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All Journal Jurnal Presipitasi : Media Komunikasi dan Pengembangan Teknik Lingkungan Jurnal Pengajaran MIPA QUANTUM: Jurnal Inovasi Pendidikan Sains Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Penelitian Pendidikan Kimia Unnes Science Education Journal JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Momentum: Physics Education Journal Journal of Science Education Research Assimilation: Indonesian Journal of Biology Education Journal of Humanities and Social Studies Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Eksakta : Berkala Ilmiah Bidang MIPA Al-Ta'lim Journal of Innovative Science Education Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Ilmiah Kanderang Tingang Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara JURNAL PENDIDIKAN DASAR FLOBAMORATA Jurnal Disrupsi Bisnis IJORER : International Journal of Recent Educational Research Cendikia : Media Jurnal Ilmiah Pendidikan Journal Evaluation in Education (JEE) International Journal of STEM Education for Sustainability Jurnal Pendidikan Indonesia Gemilang International Journal of Biology Education Towards Sustainable Development JSEP (Journal of Science Education and Practice) Dulang: Jurnal Pengabdian Kepada Masyarakat Journal of General Education and Humanities JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JS (Jurnal Sekolah) Journal of Finance, Economics, and Business JIPI (Jurnal IPA dan Pembelajaran IPA) AMPLITUDO: Journal of Science & Technology Innovation Unnes Science Education Journal Journal of Innovative Science Education Jurnal Pendidikan IPA Indonesia JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) IJIS Edu : Indonesian Journal of Integrated Science Education International Journal of Education and Learning Studies Scientiae Educatia: Jurnal Pendidikan Sains
Didit Ardianto
Universitas Pakuan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Implementasi Pembelajaran STEM ESD Terintegrasi Robotik untuk Meningkatkan Keterampilan Berpikir Kreatif dan Komunikasi Siswa Sekolah Dasar. Christina Lestari Retno Mahanani; Didit Ardianto; M. Zainal Arifin
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14659

Abstract

The study aims to analyze the effectiveness of the implementation of STEM ESD learning integrated with robotics in improving students' creative thinking and communication skills on environmental material. The study used a quasi-experimental method with a one-group pretest-posttest design for 118 sixth-grade students from four elementary schools in Bogor. The single-group design was chosen because the research focused on implementing learning innovations directly in the context of partner schools without changing the class divisions that have been established by the schools. The intervention was implemented over six meetings through ecosystem guard robot and trash cleaning robot projects that involved stages of environmental problem exploration, design, assembly, testing, and product presentation. Data were collected through creative thinking skills tests, peer assessments, observations, presentation assessments, and student interviews, then analyzed using descriptive statistics, the Wilcoxon test, and qualitative analysis. The results showed a significant increase in creative thinking skills with an average pretest score of 4.950 increasing to 7.710 in the posttest and an N-gain value of 0.688 (medium-high category). The highest increase occurred in the generate diverse ideas indicator with an N-gain of 0.864, followed by generate creative ideas at 0.645 and evaluate and improve ideas at 0.584. Communication skills also increased from an average pretest of 40.200 to 45.610 in the posttest with an N-gain of 0.304 (medium category). The communication aspects that experienced the most prominent improvement were the ability to discuss, convey ideas verbally, and collaborate in groups, while formal communication during presentations still needed strengthening. The Wilcoxon test results showed a significant difference between the pretest and posttest in creative thinking skills (Z = -8.536; p < 0.05) and communication (Z = -9.460; p < 0.05). Thus, project-based robotics-integrated STEM ESD learning is effective in improving elementary school students' creative thinking and communication skills while supporting the development of 21st-century competencies in a contextual and sustainable manner.
Integration of PjBL-STEM in IPAS Learning: An Effort to Stimulate Creative Thinking and Sustainability Awareness in Elementary Schools Risnawati Risnawati; Didit Ardianto; Anna Permanasari
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1466

Abstract

Twenty-first-century education requires learning that is not only oriented toward conceptual mastery but also able to stimulate students’ creative thinking skills and sustainability awareness. However, previous studies have mostly examined PjBL-STEM separately in relation to learning outcomes or creative thinking, while research integrating PjBL-STEM into IPAS learning to stimulate both creative thinking and sustainability awareness remains limited. This study aims to examine the integration of Project-Based Learning with the Science, Technology, Engineering, and Mathematics approach (PjBL-STEM) in IPAS learning to stimulate elementary school students’ creative thinking skills and sustainability awareness. This study employed a quantitative, quasi-experimental design with a pretest-posttest control group. The research subjects were 45 sixth-grade students from SD Negeri 1 Cisaat, comprising 24 in the experimental class and 21 in the control class. The research instruments included a creative thinking skills test, a sustainability awareness questionnaire, and a learning implementation observation sheet. The data were analyzed using N-Gain and t-test with the assistance of IBM SPSS Statistics 25. The results showed that PjBL-STEM implementation reached 100%, indicating that all learning stages were carried out according to the designed syntax. Students’ creative thinking skills in the experimental class increased from a mean score of 45.04 to 72.79, with an N-Gain of 0.65 in the moderate category, while the control class obtained an N-Gain of 0.29 in the low category. Students’ sustainability awareness reached 96.20%, which was categorized as very strong. Therefore, integrating PjBL-STEM into IPAS learning effectively stimulates elementary school students’ creative thinking skills and sustainability awareness. This study implies that teachers can use PjBL-STEM as a contextual learning strategy to connect IPAS concepts with real environmental problems and sustainability-oriented project activities.
Integrative Trends in Future-Ready Education: STEM, ESD, and Artificial Intelligence in Jakarta’s Primary Schools Bramianto Setiawan; Didit Ardianto; Tustiyana Windiyani
International Journal of Education and Learning Studies Vol. 1 No. 2 (2025): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v1i2.6

Abstract

Amid increasingly complex global dynamics, the integration of STEM (Science, Technology, Engineering, and Mathematics), Education for Sustainable Development (ESD), and Artificial Intelligence (AI) in primary education is crucial. This hybrid research study examines the implementation of these three approaches in Jakarta primary schools through a survey of 50 teachers and in-depth interviews with five school leaders. Findings indicate that while awareness of STEM, ESD, and AI is high, implementation remains uneven, with barriers such as a rigid curriculum, lack of teacher training, and infrastructure gaps—particularly for AI. The study also identifies emerging local innovative practices as examples of success. Implications emphasize the need for systematic policy support, strengthened pedagogy, and multidisciplinary collaboration to achieve sustainable and future-ready education. Limitations of the study include the small sample size, which requires further research for broader generalization
Evaluating the Need for Creativity and Metacognition in STEM Integration for Sustainable Education within the Pancasila Student Profile Strengthening Project Anisa Puteri; Didit Ardianto; Indarini Dwi Pursitasari
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.84028

Abstract

This study explores the integration of metacognitive strategies, STEM elements, creativity, and Assessment as Learning (AaL) within the Pancasila Student Profile Project (P5) teaching materials in Indonesia’s Kurikulum Merdeka. Utilizing a qualitative design, the research involved rubric-based analysis of 32 P5 modules and semi-structured interviews with 10 teachers from urban and rural schools. Findings revealed that while the modules address themes of sustainability, they remain narrowly focused and exhibit moderate integration of ESD (1.3), creativity (0.5), STEM (1.6), and metacognitive scaffolding (1.3). The materials often lacked open-ended problem-solving, project-based design, and reflective prompts essential for fostering creativity and self-regulated learning. Triangulated data showed consistency between module analysis and teacher perspectives, highlighting gaps in problem-action alignment and superficial STEM applications. Thematic analysis also identified limited teacher familiarity with AaL and STEM-PjBL, reinforcing the need for targeted professional development. The study concludes that strengthening teacher capacity, scaffolding inquiry-based strategies, and revising assessment frameworks are critical to enhancing the transformational potential of P5 for 21st-century learning.
EDUKASI PENINGKATAN GIZI ANAK DALAM UPAYA CEGAH STUNTING DI GUNUNG GEULIS Lufty Hari Susanto; Suci Lathifah; Didit Ardianto; Nazwa Naziela Zaura Irawan; Alifia Siti Nurjanah; Indriani Ranuma Dely
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 5 No 2 (2024): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 5 No 2 (2024)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v5i2.2348

Abstract

The community service program on child nutrition education aimed at preventing stunting in Desa Gunung Geulis sought to address the high prevalence of stunting due to nutritional issues. Initial situation analysis revealed that 40% of children in the village experienced stunting, with 70% of parents having limited knowledge about balanced nutrition. Based on these findings, comprehensive and easily understandable educational materials and training modules were developed, covering essential information on balanced nutrition, types of nutritious foods, and methods for preparing and presenting healthy meals using local ingredients. The outreach and training were conducted at three strategic locations and attended by 150 parents and caregivers, employing interactive and practical methods. Follow-up support and monitoring over three months showed that 80% of the families improved their children’s nutritional intake. The final evaluation indicated a significant increase in parental knowledge about nutrition from 30% to 85% and a reduction in stunting prevalence from 10% to 8% within six months. These results demonstrate that a structured, community-based educational approach effectively enhances nutritional knowledge and reduces stunting, significantly impacting child well-being in Desa Gunung Geulis.
Evaluation of STEM Integration in Science Teaching Materials: An Independent Curriculum Perspective Dody Hermanto; Didit Ardianto; Anna Permanasari
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1290

Abstract

Purpose of the study: This study aims to evaluate the level of integration of STEM components in the science teaching materials of the Independent Curriculum. The focus of the evaluation includes the dimension of integration between STEM disciplines as well as the relevance of the learning context to real-world problem solving. Methodology: The research uses a qualitative descriptive method, analyzing 31 science learning modules using the Bybee STEM evaluation model. Data were collected through document analysis with a focus on the variables of coordination, combination, and linkage of STEM disciplines. Main Findings: The results show that science is dominant as the main context (100%) with the integration rate of technology and mathematics at 77% and 61%. However, the engineering aspect is only integrated by 23%, indicating a lack of attention to engineering design. Novelty/Originality of this study: This research provides new insights into the challenges of STEM implementation in Indonesia, especially in the context of developing balanced and comprehensive science teaching materials.
Enhancing Student Sustainability Awareness in Science Education: A Systematic Literature Review M. Andriansyah; Indri Yani; Sandi Budiana; Didit Ardianto; Indarini Dwi Pursitasari
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.26543

Abstract

Sustainability awareness in secondary school students is an important element in modern education that aims to address global challenges such as climate change and environmental degradation. This study used a systematic literature review (SLR) approach to evaluate the level of sustainability awareness, the effectiveness of learning media, and the challenges of implementing sustainability-based learning. The analysis was conducted on 10 articles selected based on strict inclusion and exclusion criteria, using the PRISMA method and NVivo software. Results show that students' emotional awareness is at the highest level, followed by sustainability knowledge, while behavioral awareness is still low. Education for Sustainable Development (ESD)-based learning media proved most effective, followed by web-based applications and learning modules. Key challenges include teacher readiness, time constraints, and learning resources. The study concludes that there is a need for the integration of sustainability values in the curriculum, intensive training for teachers, and the use of innovative learning media to improve the success of sustainability education.
Development of a Non-Textbook with SDGs Framework to Enhance Students’ Scientific Literacy Sinta Srie Wulan; Bibin Rubini; Didit Ardianto
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.38753

Abstract

This study aims to develop and evaluate the feasibility and effectiveness of the non-textbook Persahabatan Besi dan Magnet as an innovative learning material to enhance junior high school students’ scientific literacy. The book was created using a Discovery Learning approach integrated with narrative, visual, and experiential elements, and aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 7 (Affordable and Clean Energy), and SDG 12 (Responsible Consumption and Production). The research followed Borg and Gall’s Research and Development (R&D) model, which includes needs analysis, product design, expert validation, limited trials, and effectiveness testing. Participants consisted of 30 students and three science teachers from a junior high school in Sukabumi, Indonesia. Data were collected through questionnaires, expert validation forms, teacher and student response surveys, and a scientific literacy test covering competence, knowledge, context, and attitude. Expert validation showed that the book met the “very good” category, especially in content accuracy and conceptual depth. Teacher and student responses were highly positive, noting clear language, visual appeal, and contextual relevance. Effectiveness testing demonstrated a significant improvement in scientific literacy, supported by medium N-Gain and a very large effect size. These results indicate that the book is a feasible and effective alternative learning resource.
Alternative energy learning with stem approaches to increase student’s interest and creativity Rahma Aisyah; Elly Sukmanasa; Didit Ardianto
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 6 (2026): July: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i6.7366

Abstract

Traditional elementary science instruction often relies on conventional teaching methods that inadequately contextualize abstract concepts, resulting in low student engagement, limited interest, and reduced creativity in learning energy transformation. This study proposes an integrated Science, Technology, Engineering, and Mathematics (STEM) approach adapted for fourth-grade students through a hands-on mini waterwheel project. A quasi-experimental pretest–posttest control group design was employed involving 50 students divided into an experimental group (integrated STEM) and a control group (standard Inquiry). Data were collected using learning achievement tests, questionnaires, and creativity assessment rubrics, and analyzed through independent sample t-tests and linear regression. The results demonstrate that the STEM approach significantly outperformed the conventional inquiry model in enhancing student creativity (t = 4.454, p < 0.05) and increasing learning interest. In addition, a strong positive correlation was identified between learning interest and creativity (r = 0.694), with learning interest contributing 73.3% to students' creative performance. These findings indicate that integrating STEM into elementary science instruction effectively transforms abstract scientific concepts into meaningful engineering experiences while fostering creativity and motivation. Therefore, the proposed instructional model provides a practical framework for elementary educators to systematically integrate interdisciplinary problem-solving into science learning, thereby promoting critical thinking, creativity, and adaptive skills from an early age.
Analysis of physics learning in elementary schools and the need for professional development: Is STEM education training necessary for elementary school teachers? Didit Ardianto; Tustiyana Windiyani; Irma Rahma Suwarma; Karmilasari Karmilasari; Najla Nurul
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9105

Abstract

This study aims to explore pedagogical approaches and students’ engagement during STEM teaching. As many as 215 elementary school teachers in West Java were involved in this research. Those involved consisted of 161 women and 49 men. The majority of teachers have an elementary school teacher education background (87%), 7% have other educational backgrounds (Science Education/Mathematics Education/Social Education/Language Education), and the remaining 6% are in the sciences. The instrument used in this study was a closed questionnaire with 20 items from a Likert scale survey. The results of the study show that 50% of elementary school teachers very rarely use experimental approaches and problem-based learning when teaching STEM content. More than 60% of teachers also very rarely use the inquiry approach in teaching the four contents. The approach that is often used by teachers in teaching STEM is a collaborative and integrated approach. In addition, the survey results also show that more than 50% of students are very rarely involved in inquiry and engineering practice activities when learning about STEM content. The analysis of professional development needs showed that the majority of elementary school teachers have never received a professional development program regarding STEM education. In fact, the majority of teachers have a positive attitude towards the coaching program, which has an impact on increasing their competence. Apart from that, the results of this research also show that there is a lack of external support (from universities, educational practitioners, and researchers) for teachers in coaching programs. These findings provide evidence that teachers still need to receive training on pedagogical approaches that are relevant to integrated STEM education. The existence of training on STEM education is expected to improve the quality of STEM learning in the classroom. Thus, students' involvement in scientific and engineering practice when learning STEM becomes more dominant.
Co-Authors Agustiani, Tini Agustinus, Subagja Akmal Wildan, Diki Alifia Siti Nurjanah Amalia, Najla Nurul Anisa Puteri Anisa Puteri Anita Sariningrum Anna Permanasari Annisa Putri Aqilah, Siti Ariani Aninda Arie Novia Santi* Athiyah Kumala Sari Ayi Arif Bibin Rubini Bibin Rubini Bibit Harianto Bramianto Setiawan Christina Lestari Retno Mahanani Dadang Jaenudin Daryati Deddy Sofyan S Desti Herawati Dewi Kania Dini Rosdiane Rusdiyanto Dody Hermanto Dody Hermanto Eka Suhardi Eka Wulandari Elly Sukmanasa Eni Nuraeni Eni Nuraeni Fadli Mansur Fahruroji Fahruroji Fatwamulya Putri Fenny Pebriani Fitriyani, Syabrina Gandung, Muhammad Geraldy Samuel Ivan Giovanni Inez Erika Margaretha Harry Firman Harry Firman Helmi Aziz Helmi Aziz Hermanto, Dody Iman Gudiman Imbron, Imbron Ina Ana Khoeriah Indarini Dwi Pursitasari Indri Yani Indriani Ranuma Dely Indriyani Rachman Irfan Ajizi Irma Rahma Suwarma Irma Rahma Suwarma Irvan Permana Irvan Permana Jaka Afriana, Jaka Jihan Rafiadilla Karmilasari Karmilasari Kurniasih, Septi Kurniasih, Surti Kurniawan, Prasetyo Kuswandi Lathifah, Suci Leny Heliawati Lili Pramuji Lufty Hari Susanto M Zainal Arifin M. Andriansyah M. Zainal Arifin M. Zainal Arifin Martinus Tukiran Muhammad Syarif Hidayatulloh Najla Nurul Nancy Yusnita Naziela Zaura Irawan, Nazwa Nazwa Naziela Zaura Irawan Netty Herawati Novalina Setyaningrum Nugraha, Haris Nulhakim, Lukman Nur Muharani, Irma Nurhaedah Madjid Nurhaedah Madjid Pebriani, Fenny Puput Cahyani Puteri, Anisa Rahma Aisyah Ranuma Dely, Indriani Ratih Eka Maryati Rida Widiawati Rida Widiawati Risnawati Risnawati Rita Istiana Rita Retnowati Roosganda Elizabeth Rr. Arum Setyorini Rusyati Rusyati Sandi Budiana Setyaningrum, Novalina Sigit Subagja Silma Hani Sinta Srie Wulan Siti Nurjanah, Alifia Siti Zahra Mulianti Natsir Siti Zahra Mulianti Natsir Sitti Rahma Yunus Sofi’i, Imam Sri Wulandari Sriatun, Neng Suci Lathifah Sudrajat, Ujang Suningsih, Siti Surti Kurniasih Surti Kurniasih Susanto, Lufty Hari Tatang Mulyana Taufik Ramlan amalis Taufik, Annisa Novianti Tia Ghozwatul Fikriyah Tiffany Safitri Tita Dewi Larashati Tjut Awaliyah Zuraiyah TUSTIYANA WINDIYANI Ujang Sudrajat Widia Astuti Widodo Sunaryo Wihartika, Doni Wulan, Sinta Srie Yayan Hadiyat Yossa Istiadi Yuyun Yuliani