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All Journal Journal of Science Education Research Journal of Innovative Science Education Jurnal Pendidikan IPA Indonesia
Puteri, Anisa
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Education Social Sciences

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Metacognition Skill Exploration in Six Developing Countries: A Systematic Literature Review Towards Advancing Learning Quality Puteri, Anisa; Ardianto, Didit
Journal of Innovative Science Education Vol 12 No 3 (2023): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was conducted to analyze the literature related to the role ofmetacognition in science learning in six developing countries in an effort toimprove the quality of learning. The objectives of this study include: 1) toexplore the role of metacognition as a learning strategy applied to sciencelearning; 2) to explore the role of students' metacognition skills in sciencelearning. 3) knowing the role of metacognition in science learning to improvethe quality of science learning. The benefit of this research is to facilitateresearchers in obtaining literature that is suitable for analysis related to theresearch title to be carried out by researchers. The method of this research is touse the Systematic Literature Review (SLR) method, which consists of 4 steps,including identification, screening, eligibility, and inclusion. The results of thisstudy are obtained from as much as six pieces of literature that are suitable foranalysis. The results of the analysis of this article include: 1) Some parts of thecountry applying metacognition strategies in science learning are proven to beable to improve 21st century skills and also concept understanding. 2) Someparts of the country apply several innovative learning models that are able toimprove students' metacognition skills. The level of education that is widelyused in the research studies reviewed is 40% at the junior and senior high schoollevel and 20% at the university level. It is expected that this research willemphasize common patterns, challenges, and opportunities in using metacognitions skills in various science education contexts by gathering informationfrom various relevant studies.
Evaluating the Need for Creativity and Metacognition in STEM Integration for Sustainable Education within the Pancasila Student Profile Strengthening Project Puteri, Anisa; Ardianto, Didit; Pursitasari, Indarini Dwi
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research (In Progress)
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.
STEM-Based Professional Development Model to Improve Teachers' Perceptions and Students' STEM Literacy: A Mixed Research Approach Ardianto, Didit; Windiyani, Tustiyana; Puteri, Anisa; Aziz, Helmi; Suwarma, Irma Rahma; Yunus, Sitti Rahma
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.32491

Abstract

This study examines the effect of a structured professional development model on enhancing primary teachers' understanding and their capacity to promote students' STEM literacy. A mixed-methods design was employed to capture both quantitative outcomes and qualitative insights. Pre-test and post-test intervention surveys were used to measure shifts in teachers' perceptions, while students' literacy was assessed through structured essay tasks. Complementing this, open-ended questionnaires and interviews with selected teachers and students were conducted to explore their experiences and the perceived impact of the programme. The results demonstrate significant improvements in teachers' perceptions of STEM education and students' STEM literacy following the program's implementation. Quantitative findings indicate a substantial increase in teachers' self-efficacy and confidence in implementing STEM-based instruction, accompanied by measurable gains in students' STEM literacy across participating schools. These improvements are further explained and supported by qualitative findings, which reveal that teachers perceived the program as effective in strengthening their STEM content knowledge, pedagogical competence, and instructional confidence through hands-on learning activities, collaborative practices, and sustained professional support. In addition, qualitative evidence highlights contextual challenges, including limited instructional time and insufficient resources, which help explain variations in implementation effectiveness among schools. Overall, the findings suggest that a well-designed, contextually responsive STEM professional development model can enhance teacher capacity and meaningfully improve student STEM literacy in primary education, while underscoring the importance of ongoing support for sustainable implementation.
Co-Authors Didit Ardianto Helmi Aziz Indarini Dwi Pursitasari TUSTIYANA WINDIYANI Yunus, Sitti Rahma