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All Journal Dinamika Jurnal Pendidikan Dasar Aksiologi : Jurnal Pendidikan dan Ilmu Sosial
Dwinanda, Sella
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Decision Sciences, Operations Research & Management Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Analisis Efektivitas Metode Pembelajaran Nested dalam Meningkatkan Pemahaman Konsep Pembelajaran : Sebuah Tinjauan Literatur Dwinanda, Sella; Muslim, Aji Heru; Maemunah
Aksiologi : Jurnal Pendidikan dan Ilmu Sosial Vol. 4 No. 2 (2024): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/aksiologi.v5i1.217

Abstract

Abstrak: Pendidikan di Indonesia mengalami perubahan yang signifikan dengan fokus pada reformasi, termasuk dalam hal metode pembelajaran. Salah satu metode yang sering diterapkan adalah model pembelajaran Nested, yang menekankan integrasi kurikulum dan pengorganisasian materi pembelajaran dalam struktur bertingkat. Tujuan penelitian ini adalah untuk mengevaluasi efektivitas metode pembelajaran nested dalam meningkatkan pemahaman konsep pembelajaran. Melalui tinjauan literatur, analisis pembahasan dilakukan dengan merujuk pada berbagai sumber yang relevan dengan topik penelitian. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran nested terbukti efektif dalam berbagai bidang studi dan tingkatan pendidikan. Model pembelajaran terpadu ini memberikan kesempatan bagi siswa untuk mengembangkan keterampilan berpikir, sosial, dan mengorganisasi secara terstruktur. Berbagai penelitian menegaskan bahwa implementasi model ini telah berhasil meningkatkan sub-keterampilan siswa serta memperdalam pemahaman konsep pembelajaran. Kesimpulan ini memberikan pemahaman lebih lanjut mengenai pentingnya model pembelajaran nested sebagai alat yang efektif dalam memfasilitasi proses pembelajaran.
The Integration of Spiritual and STEM Education (IS-STEM) in Muhammadiyah Schools: A Systematic Review for Sustainable Learning Sriyanto, S.; Yuwono, Pratik Hari; Dwinanda, Sella; Mulyani, Sri
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.28204

Abstract

Twenty-first-century education requires learners not only to achieve academic proficiency but also to be socially, morally, and environmentally responsible. STEM approaches are proven to enhance cognitive skills, yet they often neglect spiritual and value-based dimensions, limiting their contribution to sustainable learning. This study aims to analyze the concept and implementation of Spiritual-STEM (IS-STEM) for sustainable learning, focusing on teachers ’ understanding, classroom practices, and the dual impacts on students ’ cognitive and affective development. A Systematic Literature Review (SLR) was conducted using the PRISMA model. Articles were retrieved from Scopus, Web of Science, ERIC, SpringerLink, MDPI, Taylor & Francis, Wiley Online Library, covering the period 2019-2025. A total of 412 articles were identified, of which 21 met the inclusion criteria and were analyzed using data extraction and thematic synthesis. The review found that IS-STEM served as a bridge between technical competencies and the internalization of spiritual values. Common pedagogical approaches include Project-Based Learning (PjBL), Engineering Design Process (EDP), and Socio-Scientific Issues (SSI). Findings indicate dual benefits: cognitive improvement (conceptual understanding, systems thinking, and problem-solving) and affective development (environmental awareness, social empathy, and moral orientation). Integrating spirituality into STEM strengthens a holistic and sustainable education paradigm. IS-STEM is highly relevant for Muhammadiyah schools and adaptable to global contexts, balancing modern scientific literacy with spiritual development. Further research is recommended to test IS-STEM ’ s effectiveness empirically and to develop valid instruments for evaluating the spiritual dimensions of learning.
Co-Authors Maemunah Muslim, Aji Heru Sri Mulyani Sriyanto, S. Yuwono, Pratik Hari