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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah LINGUISTIKA Prosiding Pendidikan Sains PREMISE: Journal of English Education and Applied Linguistics Jurnal Penelitian Kebijakan Pendidikan English Language Education Reviews Jurnal Penelitian Kebijakan Pendidikan International Journal of Educational Studies in Social Sciences TELL - US JOURNAL Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Jurnal Lentera Pengabdian Dedikasi : Jurnal Pengabdian Lentera Jurnal Pendidikan Progresif Jurnal Penelitian Kebijakan Pendidikan UJET: Unila Journal of English Teaching
Budi Kadaryanto
Lampung University
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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STEAM and Writing Creativity: A Systematic Review with Implications for Higher Education Lestari, Dewi; Abdurrahman; Maydiantoro, Albert; Kadaryanto, Budi; Setiyadi, Bambang
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.30199

Abstract

This study synthesizes how Science, Technology, Engineering, Arts, and Mathematics (STEAM)-oriented learning has been linked to writing creativity and literacy development, with particular attention to the transferability of these practices to higher education.  A systematic review guided by PRISMA was conducted using Scopus and Web of Science. Searches covering 2017–2025 yielded 200 records. After 32 duplicates were removed, 168 records were screened by title and abstract, 50 full-text articles were assessed for eligibility, and 10 studies were included in the final qualitative synthesis.The analysis used a structured extraction matrix and qualitative content analysis to identify recurring instructional mechanisms, writing outcomes, enabling conditions, and constraints.  The review found four recurring pedagogical mechanisms: multimodal digital storytelling, project-based design and documentation, collaborative inquiry supported by reflective writing, and scaffolded argumentative or expository composition. Across the reviewed sources, the most frequent writing-related outcomes were general literacy or communication development (n = 5), multimodal or digital writing (n = 4), argumentative or expository writing (n = 4), and creative, reflective, and disciplinary writing outcomes (each n = 3). The evidence base also indicates several implementation constraints, particularly uneven educator readiness, time-intensive project structures, and   unequal access to digital infrastructure. Although direct higher education studies remain limited, the reviewed literature consistently suggests that STEAM-rich environments can increase students’ engagement, idea generation, organization of written explanations, and willingness to revise. The review concludes that STEAM should be understood not only as an   interdisciplinary   content   framework   but   also   as   a   literacy-rich pedagogical ecology that can strengthen academic writing when adapted deliberately to university contexts.
REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Rinekso, Aji Budi; Rianawati, Rianawati; Gustine, Gin Gin; Musthafa, Bachrudin; Kadaryanto, Budi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14710

Abstract

Multiliteracies pedagogy addresses complex communication issues in the digital world by promoting diverse literacy practices, multimodal meaning-making, and critical engagement with texts. Many studies have explored how multiliteracies pedagogy is applied in language learning from multiple perspectives, yet comprehensive reports remain limited. To address this gap, this scoping review synthesizes empirical studies on the implementation of multiliteracies pedagogy in English language teaching across primary, secondary, and tertiary education. Guided by PRISMA framework, 526 records were retrieved from the Taylor & Francis database, selected for its extensive coverage of Scopus-indexed journals in humanities and applied linguistics. Based on predefined inclusion and exclusion criteria, 23 articles published between 2015 and 2025 were included in the final analysis. The analysis identified seven key themes: identity and cultural expression; multimodality and technology integration; multiliteracies and pedagogical innovation; power, equity, and resistance; language and academic literacy development; challenges in implementing multiliteracies pedagogy; and intercultural understanding and global English. Findings reveal that multiliteracies pedagogy supports learner identity, inclusivity, intercultural awareness, and academic development, while also indicating gaps in geographical coverage, primary-level research, and methodological diversity. This review complements previous studies by providing a cross-level synthesis of empirical research across different educational contexts.  
Co-Authors Abdurahman Abdurrahman Ag. Bambang Setiyadi Ag. Bambang Setiyadi Agus Amin Sulistiono Agus Amin Sulistiono, Agus Amin Agustinus Bambang Setiyadi Aliyah, Hikmatul Andrian Saputra Annisa Kencana Wulan Anwar Fadila Ari Nurweni Ari Nurweni Ari Nurweni Ari Nurweni Arthadina Julianda Aulia, Nia Ayu Pratami Putri Bachrudin Musthafa Bambang Setiyadi Bambang Setiyadi Buchori Buchori, Buchori Bulqis Jolay Waway C. J. Aryanti Cori Chairunnisa Bahrunsyah Cintia Laras Ati Citrawati Jatiningrum Cucu Sutarsyah Cucu Sutarsyah Deddy Supriyadi Desi Pertiwi Dewi Lestari Diah Ayu Prasetyorini Diah Utaminingsih Dian Pratiwi Dian Setya Rini Didi Susianto Dini Yuniarti Dwi Martini, Ika Asri Editha Gloria Simanjuntak Emi Handayani Endah Savitri Kusuma Endang Komariah Esti Hayuningtyas Fadhil Arief Primadi Fajar Riyantika Fauzi Fauzi Fenny Thresia Ferdi Widiputera Fidelia Tria Marista Fitri Chitra Amelia Flora Flora Gustine, Gin Gin Hartati Hasan Hartati Hasan Hartati Hasan Heri Yufrizal Hervin Maulina Hervin Maulina, Hervin Hery Yufrizal Hery Yufrizal Hesti Setya Wati Huzairin Huzairin Huzairin Huzairin Ika Asri Dwi Martini Indriyani, Mey Jannatun Siti Ayisah Juwita Sari, Putu Kartika Wulandari Khairun Nisa Kiki Astuti Komang Mega Susanti Manasikana, Arina Manik, Tiur Paulina Marshela Risdanti Maydiantoro, Albert Meilia Rachmawati Mesi Astriani Meylinda Susanti Miswan Gumanti Mitha Septiyanti Muhammad Almynadi Lihawa Muhammad Bima Surya Kesuma Muhammad Sukirlan Muhammad Sukirlan Mujiono Mujiono Munifatullah, Feni Nabila, Nada Nur Berlian Venus Ali Nurul Aulia Pangestika, Diva Aprisa Patuan Raja Patuan Raja Purwoko, Agus Putri, Bela Adillah Ramlan Ginting Suka Ratna Juwitasari Realita Siwi Juwita N. Rejeki, Marsudi Endang Sri Reni Mariana Resta Putri Yan Asmoro Rianawati Rianawati Rinekso, Aji Budi Rinnanik, Rinnanik Rizky Ayuningtyas Rizky Bunga Listari Rizky Kurnia Wijaya Safera Virana Shafwati, Dian Silka Samarindo Siti Istiqomah Slamet Riyanto SRI RAHAYU Subijanto Subijanto Sugiono Sugiono Supriyadi Supriyadi Supriyadi Supriyadi Syaiful Bakhri Tika Yekti Tuntun Sinaga Ujang Suparman Vedy, Nabila Kharimah Venus Ali, Nur Berlian Widiputera, Ferdi Yuria Viani Yusmansyah Yusmansyah Yusmansyah Yusmansyah