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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA
Afadil
Tadulako University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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STEM Learning for Enhancing Self-Efficacy and Control of Variables in Prospective Elementary Teachers: A Systematic Review for Quality Science Education Ni Putu Murniasih S; Supriyatman; Afadil; Citra Dewi; Sarintan Kaharu; Nunuk Haryanti
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13879

Abstract

The objective of this study is to investigate how STEM (Science, Technology, Engineering, and Mathematics) education contributes to enhancing self-efficacy and control-of-variables strategy (CVS) skills among prospective elementary school teachers, using a Systematic Literature Review (SLR) methodology. This research examined 15 well-regarded international articles that were published between 2020 and 2025 and are indexed by Scopus. To guarantee a systematic, transparent, and responsible review process, the identification, selection, and inclusion of literature were carried out in accordance with PRISMA guidelines. The findings concerning STEM learning models, instructional strategies, and their effects on the psychological and cognitive aspects of prospective teachers were synthesized using thematic analysis. Studies show that STEM approaches based on inquiry, project-based learning, and engineering design consistently improve prospective teachers' self-efficacy in science teaching and strengthen their ability to regularly control variables in experiments. Furthermore, the implementation of the Flipped Classroom model and the integration of digital technology contributes to meaningful learning experiences (mastery experiences), enhanced collaboration, and the development of analytical thinking and problem-solving skills. However, several challenges remain, such as the gap between theory and practice, differences in program duration, and limitations in the development of computational literacy. Overall, STEM learning contributes to preparing prospective elementary school teachers who are confident, reflective, and competent in designing inquiry and technology based science lessons to support the creation of quality science education.
Literasi Numerasi Di Berbagai Konteks Pendidikan Dan Sosial: Tinjauan Sistematis Mengenai Faktor Prediktif, Kesenjangan, Dan Efektivitas Intervensi Nunuk Haryanti; Afadil; Supriyatman; Citra Dewi; Ni Putu Murniasih; Sarintan Nurcahyati Kaharu
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.v12i5.13676

Abstract

This study aims to synthesize global empirical findings on literacy numeracy (LN) through a Systematic Literature Review (SLR) approach. The review focuses on three key aspects: predictive factors of numeracy development, social disparities (including gender and socioeconomic status), and the effectiveness of pedagogical interventions. Data were collected from 15 empirical studies published between 2024 and 2025 and analyzed using thematic synthesis. The findings reveal that numeracy development is influenced by strong cognitive foundations, particularly early numeracy and quantitative language, which act as significant predictors of later mathematical achievement. Neurocognitive evidence also highlights the role of specific brain regions, while family support contributes indirectly through learning environments. Furthermore, significant social disparities persist, where gender and socioeconomic status interact in complex ways to shape numeracy outcomes, with women and low-SES groups consistently showing lower performance. In terms of interventions, domain-specific and differentiated pedagogical approaches, including teacher professional development and contextualized learning, demonstrate effectiveness in improving numeracy skills. However, challenges remain in implementation, particularly in curriculum alignment, assessment bias, and contextual barriers. This study contributes to a comprehensive understanding of literacy numeracy as a multidimensional and context-dependent competence, emphasizing the need for integrated, equitable, and evidence-based educational strategies.
Trend Analysis of Higher-Order Thinking Skills in Physics Education: A Systematic Literature Review Syamsu; Nurgan Tadeko; Syamsuriwal; Muhammad Zaky; Muhammad Jarnawi; Supriyatman; Afadil
Jurnal Pendidikan Fisika Vol. 14 No. 3 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/593nqc11

Abstract

Higher-Order Thinking Skills (HOTS) have become a central focus in contemporary physics education due to the increasing demand for learners who can analyze, evaluate, and create solutions to complex scientific problems. However, research on HOTS development in physics education remains fragmented across instructional models, physics content areas, assessment approaches, and technological innovations. This study maps global research trends on HOTS in physics education through a systematic synthesis of existing literature. This Systematic Literature Review (SLR) followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and used Scopus as the primary database. The search process identified relevant journal articles, which we screened against predefined inclusion and exclusion criteria and analyzed through bibliometric and substantive content analysis. The findings show a steady increase in HOTS-related publications in physics education, with Mechanics as the most frequently studied content area and Critical Thinking as a dominant research focus. Pedagogically, Project-Based Learning integrated with STEM (PjBL-STEM) and Problem-Based Learning (PBL) were among the most frequently examined approaches associated with HOTS development. The review also identifies a technological shift from visualization-based tools, such as simulations, toward immersive technologies and artificial intelligence-supported learning environments. This study's novelty lies in integrating publication trends, physics content domains, instructional models, educational levels, assessment strategies, and technology integration into a single evidence map of HOTS research in physics education. The study concludes that future physics learning should emphasize integrating innovative pedagogy, adaptive technology, and meaningful assessment to foster higher-order cognitive development. This review contributes to physics education by providing a comprehensive research landscape that can support curriculum development, instructional innovation, and future research priorities.
Co-Authors Citra Dewi Muhammad Jarnawi Muhammad Zaky Ni Putu Murniasih Ni Putu Murniasih S Nunuk Haryanti Nunuk Haryanti Nurgan Tadeko Sarintan Kaharu Sarintan Nurcahyati Kaharu Supriyatman, Supriyatman Syamsu Syamsuriwal