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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Winarto
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.
Advancing SDGs-oriented Science Learning through Ethno‑STEAM‑PjBL: An Integrative Review of Scientific Literacy and Environmental Attitudes Firman Mohamad Rizky; Asri Widowati; Sabar Nurohman; Winarto
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.15512

Abstract

This integrative literature review examines how Ethno‑STEAM integrated with Project‑Based Learning (Ethno‑STEAM‑PjBL) supports scientific literacy and environmental attitudes in science education. Literature was collected from Google Scholar, SINTA-indexed journals, Scopus, and ERIC databases using keywords related to ethnoscience, Ethno‑STEAM, Project‑Based Learning, scientific literacy, environmental attitudes, and science education. Sixteen empirical studies published between 2017 and 2025 were selected based on predefined inclusion and exclusion criteria and analyzed using narrative thematic synthesis. The findings revealed four major themes. First, Ethno‑STEAM‑PjBL is characterized by authentic cultural contexts, interdisciplinary integration, project-based learning, and active student participation. Second, scientific literacy outcomes consistently improved, with reported N‑gain values ranging from 0.20 to 0.71 and significant intervention effects (p < 0.05) in several studies. Third, environmental attitudes improved from moderate to high categories, with reported gains including n‑Gain values of 0.38 and significant improvements in ecological attitude measures (p < 0.001). Fourth, the synthesis identified five SDGs-oriented instructional design principles: contextualization, interdisciplinary integration, project orientation, sustainability orientation, and student agency. Overall, the evidence suggests that Ethno‑STEAM‑PjBL provides a promising framework for contextual and sustainability-oriented science learning by simultaneously strengthening scientific literacy, environmental responsibility, and SDGs-related competencies.
Co-Authors Asri Widowati Eiftien Yuliar Rasyidin Firman Mohamad Rizky Sabar Nurohman