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All Journal Indonesian Journal of STEM Education
Qothrunnada Qothrunnada
Universitas Mataram
Chemistry Education Engineering Mathematics Physics

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Multimodal Approaches in Problem-Based, Project-Based, and Inquiry-Based Learning Models in Science Education: A Systematic Literature Review Gunawan Gunawan; Ahmad Harjono; Kosim Kosim; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of STEM Education Vol. 7 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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The shift in science education towards a constructivist approach requires integrating learning strategies that foster deep student engagement and understanding. This research systematically investigates the integration of multimodal approaches into Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Inquiry-Based Learning (IBL) models in science education, and evaluates their effectiveness on student learning outcomes. Employing a Systematic Literature Review (SLR) based on the PRISMA protocol, this study covers peer-reviewed sources from various international databases over the last 15 years. Findings consistently indicate that multimodal integration through simulations, virtual laboratories, multiple representations, videos, and other digital tools significantly improves conceptual understanding, critical thinking skills, creativity, and positive motivation and attitudes towards science. While each model offers specific advantages (PBL excels in problem analysis, PjBL in artifact creation, and IBL in scientific exploration), successful implementation depends heavily on the teacher's role, student readiness, and contextual support. This review recommends well-planned multimodal learning designs that align with learning objectives and the specific model's characteristics.
Digital Literacy Ecosystems in Higher Education: Strategies for Preparing Future Science Teachers for Global Disruption Qothrunnada, Qothrunnada; Zainuri, Baiq Nabila Saufika
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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Rapid technological development requires higher education to prepare future science teachers with strong and adaptive digital literacy. However, digital literacy is often narrowly interpreted as technical skills, without considering its connection to the broader educational system. This article examines digital literacy in higher education from an ecosystem perspective as a strategy for preparing future science teachers to navigate global disruption. This study employs a systematic literature review of reputable scholarly articles addressing digital literacy, digital competence, and teacher education in higher education contexts. The findings indicate that digital literacy should be understood as an interconnected system involving individuals, learning experiences, institutional policies, and the use of technology in teaching and learning. The review also reveals considerable variation in students’ and pre-service teachers’ digital literacy levels, influenced by instructional design and institutional support. Well-planned and sustained integration of digital literacy supports the professional readiness of future science teachers to use technology critically and responsibly. The study concludes that an ecosystem-based approach is essential for strengthening digital literacy in science teacher education, enabling future teachers to respond effectively to ongoing global educational challenges.
Co-Authors Ahmad Harjono Baiq Nabila Saufika Zainuri G. Gunawan Kosim . Zainuri, Baiq Nabila Saufika