Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Relativitas : Jurnal Riset Inovasi Pembelajaran Fisika Social Science Academic
Nurmala Sari
Universitas Bina Bangsa Getsempena
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Physics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
HOW STEM APPROACH THE DEVELOPMENT OF STUDENTS’ CRITICAL THINKING SKILLS IN SCIENCE EDUCATION? SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS Nurmala Sari
Relativitas: Jurnal Riset Inovasi Pembelajaran Fisika Vol. 9 No. 2 (2026): Jurnal Riset Inovasi Pembelajaran Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, UNIVERSITAS MA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/relativitas.v9i2.27888

Abstract

This systematic review attempts to close the gap by thoroughly examining the body of research to determine how well the STEM approach fosters students' critical thinking abilities. This study's methodology is a Systematic Literature Review, which yielded 224 papers from 2013 to 2025 by utilizing the keyword "STEM approach critical thinking skills in science education" in the "Article Title, Abstract, and Keywords" section of the Scopus database. The evaluation was conducted on September 10, 2025. The collected data will undergo bibliometric analysis using VOSviewer. Based on an analysis of 48 Scopus publications, the STEM framework proves successful at developing critical thinking among students, but the number of studies on this topic is still limited, indicating a research gap. STEM equips students with 21st-century skills and socio-ethical sensitivity, which is strengthened by technologies such as robotics and Metaverse. Research is dominated by the US and Indonesia, with the University of Lampung as the main contributor. Theoretically, this analysis serves as a roadmap for future research. Practically, these findings encourage educators to implement STEM as a strategy to prepare students for the challenges of the modern world, while highlighting the importance of global collaboration in this field.
Pengembangan Bahan Ajar Strategi Pembelajaran Fisika Berbasis Generative Artificial Intelligence untuk Meningkatkan Kemampuan Merancang Pembelajaran Calon Guru Fisika Desy Sari Ayunda; Nurmala Sari; Muhammad Muhammad; Novi Sari Liani
Social Science Academic Vol. 4 No. 2 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10520

Abstract

The development of Generative Artificial Intelligence (GenAI) provides new opportunities in the development of learning in higher education, including in the preparation of teaching materials that support the pedagogic competence of prospective teachers. However, the teaching materials in the Physics Learning Strategy Course are still dominated by the presentation of theory and have not integrated the systematic use of GenAI in the learning design process. This research aims to develop valid, practical, and effective teaching materials for GenAI-based Physics Learning Strategies to improve the ability to design learning for prospective physics teachers. The research uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The research subjects amounted to 34 students of the Physics Education Study Program, Faculty of Teacher Training and Education, Malikussaleh University. Data collection is carried out through expert validation sheets, student response questionnaires, rubrics on learning design ability assessments, observations, and documentation. Data were analyzed using descriptive analysis of percentage, Normalized Gain (N-Gain), and effect size (Cohen's d). The results of the study showed that the teaching materials obtained a very good category based on the validation of media experts (84.57%–91.12%), material experts (86.18%–94.26%), and linguists (89.36%–93.21%). The results of the practicality test also showed a very practical category with a percentage of 89.15% in individual tests, 91.42% in small group tests, and 94.08% in field tests. The effectiveness of teaching materials was shown by the improvement of the ability to design learning with an N-Gain value of 0.79 and learning strategy competence of 0.76 which was in the high category, and effect size (Cohen's d) of 1.48 and 1.36 respectively which showed a very large effect. Thus, the GenAI-based teaching materials developed meet the criteria of valid, practical, and effective so that they are suitable for use as a learning resource in the Physics Learning Strategy Course.
Co-Authors Desy Sari Ayunda Muhammad Muhammad Novi Sari Liani