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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora
Imranah
Institut Agama Islam Negeri Parepare
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Systematic Literature Review: Implementation of STEM Integrated PBL Model in Improving 21st Century Skills Imranah; Risqah Amaliah Kasman; Muhammad Fuad
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 1 (2025): JUNI 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

Twenty-first century skills such as critical thinking, communication, collaboration, and creativity (4C) are essential competencies in today’s global education landscape. However, various reports indicate that Indonesian students still demonstrate low proficiency in these skills, particularly in chemistry learning, which remains dominated by rote memorization and teacher-centered instruction. To address this challenge, the integration of Problem-Based Learning (PBL) with the Science, Technology, Engineering, and Mathematics (STEM) approach has emerged as an innovative strategy to promote contextual, interdisciplinary learning. This study aims to evaluate the effectiveness of the PBL-STEM model in enhancing 21st-century skills through a Systematic Literature Review (SLR) approach. Data were collected from 16 peer-reviewed articles published between 2019 and 2025, focusing on chemistry learning at the senior high school level and the development of 21st-century competencies. Thematic analysis was employed to synthesize findings based on the type of skills addressed and the research designs used. The results indicate that the PBL-STEM model consistently enhances critical thinking, self-efficacy, scientific argumentation, science process skills, science literacy, and career interest. Several studies also reported the successful development of PBL-STEM-based learning modules that are valid, practical, and support self-directed learning. The findings confirm that integrating PBL with STEM constitutes a holistic and effective learning approach aligned with the goals of the Merdeka Curriculum, making it highly recommended for widespread implementation in senior high school chemistry instruction.
Exploring Ethnoscience through Dodol Pangi: Context-Based Learning in the Soppeng Community Imranah; Andi Sitti Aisyah; Elvira
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.13538

Abstract

This study aims to explore the scientific concepts embedded in the traditional production of dodol pangi (Pangium edule) in the Soppeng community, South Sulawesi, and to examine its potential as a context for integrating ethnoscience into science learning. Using a qualitative ethnographic design, data were collected through participatory observation, in-depth interviews, and documentation involving eight purposively selected informants. Analysis followed Miles and Huberman’s interactive model, revealing key scientific mechanisms embedded in each production stage, including detoxification through leaching and diffusion, heat and mass transfer, starch gelatinization, Maillard reactions, and retrogradation during cooling. The results show that the stages of boiling, washing, soaking, cooking, and cooling reflect empirically grounded scientific processes that are consistently applied by the community in producing dodol pangi. These findings indicate that traditional knowledge is not merely cultural practice, but also represents contextual scientific understanding that can be meaningfully connected to formal science concepts in learning. These findings demonstrate how local wisdom reflects contextual scientific principles relevant to everyday practices. In conclusion, the dodol pangi tradition has strong potential to serve as a meaningful context for ethnoscience-based science learning that supports scientific literacy and appreciation of local wisdom.
Co-Authors Andi Sitti Aisyah Elvira Muhammad Fuad Risqah Amaliah Kasman