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R. Ahmad Zaky El Islami
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Perumahan Citra Gading Blok C5 No.14 RT 05/05 Kel. Cilaku, Kec. Curug, Kota Serang, Provinsi Banten, Indonesia, Post Code 42121
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International Journal of STEM Education for Sustainability
Published by Gemilang Maju Publikasi Ilmiah
ISSN : -     EISSN : 27985091     DOI : https://doi.org/10.53889/ijses
Core Subject : Education,
Education
International Journal of STEM Education for Sustainability is a peer-reviewed journal that covers research publications in STEM Education or related including chemistry education, biology education, physics education, earth science education, space science education, enviromental education, science education, technology education, engineering education, mathematics education, and integration between two or more disciplines in STEM Education towards sustainable development. Moreover, this journal also covers the development of STEM Education such as STEAM Education, STREAM Education, MII-STEM and others.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 6, No 1 (2026)" : 7 Documents clear
STEAM-Based Pre-Vocational Learning: A Process Assessment Study Using a Mini Solar Panel House Project Janata, Ade Dwi Putra; Febriyanto, Rusdi; Putra, Ananda Yhuto Wibisono; Putra, Ricky Cahyasari; Ikhsanudin, Ikhsanudin
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i1.754

Abstract

This study examined the effectiveness of STEAM pre-vocational learning in terms of the development of students’ psychomotor skills and affective attitudes. The study employed a descriptive quantitative approach with a project-based observation method among 23 fifth-grade students at an elementary school in Indonesia. The learning process was developed based on a Mini Solar Panel House project, which was an authentic pre-vocational learning task that integrated science, technology, engineering, art, and mathematics. The data were gathered using a validated process observation tool, which had content validity confirmed by Aiken’s V-value ( 0.75) and high internal consistency for both psychomotor (α = 0.87) and affective (α = 0.84) dimensions. The psychomotor dimension included four components: work safety, work preparation, work procedure, and presentation of results, while the affective dimension included responsibility, teamwork, communication, and discipline. The findings indicated that students demonstrated high performance in both dimensions with a mean score of 1.80 for psychomotor skills and 1.78 for affective attitudes on a 2.00-point scale. The highest achievements were obtained in work procedure (M = 1.90) and discipline (M = 1.93), while presentation skills (M = 1.70) and teamwork (M = 1.60) were relatively lower. The Pearson’s correlation analysis showed a strong positive correlation between the psychomotor and affective areas (r = 0.76, p 0.01), with the highest correlation between work procedure and discipline (r = 0.81). The findings of this study show that STEAM-based pre-vocational learning is an effective approach to support the integrated development of technical competencies and work-related attitudes, as measured by process-based assessment. This study adds to the existing literature on STEAM by providing empirical insights into the integration of psychomotor and affective areas in early pre-vocational settings. It has implications for the development of holistic and project-based learning models.
Profiling STEM Literacy Among Kindergarten and Elementary School Teachers in Banten Province, Indonesia: A Descriptive Case Study Fitriana, Desi Eka Nur; Sari, Indah Juwita; Rifqiawati, Ika; Hendriyani, Mila Ermila; Amelia, Evi
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i1.760

Abstract

For kindergarten and elementary school teachers to be ready to face the challenges of the 21st century, they must have STEM literacy. This study describes the definition of STEM literacy for kindergarten and elementary school teachers. This research employed a descriptive qualitative approach. By using a random sampling technique, the subjects of this research were kindergarten and elementary school teachers in Serang City, Banten, Indonesia. In this research, a STEM literacy questionnaire was employed, which consisted of three aspects: knowledge, attitudes, and skills. To gather data, a Google Form was distributed to kindergarten and elementary school teachers in Serang City. Then, the data was gathered and analyzed. The results indicate that most teachers have a good conceptual understanding of STEM as an integrative approach, but this understanding remains at a descriptive level and has not been fully implemented in learning practices. Systematic training is needed to strengthen the pedagogical implementation of STEM in a contextual and developmentally appropriate manner.
Structural Equation Model of Mathematics Anxiety and Self-Regulated Learning on Mathematical Literacy Muhtasyam, Aziz; Syamsuri, Syamsuri; Santosa, Cecep Anwar Hadi Firdos
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i1.812

Abstract

Establishing the significance of the relationship between latent variables in hypotheses that have been shown to have an impact was the goal of this investigation. This study looked at the connection between high school students' self-regulated learning, mathematical literacy, and mathematics anxiety. Pandeglang Regency high school students made up the study's demographic, and the sampling technique, which included 392 participants, was carried out utilizing the Slovin algorithm in terms of accreditation. This study focuses on mathematics anxiety and self-regulated learning. A self-regulated learning questionnaire, a mathematics anxiety survey, and a mathematical literacy exam serve as the study's tools. Additionally, structural equation modeling (SEM) will be used to examine the data gathered for this investigation. The results of this investigation show that: 1) High school students' mathematical literacy skills are negatively and significantly impacted by mathematics anxiety; 2) high school students' mathematical literacy skills are positively and significantly impacted by self-regulated learning; and 3) there is a significant negative correlation between high school students' mathematical literacy skills and mathematics anxiety. It is necessary to encourage kids' self-regulated learning and alleviate their arithmetic anxiety in order to enhance their mathematical literacy.
Critical Thinking through Three Levels of Representation: An Analysis of Carbohydrate Concepts in Chemistry Textbooks Hasibuan, Nurhalimah; Anwar, Sjaeful; Munawaroh, Heli Siti Halimatul
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i1.809

Abstract

For a student to gain a deeper understanding of concepts in chemistry, they need to learn concepts at three levels of representation: macroscopic, submicroscopic, and symbolic. The three levels of representation of information are crucial for developing critical thinking skills. But the textbook, which is the main learning resource, plays a vital role in helping a student relate concepts at the three levels. The objective of this research was to assess the display of carbohydrate representation at three levels in ten general chemistry textbooks. In order to examine 120 visual representations, this research employed qualitative content analysis, with five criteria developed from the work of Gkitzia et al. (2020). Criteria C1-C5 include the following: type of representation (C1), interpretation of surface characteristics (C2), relationship to text (C4), presence and nature of captions (C5), and level of correlation between elements that comprise the different representations. Thirdly, the usefulness of the proposed criteria was compared to chemistry textbooks. The results showed that there was a dominance of representations at the symbolic level. Moreover, some of the representations were found to have insufficient subtitles to give meaning, especially at the submicroscopic level. The conceptual understanding of students can be impaired by the dominance of symbolic representations and the absence of visual support for other levels. To ensure that critical thinking is done effectively, this study stresses the need to develop learning materials that incorporate the three levels of representation in a balanced manner. These five criteria can also be used to analyze existing school textbooks and to design new Chemistry textbooks.
Developing and Validating a Digital Competence Framework for Pre-service STEM Teachers: Evidence at a Public University in Vietnam Giang, Nguyen Duc; Phuong, Nguyen Nam; Hong, Nguyen Thi Thanh
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i1.813

Abstract

The higher education system in Vietnam has many opportunities and challenges brought about by digital transformation, especially in building excellent human resources. The primary responsibility for building a teaching staff with high moral qualities and meeting the criteria for required competence and adaptability to the needs of the social environment lies with the key pedagogical universities. There are two research objectives that this study aims to resolve: (1) What are the standards and definitions proposed for a framework of digital competency for pre-service Science, Technology, Engineering, and Mathematics (STEM) teachers? (2) What are the basic guidelines that can lead to the assessment of digital competency for STEM students at pedagogical universities? The data was collected from a survey of 945 students from STEM Faculties at a public university in Vietnam using a mixed methods approach, and the reliability index of the measuring scale was determined to be satisfactory. To standardize the scale and integrate it into the learning objectives of teacher education programs at pedagogical universities, this study offers recommendations for future studies.
Fostering Prevocational STEAM Learning through Motion-to-Electricity Module: A Hands-on Approach for Elementary Students Putra, Ricky Cahyasari; Ikhsanudin, Ikhsanudin; Janata, Ade Dwi Putra; Febriyanto, Rusdi; Putra, Ananda Yhuto Wibisono
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i1.757

Abstract

The inclusion of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in the elementary level has been seen as a crucial part in the development of 21st-century skills and prevocational developments of elementary students. This study aims to find out the effectiveness of a hands-on motion-to-electricity learning module in enhancing STEAM skills of 5th-grade elementary students using a one-shot quasi-experimental design. The participants consisted of 28 fifth-grade students from a primary school in the Banten province. To demonstrate the conversion of kinetic energy into electrical energy, the students built simple wheel generator sets using bicycle dynamos, wires, rotating wheels, and LED lights. Immediately after the activity, a 15-item validated evaluation form was employed to collect data, focusing on the principles of energy conversion, concepts of renewable energy, and simple engineering knowledge. Based on the statistical analysis, 82.1% of the students achieved beyond the required level of proficiency, scoring a mean of 67.25 and a standard deviation of 16.34. The findings of the observation conclusion revealed that the students exhibited a positive attitude towards technical subjects, were actively engaged in their learning process, and worked together to overcome problems. The findings of the study's conclusion indicate that interactive STEAM educational materials can be a valuable tool in increasing the interest of primary school students in technical subjects and their understanding of energy conversion concepts. This study supports the use of hands-on learning approaches in elementary STEAM education as a foundation for future prevocational and technical education.
Mapping the Landscape of STEM Education in Primary Schools: A Bibliometric Review and Future Outlook Umar, Anggun Ravena; Caeli, Gema Amades Regina; Maulidah, Ismahyati; Tarmidzi, Tarmidzi; Tresnawati, Nailah
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v5i2.660

Abstract

Numerous issues exist regarding STEM education in elementary schools. These problems include: 1) ignorance of the need to develop curricula that are in line with elementary school students' cognitive development and comprehension; 2) indifference to the dearth of resources for STEM education, the lack of professional development, and the unequal distribution of STEM education resources, particularly in rural and developing nations. The author used the Scopus.com database to conduct a bibliometric study of primary school STEM education-focused articles in order to comprehend the current state of affairs about STEM education in elementary schools. The author used RStudio to analyze 203 of the papers, and a descriptive analytic approach was used to interpret the analysis's findings. The study's findings show that the quantity of publications devoted to the application of STEM in primary education has significantly increased over time. The number of publications devoted to the use of STEM teaching models at the primary school level shows this trend. The degree of development and STEM education literacy at the primary school level is influenced by the curricular policies, the technology resources available, and the instructors' readiness. More research should concentrate on a comprehensive and more integrated strategy with an emphasis on technological and pedagogical advancements in curriculum creation that is pertinent and aligned with 21st Century educational abilities if it is to have a meaningful and relevant impact.

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