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All Journal JPS Unimus PSEJ (Pancasakti Science Education Journal) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Ahmad Saputra
Universitas Negeri Yogyakarta
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Social Sciences Other

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The Efficacy of STEM-Integrated Teaching Materials in Improving High School Students' Critical Thinking Skills Ahmad Saputra; Insih Wilujeng; Antuni Wiyarsi; Sigit Priatmoko
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.24-33

Abstract

Education is a key pillar of a nation's progress. Results from the Program for International Student Assessment (PISA) 2022 indicate that Indonesian students' performance in reading, mathematics, and science remains below international averages, reflecting persistent challenges in higher-order thinking and problem-solving skills. This study aimed to develop STEM- based teaching materials integrated with 21st-century learning to enhance students' critical thinking skills. The research employed a Research and Development (R&D) approach using the 4D model (define, design, develop, disseminate). Participants included material and media experts, chemistry teachers, and 36 Grade XI students. Critical thinking skills were measured using pretest–posttest assessments aligned with Ennis' indicators, expert validation sheets, and student response questionnaires. The results showed that expert feasibility ratings reached 98.05% (highly feasible), user responses were 88.79%, and readability was 87.83%. The effectiveness of the materials was supported by a high N-Gain score of 0.73, indicating substantial improvement in students' critical thinking skills. Overall, the developed teaching materials were feasible, well-received, and effective in improving students' critical thinking skills. These findings imply that systematically integrating STEM principles with 21st-century learning skills can serve as an effective instructional strategy to strengthen higher-order thinking in chemistry education. Future research is recommended to conduct large-scale experimental studies across diverse school contexts and to explore digital integration to enhance scalability and long-term impact.
Environmental Literacy in Science Education: A Systematic Literature Review of Conceptual Emphases, Instructional Resources, and Methodological Trends Ahmad Saputra; Insih Wilujeng; Antuni Wiyarsi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.19133

Abstract

The increasing complexity of environmental issues highlights the importance of environmental literacy as a key competence within science education; however, existing research remains fragmented in terms of conceptual emphases, instructional resources, and methodological practices. This study systematically examines research trends on environmental literacy in science education, focusing on investigated dimensions, learning materials and resources, methodological approaches, and data collection instruments. A systematic review was conducted following the PRISMA 2020 guidelines. Articles were retrieved from the Scopus database and screened through identification, screening, and eligibility stages, resulting in twenty-one peer-reviewed studies published between 2016 and 2025. The findings indicate that environmental literacy is predominantly conceptualized as a multidimensional construct encompassing cognitive, affective, and behavioral components, with a strong emphasis on cognitive aspects, particularly environmental knowledge and conceptual understanding. Experiential and technology-enhanced learning resources are most frequently employed, while traditional textbook-based materials are less common. Methodologically, quantitative approaches and questionnaire-based instruments dominate the field. Overall, this review reveals persistent conceptual and methodological imbalances and highlights the need for more integrated frameworks and diverse research approaches to support meaningful environmental literacy development through science education.
Validity of 21st-Century Integrated STEM Teaching Materials in Developing Students’ Critical Thinking Skills Ahmad Saputra; Insih Wilujeng; Antuni Wiyarsi; Sigit Priatmoko
PSEJ (Pancasakti Science Education Journal) Vol. 10 No. 2 (2025)
Publisher : Program Studi Pendidikan IPA, FKIP Universitas Pancasakti (UPS) Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/psej.v10i2.286

Abstract

Pendidikan merupakan tonggak utama kemajuan bangsa sehingga perlu menjadi perhatian utama bagi seluruh lapisan masyarakat. Hasil Programme for International Student Assessment (PISA) yang dirilis OECD pada tahun 2018 menunjukkan bahwa Indonesia menempati peringkat ke-73 dari 79 negara, atau peringkat ketiga dari bawah, dalam keterampilan berpikir kritis peserta didik. Kondisi ini menandakan perlunya peningkatan kualitas pendidikan melalui pengembangan bahan ajar yang efektif sebagai perangkat penting dalam proses pembelajaran. Penelitian ini bertujuan untuk mengembangkan bahan ajar kimia yang layak dan efektif dalam meningkatkan keterampilan berpikir kritis peserta didik. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model 4D (Define, Design, Develop, Disseminate) yang diadaptasi dari Thiagarajan et al. (1974). Penelitian dilaksanakan di SMA Negeri 12 Semarang dengan subjek penelitian terdiri atas dosen ahli materi dan media, guru kimia, serta peserta didik kelas XI F 7 sebanyak 36 orang. Data dikumpulkan melalui observasi, wawancara, angket, tes, dan dokumentasi. Hasil validasi bahan ajar oleh ahli materi, ahli media, dan guru kimia menunjukkan persentase kelayakan sebesar 98,05% dengan kategori sangat layak. Uji keterbacaan memperoleh persentase 87,83%, sedangkan respon peserta didik terhadap bahan ajar mencapai 88,79%.
Co-Authors Antuni Wiyarsi Insih Wilujeng Sigit Priatmoko