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All Journal Jurnal Pendidikan dan Pengabdian Masyarakat Indonesian Journal of STEM Education Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Innovation and Educational Technology
Maharani, Gesti
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Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Penguatan Kompetensi Mahasiswa Pendidikan Kimia melalui Program Magang di Laboratorium PTAM Giri Menang Maharani, Gesti; Sofia, Baiq Fara Dwirani; Muti'ah, Muti'ah
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 8 No. 3 (2025): Agustus
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v8i3.9558

Abstract

Kegiatan magang di Laboratorium PTAM Giri Menang merupakan bagian dari implementasi Program Merdeka Belajar Kampus Merdeka (MBKM) yang bertujuan untuk meningkatkan kompetensi mahasiswa Pendidikan Kimia Universitas Mataram. Melalui kegiatan ini, mahasiswa memperoleh pengalaman langsung dalam berbagai aktivitas laboratorium, seperti pengambilan sampel air, pengujian kimia fisik, dan mikrobiologi, serta kalibrasi dan sterilisasi alat. Mahasiswa dilibatkan secara aktif dalam proses kerja laboratorium, yang memperkuat keterampilan teknis, pemahaman konseptual, dan sikap profesional. Selain itu, kegiatan magang ini juga mendukung pengembangan soft skills seperti kemampuan komunikasi, kerja sama tim, dan berpikir kritis. Hasil dari kegiatan ini merefleksikan pentingnya pengalaman lapangan berbasis experiential learning dalam membangun kompetensi holistik mahasiswa, yang mencakup kemampuan akademik, teknis, dan non-teknis. Dengan demikian, magang menjadi salah satu strategi efektif dalam menyiapkan calon pendidik dan praktisi kimia yang adaptif dan kompeten.
The Role of Scientific Literacy in Climate Change-Based Science Learning: A Literature Review Gesti Maharani; Melani Aulia Hatami
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

This study aims to examine the strengthening of students’ scientific literacy through science learning that integrates climate change issues. The method employed was a narrative literature review by analyzing national and international articles published between 2019 and 2025 that are relevant to scientific literacy, science education, and issue-based learning approaches. The findings indicate that the integration of climate change issues, particularly through the Socio-Scientific Issues (SSI) approach, enhances conceptual understanding, data analysis skills, scientific argumentation, and evidence-based decision-making. Learning innovations such as climate flashcards, science gardens, digital modules, and the use of AR/VR technologies contribute to increased student engagement and data literacy. Overall, issue-based science learning that incorporates climate change has proven effective in developing students’ scientific literacy and environmental awareness. This review recommends the development of more contextual and sustainability-oriented learning strategies.
Design, Instruments, and Data Analysis in STEM Integration Research in Elementary Science Education: A Methodological Review Juddin, Sura; Maharani, Gezti; Dwi Amanah, Prelia
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 4 (2025): Edisi Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The integration of the STEM approach in elementary science education has been increasingly investigated; however, the majority of studies continue to focus primarily on learning outcomes. Methodological aspects that play a crucial role in determining research rigor and validity have not received sufficient attention. This article presents a methodological literature review examining research designs, data collection instruments, and data analysis techniques employed in studies on STEM integration at the elementary level. The review analyzes selected articles from reputable national and international journals accessed through relevant academic databases within a specified publication period. The findings indicate that quantitative quasi-experimental designs dominate the field, while qualitative and mixed-methods approaches remain limited. The most commonly used instruments are learning achievement tests and questionnaires, although both demonstrate limitations in capturing learning processes, engineering practices, and the interdisciplinary nature of STEM integration. Data analysis predominantly relies on descriptive and basic inferential statistics. These findings highlight the need for greater methodological diversification, the development of more authentic and context-sensitive instruments, and the application of more comprehensive analytical techniques to enhance the quality and relevance of STEM integration research at the elementary school level.
Innovative Chemistry Laboratory Models in 21st Century Learning: A Literature Review on the Development of Scientific Creativity and Science Process Skills Nada Clairina Sophian; Gesti Maharani; Sura Juddin
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2206

Abstract

Conventional chemistry laboratory activities based on a cookbook approach have proven insufficient in developing students’ scientific creativity and science process skills (SPS) for the 21st century. This gap is reflected in persistently low scores on originality and elaboration dimensions of creative thinking, as well as weak hypothesis formulation and experimental design skills. Despite the growing body of research on innovative laboratory practices, no comprehensive synthesis has systematically mapped the empirical evidence across multiple innovative models, compared their relative effectiveness, and identified contextual limitations, particularly for developing-country settings such as Indonesia. This research gap motivates the present study. This systematic literature review examines 42 empirical articles selected from an initial pool of over 200 studies through PRISMA screening, and analyzes innovative laboratory models empirically tested over the past decade (2016–2025), including Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), STEM integration, virtual laboratories, ethnoscience-based practicum, and Green Chemistry principles. Findings consistently show that these models enhance all four dimensions of scientific creativity (fluency, flexibility, originality, elaboration) as well as integrated SPS. Quantitatively, PjBL and IBL interventions yielded the strongest effect sizes (d = 0.72–1.14) on creativity and integrated SPS dimensions, with the originality and elaboration dimensions showing the most pronounced gains compared to conventional approaches. PjBL and IBL proved most effective in stimulating divergent thinking, while virtual laboratories reduced cognitive load on abstract content. Despite challenges such as infrastructure limitations and teacher readiness, locally sourced materials and microscale experiment designs offer affordable and practical solutions. Concrete recommendations for educators and policymakers are provided to modernize the design of chemistry practicums sustainably.
The Ethnoscience Approach in Science Education and Its Impact on Students’ Scientific Literacy: A Literature Review Gesti Maharani; Sura Juddin; Nada Clairina Sophian
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2438

Abstract

This study aims to analyze the role of integrating ethnoscience in science learning in improving students’ scientific literacy. The method used is a systematic literature review by analyzing 33 relevant scientific articles. Data were collected through document analysis and examined using a qualitative descriptive approach to identify patterns of ethnoscience integration and its impact on scientific literacy. The results of the review indicate that ethnoscience is integrated into science learning through various forms, such as inquiry-based learning models, Project-Based Learning (PjBL), and STEM approaches, as well as through the development of teaching materials, learning media, and assessment instruments based on local wisdom. The implementation of ethnoscience is most commonly found at the junior and senior high school levels, where students are able to relate scientific concepts to cultural contexts. This integration has been proven to improve students’ scientific literacy, particularly in understanding concepts, explaining scientific phenomena, using scientific evidence, and developing critical thinking and problem-solving skills. The findings conclude that ethnoscience is an effective and contextual learning approach in enhancing students’ scientific literacy. Therefore, ethnoscience has great potential to be further developed in science education to support meaningful learning that is relevant to real-life contexts and the demands of the 21st century.
A Decade Trends in The Development of Ethnoscience-Integrated Learning Media: A Systematic Review of Challenges and Opportunities in Science Education (2017–2026) Sura Juddin; Gesti Maharani; ⁠Nada Clairina Sophian
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2475

Abstract

This study aims to analyze the decade-long trend in the development of ethnoscience-integrated learning media in science education from 2017 to 2026, as well as to identify the challenges and opportunities for their development. The study is grounded in the need for more contextual science learning by integrating scientific knowledge with local wisdom. This research employs a descriptive bibliometric method, using data sourced from Google Scholar, which were analyzed with Publish or Perish and Dimension.ai software and visualized with VOSviewer. A total of 1,000 scientific documents were analyzed to map publication trends, keywords, and the relationships among research topics. The results indicate a significant increase in the number of publications, with a dominance of development-based research (R&D) focusing on learning media such as student worksheets (LKPD) and instructional modules. However, the research remains largely localized and has not been optimally integrated with advanced technologies. In addition, contributions to theoretical development and long-term impact evaluation are still limited. These findings suggest that although ethnoscience has great potential in science education, there is a need to strengthen technological integration, global collaboration, and shift the focus from product development toward evaluating learning outcomes.
Decade Trends of Augmented Reality: Challenges And Opportunities In Elementary Science Learning 2017–2026 Prelia Dwi Amanah; Sura Juddin; Gesti Maharani; Gunawan Gunawan
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Maret 2026
Publisher : Indonesian Publication Center

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Abstract

This study aims to map the research trends of Augmented Reality in elementary science learning from 2017 to 2026 by examining research focus, implementation challenges, and future development opportunities. A systematic review employing bibliometric analysis was conducted on scientific publications indexed in Google Scholar and Dimensions.ai. Data were extracted using Publish or Perish and analyzed with VOSviewer to visualize publication patterns, keyword networks, and thematic evolution. The findings indicate a significant increase in AR-related publications in elementary science education, particularly after the COVID-19 pandemic, accompanied by a shift from technological exploration to pedagogical integration and learning outcomes. Based on the ANZSRC 2020 classification, the research is predominantly situated within Information and Computing Sciences and Education. Furthermore, SDGs analysis reveals a strong contribution to SDG 4 (Quality Education). Key challenges include limited technological infrastructure, insufficient teacher digital literacy, and a lack of context-responsive instructional design. Nevertheless, AR demonstrates substantial potential to support interactive, learner-centered, and sustainable elementary science learning. These findings highlight AR as a strategic educational technology capable of enhancing meaningful science learning when integrated with sound pedagogical frameworks.
Co-Authors Dwi Amanah, Prelia Gunawan Gunawan Juddin, Sura Melani Aulia Hatami Muti'ah, Muti'ah Nada Clairina Sophian Prelia Dwi Amanah Sofia, Baiq Fara Dwirani Sura Juddin ⁠Nada Clairina Sophian