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All Journal Indonesian Journal of STEM Education Indonesian Journal of Educational Innovation Indonesian Journal of Teacher Education
Nasywa Dwi Kamila
University of Mataram
Chemistry Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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An Analysis of Planning, Implementation, and Evaluation of TPACK-Based Chemistry Instruction in Grade X at SMAN 5 Mataram Nasywa Dwi Kamila; Mahrus Mahrus; Fathoni Arif Pratama; Imam Arbi Arrahman; Muliana Lutfiatussholihah
Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i1.259

Abstract

Technology integration in 21st-century learning is essential to enhance the quality of chemistry education, which is often perceived as abstract and complex. This study aims to analyze the planning, implementation, and evaluation of TPACK-based chemistry learning in Grade X at SMAN 5 Mataram. This research employed a descriptive qualitative approach using a case study design, with data collected through observation, interviews, and documentation. The results show that teachers have integrated technology across all stages of learning through PowerPoint, instructional videos, Google Classroom, and Quizizz. However, the use of technology remains predominantly as a tool for content delivery rather than as a means to facilitate higher-order thinking skills. It indicates that the implementation of TPACK has not yet reached a transformative level of learning. In conclusion, although TPACK has been implemented across the planning, implementation, and evaluation stages, its effectiveness in supporting instructional processes remains limited. This study underscores the need to strengthen teachers’ competencies in designing technology-integrated learning that promotes critical and meaningful learning experiences. Practically, these findings can guide chemistry teachers in optimizing the use of digital tools to support more interactive and student-centered learning
The Role of Ethnoscience-Integrated E-Modules in Science Learning: A Systematic Literature Review Naya Mahdiyya Sari; Nurmala Mustofa; Nasywa Dwi Kamila; Rizka Isnaeni
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2207

Abstract

The development of digital technology in education encourages the use of innovative teaching materials such as E-Modules that support independent, interactive, and flexible learning. On the other hand, science learning requires a contextual approach that connects scientific concepts with real-life situations, one of which is through ethnoscience. However, studies that systematically synthesize the roles and impacts of ethnoscience-integrated E-Modules in science learning are still limited; therefore, comprehensive research in this area is needed. This study aims to systematically examine the role of ethnoscience-integrated E-Modules in science learning. The method used is a Systematic Literature Review (SLR) by analyzing 14 relevant articles published between 2016 and 2025, obtained from Google Scholar using Publish or Perish. The article selection process followed the PRISMA flow, while data analysis was conducted using content analysis techniques. The results show that ethnoscience-integrated E-Modules are able to improve the quality of learning through contextual, interactive, and culture-based content, as well as contribute to enhancing students’ learning independence, motivation, scientific literacy, and conceptual understanding. However, their implementation still faces challenges such as limited technological facilities and teachers’ readiness, so support in the form of training and adequate facilities is needed to optimize their use. Therefore, ethnoscience-integrated E-Modules have great potential as an innovative approach in future science learning.
The Role of STEM-Integrated Problem-Based Learning (PBL) Science Worksheets in Enhancing Critical Thinking Skills: A Literature Review (2015–2025) Nasywa Dwi Kamila; Nurmala Mustofa; Naya Mahdiyya Sari; Rizka Isnaeni
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2208

Abstract

The use of student worksheets based on problem-based learning integrated with STEM education represents an innovative approach to enhancing students’ critical thinking skills in science learning. However, systematic literature reviews specifically focusing on the integration of PBL and STEM within student worksheets remain limited. This article aims to analyze the role and effectiveness of PBL-STEM-based worksheets in improving critical thinking skills based on scientific publications from 2015 to 2025. The method employed is a systematic literature review (SLR) of 10 core articles identified using the Publish or Perish application. The analysis reveals that the integration of PBL and STEM in worksheets significantly enhances students’ critical thinking, with improvements ranging from moderate to high categories. The primary contributing factors include the use of contextual problem-solving activities, interdisciplinary learning approaches, and active student engagement. These findings confirm that science worksheets designed based on PBL-STEM, supported by investigative activities and interactive technology, are proven effective in developing higher-order thinking skills. The implications of this study highlight the importance of developing innovative and contextual learning materials to support 21st-century competencies.
The Effectiveness of Inquiry-Based Learning Models in Science Education: A Literature Review Rizka Isnaeni; Nasywa Dwi Kamila; Nurmala Mustofa; Naya Mahdiyya Sari
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2191

Abstract

The Inquiry-Based Learning (IBL) model is highly relevant to science education as it positions students as active learners who independently construct their knowledge. This study aims to identify and analyze the effectiveness of implementing the IBL model in science learning at the basic education level (elementary and junior high school). Employing a Systematic Literature Review (SLR) method that strictly adheres to the PRISMA protocol, this study analyzes 16 experimental and quasi-experimental articles published between 2015 and 2024. The synthesized results confirm that the application of IBL yields a significant positive impact on seven main learning achievement variables: critical thinking skills, scientific literacy, cognitive learning outcomes, conceptual understanding, science process skills, learning motivation, and collaboration skills. Nevertheless, this study also reveals that the effectiveness of inquiry heavily relies on students' cognitive readiness and the precision of the pedagogical design, making the guided inquiry approach highly essential. As a pedagogical implication, this research highlights the urgency of modifying IBL by integrating real-world environmental contexts and Socioscientific Issues (SSI) to overcome the stagnation of students' analytical scientific literacy in the future.
Co-Authors Fathoni Arif Pratama Imam Arbi Arrahman Mahrus Mahrus Muliana Lutfiatussholihah Naya Mahdiyya Sari Nurmala Mustofa Rizka Isnaeni