The Problem and Purpose of the Study. Although Learning Management Systems (LMS) have great potential to support integrated science learning based on citizen science, there is still a lack of LMS platforms specifically designed to facilitate student engagement in scientific projects related to climate change. As a result, opportunities to empower students as contributors of scientific data and to enhance their awareness of climate change issues remain suboptimal. This study proposes an LMS design for integrated science learning citizen science that facilitates activities or science projects to obtain data related to climate change.
Research Methods. This study adopted the Borg & Gall development model, which consists of four stages, namely: (a) analysis of development needs, (b) development of an LMS for integrated science learning with citizen science, (c) validation of the LMS, and (d) implementation in science learning. The number of participants was 84 students from junior high schools in Central Java. The statistical analysis used in this study is descriptive analysis and inferential analysis.
Results. The findings of this study indicate that: (a) the integration of citizen science into science education through LMS is very important to support the Sustainable Development Goals (SDGs), especially those related to sustainable education for climate change; (b) LMS validation conducted through expert assessment shows that LMS meets the necessary validity and practicality criteria, with a content validity score of 3.71 (in the highly valid category), construct validity of 3.72 (in the highly valid category), and an average practicality score of 99.67% by teachers (in the highly practical category) and 96.35% by students (in the highly practical category); (c)
Implementation shows that the developed LMS is effective in significantly increasing the average score of students’ climate change awareness at α = 5%, the average n-gain of students’ climate change awareness is in the moderate category, and the average n-gain of each indicator of students’ climate change awareness is in the moderate to high category. The integration of citizen science in the LMS enables students to learn actively and contextually, which supports the improvement of climate change awareness. The positive response from students indicates great opportunities for further development of this LMS on other topics in the future.
Practical significance. The results of this study provide preliminary data on the integration of citizen science in science education, which can be used as input for teachers to continue implementing climate change awareness and exploring it through science education.
Keywords: LMS, citizen science, science, validity, practicality, effectiveness, climate change awareness
For Citation: Siswanto, J., Huda, C., Nuroso, H., & Sari, N. L. D. M. (2026). Design of LMS Integrated with Citizen Science and its Effectiveness in Improving Students’ Awareness of Climate Change. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 635–648. https://doi.org/10.32744/pse.2026.3.40
Authors:
Joko Siswanto [Corresponding author] (Semarang, Central Java, Indonesia) — Associate Professor. Postgraduate Program. Universitas PGRI Semarang. E-mail: jokosiswanto@upgris.ac.id
Choirul Huda (Semarang, Central Java, Indonesia) — Assistant Professor. Department of Physic Education. Universitas PGRI Semarang. E-mail: choirulhuda@upgris.ac.id
Harto Nuroso (Semarang, Central Java, Indonesia) — Associate Professor. Postgraduate Program. Universitas PGRI Semarang. E-mail: hartonuroso@upgris.ac.id
Nur Latifah Dwi Mutiara Sari (Semarang, Central Java, Indonesia) — Assistant Professor. Department of Informatics. Universitas PGRI Semarang. E-mail: nurlatifah@upgris.ac.id
© Joko Siswanto, Choirul Huda, Harto Nuroso, Nur Latifah Dwi Mutiara Sari, 2026
The author’s declared no conflicts of interest
Received: 22 December 2025 | Approved: 24 March 2026 | Published: 30 June 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0)
that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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