https://ejournal.uimsya.ac.id/index.php/jeas/issue/feed 2026-10-07T15:41:57+07:00 Riris Idiawati [email protected] Open Journal Systems <p><strong>JEAS:<em> Journal of Educational and Applied Science </em></strong>dengan ISSN <a href="https://issn.brin.go.id/terbit/detail/20211003531446347">3026-3840 (Online)</a> merupakan Jurnal berkala yang diterbitkan oleh Program Studi Tadris IPA Universitas KH. Mukhtar Syafaat Blokagung Banyuwangi. Jurnal ini mengkhususkan pada kajian ilmiah dalam bidang Sains baik secara keilmuan maupun pendidikan, diantaranya meliputi pendidikan IPA, pendidikan Fisika dan Ilmu Fisika, pendidikan Kimia dan Ilmu Kimia, pendidikan Biologi dan Ilmu Biologi, serta inovasi-inovasi pembelajaran lainnya yang merupakan sarana publikasi ilmiah bagi para Akademisi, Peneliti, dan Praktisi dalam menerbitkan artikel hasil penelitian. Artikel yang dipublikasikan berupa hasil penelitian empiris, seperti pengembangan/penerapan model dan strategi pembelajaran, pengembangan dan inovasi bahan ajar dan media pembelajaran, pengembangan instrumen evaluasi pembelajaran, hasil penelitian yang bersifat eksperimen maupun hasil penelitian tindakan kelas (PTK). Tentunya seluruh artikel akademik yang dipublikasikan oleh JEAS harus mengikuti kaidah penelitian yang berlaku dan setiap data/hasil penelitiannya dapat dipertanggungjawabkan oleh penulis. JEAS Terbit setiap 6 bulan sekali (April dan September). </p> https://ejournal.uimsya.ac.id/index.php/jeas/article/view/4485 2026-10-06T20:25:13+07:00 Ulil Abshor Qur’any Madin [email protected] Novia Salsabela El Nuri [email protected] Hebi Yuliatin [email protected] Defina Putri Faraditha Widyanti [email protected] Devita Candra Kusuma Dewi [email protected] Eka Puspita Kartika Sari [email protected]

<p><em>Science learning at the junior high school level requires the use of methods that enhance students’ conceptual understanding. This study analyzes the strengths and weaknesses of lecture and practical methods in Science learning at SMP Negeri 8 Jember. The research employed a descriptive qualitative approach with a case study design. Data were obtained through semi-structured interviews to explore teachers’ perspectives on the effectiveness of both methods in helping students understand scientific concepts. The findings show that the lecture method has strengths in providing theoretical explanations and allowing teachers to deliver material systematically but lacks active student engagement. The practical method enables students to learn through direct experience and strengthens conceptual understanding, yet it requires more time, equipment, and classroom management. Balanced implementation of both methods can create a more effective learning process and improve students’ conceptual understanding in Science.</em></p>

2026-09-28T00:00:00+07:00 Copyright (c) 2026 JEAS (Journal of Educational and Applied Science) https://ejournal.uimsya.ac.id/index.php/jeas/article/view/4486 2026-10-07T15:41:57+07:00 Arinda Faradisal Haq [email protected] Ratih Eka Saputri [email protected] Jahro Nabilah [email protected] Yulia Marsya Margareta [email protected] Revalina Eka Prasanda [email protected] Eka Puspita Kartika Sari [email protected]

<p><em>This study aims to determine the effect of applying lecture and discussion methods on students' conceptual understanding of matter and its changes in Grade VII science lessons. The background of this study is based on students' low conceptual understanding due to the dominance of one-way lecture methods and minimal interaction. The research used a quantitative approach with a one-shot case study design. Data collection techniques were carried out through questionnaires with a Likert scale and posttests compiled using the Wordwall application. The research subjects consisted of 31 seventh-grade students in Jember Regency. The results showed that the combination of lecture and discussion methods had a positive effect on improving students' conceptual understanding, with an average posttest score of 77.6, which is considered good. Students demonstrated a better understanding of the concepts of matter, types of matter, and physical and chemical changes. The application of these two methods proved to be effective because they were able to balance the systematic delivery of material and active student participation in the learning process. In addition, the use of interactive learning media also increased students' motivation and interest in learning. Using a combination of lecture and discussion methods is an effective learning strategy for improving students' conceptual understanding and critical thinking skills in science learning.</em></p>

2026-09-28T00:00:00+07:00 Copyright (c) 2026 JEAS (Journal of Educational and Applied Science)