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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science and Science Education (JoSSEd)
Ainun Sabrina
University of Mataram
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Neuroscience Physics

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Can Students' Scientific Literacy and Critical Thinking Skills be Improved through the Development of Science Teaching Materials with a STEM-integrated Project Based Learning (PjBL) Model? (A Systematic Review) Susilawati; Ahmad Harjono; Ainun Sabrina; Syarful Annam
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12297

Abstract

In an era where innovation and problem-solving are central to scientific and technological advancement, education must equip students with the necessary skills to navigate complex challenges. Science literacy and critical thinking have become pivotal competencies in the 21st century. Integrating STEM (Science, Technology, Engineering, and Mathematics) into Project-Based Learning (PjBL) has emerged as a promising pedagogical strategy to nurture these skills. This research aims to identify and analyze research trends of STEM-integrated PjBL model to improve students' science literacy and critical thinking skills. This research method is descriptive and analytical. The data used in this research was obtained from documents indexed by Google Scholar from 2016-2025 using Publish or Perish and Dimension.ai. Research procedures use PRISMA guidelines. The data identified and analyzed are the type of publication, publication source, and the title of research abaout the topic that is widely cited. The data analysis method uses bibliometric analysis assisted by VOS viewer software. The results of the analysis show that research trend on STEM-integrated PjBL model to improve students' science literacy and critical thinking skills indexed by Google Scholar from 2016 to 2025 has experienced a fluctuating increase. There are many documents in the form of articles, proceedings, chapters and preprints that discuss research into the STEM-integrated PjBL model to improve students' science literacy and critical thinking skills. Key words that are often used in research about it are systematic literature review, implementation, development, meta analysis, etc.
Development of Science Teaching Materials Using a Project-Based Learning Model Integrated with STEM to Improve Students’ Scientific Literacy and Critical Thinking Skills Ainun Sabrina; Susilawati Susilawati; Imam Bachtiar
Journal of Science and Science Education Vol. 7 No. 2 (2026): In Press
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i2.14998

Abstract

The low level of scientific literacy and critical thinking skills of students demands the development of contextual teaching materials that are in accordance with the demands of 21st-century learning. This study aims to develop science teaching materials with a Project Based Learning model integrated with STEM that is feasible, practical, and effective to improve students' scientific literacy and critical thinking skills. This study is development research using the 4D model (Define, Design, Develop, Disseminate). The trial subjects consisted of 42 eighth-grade junior high school students selected through convenience sampling techniques. The feasibility test was carried out through expert validation, practicality through observation of learning implementation and teacher and student response questionnaires, while effectiveness was analyzed using N-gain. The results showed that the developed teaching materials had a very high level of validity with a value of 0.914 and a percentage of agreement of 94.30%. The practicality of the teaching materials was also classified as very high, indicated by the learning implementation of 93.75%, teacher responses above 96%, and student responses above 90%. In addition, the teaching materials were proven to be effective in improving scientific literacy (N-gain 0.79) and critical thinking skills (N-gain 0.76) in the high category. Thus, science teaching materials with the STEM-integrated PjBL model are feasible, practical, and effective in improving students' scientific literacy and critical thinking skills, and can be used as an innovative alternative in science learning.
Co-Authors Ahmad Harjono Imam Bachtiar Susilawati Syarful Annam