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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Penalaran dan Riset Matematika
Siti Rahaimah Binti Ali
Universiti Pendidikan Sultan Idris
Agriculture, Biological Sciences & Forestry Education Mathematics

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Inclusive STEM Learning for Enhancing Student Participation: A Bibliometric and Systematic Literature Review Abdurrohman Khotim Nugraha; Chaerul Rochman; Dindin Nasrudin; Siti Rahaimah Binti Ali; Evi Muliyah; Sitti Maesuri Patahuddin
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.96355

Abstract

The study aimed to analyze the thematic focus and review the literature on the implementation of inclusive STEM education to enhance student participation in learning, as well as to address four research questions of the STEM education system, inclusive teaching practices, the principles of diversity, equity, and inclusion (DEI), and access to quality education. The particular study integrated bibliometric analysis (BA) and a systematic literature review (SLR). Article metadata from Scopus was extracted on December 7, 2025, and rigorously selected using the PRISMA 2020 protocol. Applying specific inclusion and exclusion criteria to ensure the study’s relevance and depth yielded 52 core journal articles that published between 2021 and 2025. The analysis identified four thematic clusters: the STEM learning system, inclusive teaching, diversity, equity, and inclusion (DEI), and access to quality education. The synthesis indicates that students’ participation in inclusive STEM learning is shaped by a student-centered, contextual, flexible, and collaborative system design; inclusive pedagogy through differentiation, a safe classroom climate, and equitable formative assessment; the application of DEI principles; and support for access to quality education through institutional support and a transformation of the learning culture.
ANALYSIS OF MATHEMATICAL CONCEPTUAL UNDERSTANDING IN SOLVING NUMBER PATTERN PROBLEMS AMONG EIGHTH-GRADE JUNIOR HIGH SCHOOL STUDENTS Andi Mulawakkan Firdaus; Siti Rahaimah Binti Ali
Jurnal Penalaran dan Riset Matematika Vol. 5 No. 1 (2026): Jurnal Penalaran dan Riset Matematika
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/prisma.v5i1.637

Abstract

Conceptual understanding is the foundation for mastering higher-order mathematical competencies, yet student achievement in number patterns remains suboptimal. This study aims to describe the mathematical conceptual understanding of eighth-grade students at SMP Negeri 5 Bulukumba in solving number-pattern problems, based on seven indicators of conceptual understanding. A descriptive design with a mixed-methods sequential explanatory model was employed. The research subjects were 23 students of class VIII B, selected through purposive intact-class sampling; six of them, consisting of two students in the very high category, two in the moderate category, and two in the very low category, were purposively selected for task-based interviews. Data were collected through a three-item essay test and one interview task, then analysed using descriptive statistics and the interactive analysis model of Miles, Huberman, and Saldana, with data validity examined through technique triangulation. The results show an average error rate of 32.56% across the seven indicators. The lowest error rate occurred on the indicator of restating a concept (19.5%), whereas the highest error rates occurred on the indicators of selecting particular procedures or operations and of applying concepts in problem solving, each at 39.1%. Nevertheless, the differences between indicators correspond to only one or two students, so the ordering of difficulty must be interpreted cautiously. Classical mastery reached only 43.48%, far below the minimum criterion of 80%. Interview data indicate that low-achieving students tend to manipulate only the numbers visible in the problem without selecting an appropriate procedure, and that indicator mastery is not strictly hierarchical.
Co-Authors Abdurrohman Khotim Nugraha Chaerul Rochman Dindin Nasrudin Evi Muliyah Firdaus, Andi Mulawakkan Sitti Maesuri Patahuddin