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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Eiftien Yuliar Rasyidin
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Meninjau Kembali Pembelajaran Mendalam Berbasis STEM dalam Pendidikan Ketahanan Pangan: Suatu Tinjauan Sistematis terhadap Dampaknya pada Literasi Sains dan Efikasi Diri Eiftien Yuliar Rasyidin; Asri Widowati; Winarto
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15022

Abstract

This study aims to synthesize research on STEM-based deep or meaningful learning in food security and sustainability education, with a particular focus on its relationship with scientific literacy and self-efficacy. A systematic literature review was conducted using the PRISMA 2020 framework across Scopus, ERIC, Google Scholar, and SINTA-indexed sources. The screening process resulted in nine core studies that met the predefined inclusion criteria. The findings reveal that existing research is structurally fragmented across three domains: contextual STEM learning, pedagogical processes, and cognitive–affective outcomes. While STEM-based learning is widely applied in sustainability contexts, food security is predominantly treated as a thematic background rather than an epistemic learning domain. Furthermore, scientific literacy and self-efficacy are typically examined as separate constructs, limiting the understanding of how cognitive and affective dimensions interact in learning processes. In response to these gaps, this study proposes an integrative framework that connects food security as an epistemic context, STEM as an interdisciplinary structure, deep learning as a cognitive mechanism, and scientific literacy and self-efficacy as interconnected outcomes. In conclusion, this study highlights the need for integrative, context-driven STEM learning models to support meaningful and transferable learning in sustainability education.
Disparitas Afektif–Kognitif dalam Pembelajaran IPA Berorientasi Keberlanjutan Berbasis Kearifan Lokal Baduy Eiftien Yuliar Rasyidin; Asri Widowati; Ismail Fikri Natadiwijaya
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15241

Abstract

Environmental crises require science education to develop not only environmental awareness but also students’ ability to reason about complex socio-ecological systems. This study aimed to analyze students’ Socio-Ecological Reasoning (SER) and Environmental Attitudes (EA) within contextual science learning based on Baduy local wisdom. A descriptive correlational quantitative approach was employed involving 30 seventh-grade students selected through purposive sampling. Data were collected using an essay-based SER test and a Likert-scale EA questionnaire and analyzed descriptively and inferentially using SPSS. The findings showed that students’ Environmental Attitudes were very high (M = 4.40), while Socio-Ecological Reasoning remained moderate (M = 3.07), indicating an affective–cognitive disparity. Pearson correlation analysis revealed a weak and non-significant relationship between both variables (r = 0.12; p > 0.05). This disparity suggests that contextual learning based on local wisdom effectively strengthens environmental values and awareness but has not fully facilitated systems thinking and higher-order reasoning skills, possibly because learning practices still emphasize value internalization more than analytical exploration. Therefore, science learning should integrate phenomenon-based and systems-oriented approaches that explicitly connect local wisdom with scientific inquiry to strengthen both affective and cognitive domains in sustainability-oriented education.
Co-Authors Asri Widowati Ismail Fikri Natadiwijaya Winarto