12-31

The rapid integration of artificial intelligence (AI) in higher education requires students to possess both strong motivation and sufficient technological confidence to use AI effectively for learning. This study investigates the relationship between motivation to use artificial intelligence and technology self-efficacy among Biology Education students at an Indonesian university. A mixed-methods survey design was employed involving 62 undergraduate students. Quantitative data were collected using two validated Likert-scale questionnaires measuring motivation to use AI and technology self-efficacy, while qualitative data were obtained through open-ended questions addressing students’ perceived benefits and limitations of AI in learning. Descriptive analysis showed that students reported high motivation to use AI (mean scores across expectancy–value dimensions ranged from 3.46 to 3.90) and moderate to high technology self-efficacy (mean scores ranged from 3.51 to 3.85), with the highest level observed in AI-specific self-efficacy (M = 3.85). Pearson correlation analysis revealed a significant positive relationship between motivation to use AI and technology self-efficacy (p = 0.001). Qualitative findings indicated that students perceived AI as enhancing learning efficiency, conceptual understanding, and independent learning, while also expressing concerns related to accuracy, overdependence, and ethical issues. These findings highlight the importance of pedagogically guided and ethically informed AI integration in teacher education programs.

Development of a Problem Based Learning and Mind Mapping Oriented Learning Module

Anggun Harnila — 2025-12-31

This study aims to develop a problem based learning (PBL) and mind mapping oriented learning module and to examine the feasibility of the PBL and mind mapping oriented science learning module for Grade VIII science material at MTsN 2 Sungai Penuh. This study uses the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The subjects of this study were Grade VIII students of MTsN 2 Sungai Penuh. Data collection techniques included questionnaires, documentation, and tests. The results of the study showed that the science teaching materials were feasible for use based on the assessment of material experts, with a percentage score of ≥ 80%, and media experts, who also obtained a percentage score of ≥ 80%. Mind mapping based science teaching materials were effectively used, as indicated by the validation results of the PBL and mind mapping oriented module for science material in the third stage of science learning, with student practicality results of 95.56%, teacher practicality results of 89.6%, and student response results of 90.15%. In addition, this module is considered very feasible in the Content Component and the Presentation Component. The conclusion of this study is that the teaching materials are very feasible for use in science learning and are effective in improving student learning outcomes. Suggestions for further development include using the PBL and mind mapping oriented science teaching materials as companion teaching materials in schools.

Development of Fun Thinkers Book as an Interactive Learning Media for Science Learning

Alfian Ichsan Subekti — 2025-12-31

Science education is crucial in developing students' critical thinking and analytical skills. However, conventional teaching methods often fail to engage students effectively, leading to difficulties in understanding scientific concepts. This study aims to develop and evaluate the Fun Thinkers Book as an interactive instructional medium for fourth-grade science students at MI Salafiyah Sidorenggo, Malang Regency. Utilizing the ADDIE model, the research followed five phases: Analysis, Design, Development, Implementation, and Evaluation. The validity of the Fun Thinkers Book was assessed through expert validation, obtaining scores of 90% from subject matter experts, 86% from media experts, and 88% from classroom teachers, categorizing it as highly valid. The practicality test, conducted through field trials, revealed that 84.8% of students found the book engaging and easy to use, confirming its high practicality. The results indicate that the Fun Thinkers Book is a valid and practical instructional tool that enhances students' engagement and comprehension in science education. Future research should explore its adaptability across different grade levels and subjects to further improve its educational impact.

The Effect of Learning Methods on Student Participation and Achievement in Chemistry Education

Dewi Agustina Sinaga — 2025-12-31

This study analyzes the role of various instructional methods in enhancing student engagement and academic achievement in chemistry learning. The research employed a qualitative descriptive approach using a literature review design that examined findings from peer-reviewed journal articles, classroom action research, and educational reports. The synthesis of the reviewed studies indicates that student-centered instructional methods, particularly Project-Based Learning (PBL) and collaborative learning, consistently lead to higher levels of participation, conceptual comprehension, and overall learning outcomes. Meanwhile, teacher-centered lecture methods tend to result in lower engagement and weaker retention. The review also shows that combining multiple instructional strategies allows teachers to respond more effectively to differences in learners’ needs, characteristics, and learning objectives. The research concludes that blended instructional approaches that integrate project-based, collaborative, and reflective learning activities create more interactive and meaningful chemistry learning environments, while also supporting the development of essential twenty-first-century competencies.

Development of an Electronic Contextual PJBL Worksheet for Simple Machine Analysis in Oil Palm Harvesting Movements

Agung Nur Nugroho — 2025-12-31

The utilization of the surrounding environment as a source of science learning, particularly in oil palm plantation areas, has not yet been optimally implemented. One learning medium that enables students to interact directly with their environment is a contextual Project-Based Learning (PJBL) electronic worksheet. This study aims to develop a contextual-based electronic PJBL worksheet for analyzing simple machine principles in the human skeletal system during oil palm harvesting activities. The development procedure followed the research and development model proposed by Richey and Klein. Limited testing was conducted with ninth-grade students at SMP Evans Indonesia using questionnaires and group interviews to obtain student responses to the developed worksheet. The results indicate that the overall student response to the electronic worksheet falls within the very good category. Nevertheless, several suggestions were provided by students to improve technical features and enhance learning comfort, which were used as considerations for product refinement.