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All Journal Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Sains Teknologi dan Lingkungan (JSTL) Jukung (Jurnal Teknik Lingkungan) ORBITA: Jurnal Pendidikan dan Ilmu Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Pendidikan Fisika dan Teknologi Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Kappa Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) HISTORIA: Jurnal Program Studi Pendidikan Sejarah Sinergi dan Harmoni Masyarakat MIPA Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Anggriani, Ni Ketut
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Agriculture, Biological Sciences & Forestry Humanities Astronomy Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Journal : Indonesian Journal of Applied Science and Technology

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STEM Integration in 21st-Century Science Education: A Systematic Literature Review Apriyani, Paramita Putri; Anggriani, Ni Ketut; Gunawan, Gunawan
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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Abstract

Technological developments, digitalization, and the demands of 21st-century skills necessitate science education to be more innovative, contextual, and integrative. International reports, such as PISA, underscore the need to enhance students' higher-order thinking skills (HOTS) and scientific literacy. The integration of Science, Technology, Engineering, and Mathematics (STEM) has emerged as a relevant and effective approach. This study aims to analyze the models, strategies, trends, and challenges of implementing STEM integration in science learning through a Systematic Literature Review (SLR) of articles published between 2015 and 2025. The methodology followed the PRISMA guidelines, encompassing identification, screening, and inclusion of articles retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases. From a total of 762 articles, 27 met the inclusion criteria. The results indicate that the Engineering Design Process (EDP), Project-Based Learning STEM (PjBL-STEM), Problem-Based Learning STEM (PBL-STEM), and Integrated STEM models are the most dominantly implemented and have been proven to enhance HOTS, creativity, technological literacy, scientific literacy, and problem-solving skills. Key challenges include teacher competence, limited facilities, and curriculum integration. STEM integration holds significant potential to improve the quality of 21st-century science education. These findings provide practical implications for science teachers in designing contextual, collaborative, and 21st-century skill-oriented STEM learning through the effective utilization of EDP, PjBL-STEM, and digital technologies.
PhET Simulation in Electrostatics Learning for Enhancing Higher-Order Thinking Skills: A Systematic Literature Review Apriyani, Paramita Putri; Anggriani, Ni Ketut; Pranahita, Dewa Dwi; Lestari, Sintya Dewi
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

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Modern physics education emphasizes the development of higher-order thinking skills, including critical thinking and problem-solving, alongside conceptual understanding. Static electricity, being an abstract topic, often presents difficulties and gives rise to student misconceptions. PhET Interactive Simulations serve as a digital learning medium that enables the interactive visualization of electrical phenomena, thereby allowing students to explore concepts and conduct virtual experiments. This study conducted a systematic literature review to examine the integration of PhET in static electricity instruction and its impact on developing students' critical thinking and problem-solving skills. A literature search was performed across Google Scholar, ERIC, and ScienceDirect for publications spanning 2015–2025, resulting in 21 selected articles for qualitative analysis. The findings indicate that the utilization of PhET enhances conceptual understanding of static electricity, critical thinking abilities, problem-solving skills, and student engagement in learning. The interactive visualizations within PhET correlate with improvements in the critical thinking dimensions of analysis, evaluation, and inference, as well as the problem-solving stages of understanding the problem, devising strategies, and evaluating solutions. These findings confirm that PhET Interactive Simulations can serve as an effective alternative learning medium to support the development of higher-order thinking skills in abstract physics topics.
The Role of Critical Thinking Skills in Enhancing Students' Concept Mastery Through Innovative Learning Strategies: A Systematic Literature Review Pranahita, Dewa Dwi; Anggriani, Ni Ketut; Pratiwi, Nanda Aulia; Apriyani, Paramita Putri; Lestari, Sintya Dewi
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

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Abstract

The demands of 21st-century education require students to possess higher-order thinking skills (HOTS) to deeply and critically understand concepts in facing the complexities of the modern world. This study aims to systematically review the relationship between critical thinking skills and students’ concept mastery through a systematic literature review (SLR). The method involved selecting and analyzing ten relevant journal articles published within the last ten years. The findings indicate that critical thinking skills play a significant role in enhancing students’ concept mastery. Furthermore, innovative learning strategies such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Concept Mapping, and Virtual Laboratory were consistently found effective in developing both variables. These strategies improve students’ abilities in analysis, synthesis, and evaluation, thereby strengthening comprehensive conceptual understanding. This review provides important implications for educators and curriculum developers to integrate learning approaches that stimulate critical thinking skills to achieve optimal concept mastery in the context of 21st-century education.
Co-Authors Alfina Taurida Alaydrus Alhadawiah, Sabila Andini, Mira Apriyani, Paramita Putri Arif Budianto Destrianingtyas, Aulia Safitri Dwinata, Nauval Waraqoh Fajarica, Shinta Desiyana Fajriah, Baiq Nurul Farahin , Dewi Nor Fidya, Karina Alma Gunawan Gunawan Hadi, Kasnawi Al Halil Akhyar Hulfiana, Hulfiana Hurnah, Hurnah Lestari, Sintya Dewi Nabilla, Dewi Alya Nana Supriatna Pranahita, Dewa Dwi Pratiwi, Nanda Aulia PURNAMASARI, NUR ASMITA Ramadian Ridho Illahi Sahnan, Ahmad Satutik Rahayu Susi Rahayu Wahana, Lidia Wardana, Ari Wardi, Palaivia Harman Wawan Darmawan Wirawan, Rahadi