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R. Ahmad Zaky El Islami
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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 99 Documents
 6   7   8   9   10 
Psychometric Validation of a STEAM-Based Knowledge Instrument for Measuring Energy Conversion Concepts in Fifth-Grade Students Ikhsanudin Ikhsanudin; Ricky Cahyasari Putra; Ade Dwi Putra Janata; Rusdi Febriyanto; Ananda Yhuto Wibisono Putra; R. Ahmad Zaky El Islami; Victor M. Alasa; Jun S. Camara; William J. Triplett
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.762

Abstract

This study aimed to develop and validate the quality of a multiple-choice instrument for measuring fifth-grade elementary students' understanding of kinetic-to-electrical energy conversion concepts within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework. The research employed a Design and Development Research (DDR) approach with systematic instrument development procedures comprising: literature review and blueprint development, item construction, expert validation, field testing with 28 fifth-grade students, and comprehensive psychometric analysis. The instrument consists of 20 multiple-choice items covering three knowledge dimensions: conceptual (5 items), procedural (10 items), and applicative (5 items). Content validity was established through expert review by three science education specialists, yielding a Content Validity Index (CVI) of 0.87. Item analysis revealed difficulty indices ranging from 0.35 to 0.85 (predominantly moderate difficulty) and discrimination indices ranging from 0.30 to 0.75 (good to excellent discrimination). Reliability analysis using Cronbach's alpha produced a coefficient of 0.82, indicating high internal consistency suitable for elementary school assessment contexts. The instrument demonstrates satisfactory psychometric properties aligned with standards for elementary science assessment and effectively integrates STEAM pedagogical approaches.
Student Cognitive Analysis in STEAM-Based Pre-Vocational Experiential Learning at the Elementary Level Rusdi Febriyanto; Ade Dwi Putra Janata; Ananda Yhuto Wibisono Putra; Ricky Cahyasari Putra; Ikhsanudin Ikhsanudin; R. Ahmad Zaky El Islami; Nguyen Van Bien; Ahmet Selçuk Akdemir
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.758

Abstract

The Making Indonesia 4.0 program requires an educational system that fosters transdisciplinary, contextual, and practical learning to improve technical literacy and promote environmental sustainability. This study is aimed to assess the effectiveness of STEAM-based pre-vocational experiential learning in improving the cognitive abilities of primary school children. This study employed a quantitative, quasi-experimental One-Group Pretest-Posttest design. The study involved 27 fifth-grade primary school students selected through a purposive sampling technique. The results showed that the average pre-test score for students was 54.70, and most of them fell into the medium range (51–75). After STEAM-based learning was put into place, the average score on the post-test went up to 72.66, and most students moved up to the high group (76–100). According to Hake's criteria (1999), the N-Gain analysis showed an average value of 0.40, which means it was moderate. The Paired Sample t-Test also showed a significance value of p = 5.75 × 10⁻⁷ (0.05), which means that the learning outcomes improved in a statistically significant way. Thus, it can be deduced that STEAM-oriented pre-vocational experiential learning is comparatively beneficial in augmenting students' cognitive abilities. This method positively influences learning outcomes descriptively and is empirically validated, rendering it pertinent for use as a contextual learning technique to enhance 21st-century capabilities in primary education.
Project-Based Learning-Science, Technology, Engineering, and Mathematics (PjBL-STEM): A Bibliometric Mapping of Themes and Research Gaps Ali Usman; Selfi Maharani; Tri Asih Wahyu Hartati
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.857

Abstract

This study aimed to examine the integration of Project-Based Learning (PjBL) in STEM education and identify research gaps. This study uses a bibliometric approach by analyzing 102 Scopus-indexed articles from 2014–2025. The analysis shows a significant increase in publications related to PjBL-STEM. Thematically, PjBL and STEM are interconnected core topics and form several research clusters, with the thinking skills cluster being the most central theme connected to issues of sustainable education and digital learning. Furthermore, keywords related to 21st-century competencies, such as critical and creative thinking, are more dominant than digital technologies, such as e-learning, artificial intelligence, machine learning, and learning analytics, which have not yet taken center stage in the research landscape. These findings indicate a gap in the integration of digital technologies in PjBL-STEM learning. Therefore, further research is recommended to focus on: (1) developing a digital technology-based PjBL-STEM model, (2) integrating learning analytics to monitor the learning process, and (3) strengthening data-based formative assessment to support 21st century skills.
Exploring Decision-Making Skills in Science Education: A Systematic Review of Operational Definition and Instructional Trends Suci Indah Putri
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.873

Abstract

Decision-making skills are widely recognized as essential for preparing students to navigate complex societal and scientific issues, yet how these skills are defined and taught in science education remains fragmented. This systematic review examined 20 studies published between 2010 and 2025 to analyze how decision-making is defined and what components are emphasized, how the criteria of decision is developed, and the kind of instruction supports its development. The PRISMA selection process identified eight key components of decision-making: identify problem, collect scientific data and evidence, consider multiple perspectives, generate options, develop criteria, assess pros and cons, select and justify decision, and evaluate decision. The review revealed that developing criteria, one component of decision-making, often involves developing values-based criteria. Learning practices were dominated by discussions, group work, and worksheets, with limited use of simulations, debates, or digital tools. These findings provide a framework for understanding and teaching decision-making skills in science education. Future research should validate this framework in classroom contexts and explore its adaptability across diverse educational environments. 
Supporting Science Process Skills of Primary Students through Active Learning with Board Games Pooripat Poohuadorn; Prasart Nuangchalerm
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.859

Abstract

The objectives of this research aimed to compare science process skill and learning achievement of primary students between before and after instruction using active learning with board games. This research was an experimental study using a one-group pretest-posttest design. The participants were 33of grade 2 students in academic year 2025 from Mahasarakham province, Thailand. The research instruments were: 1) a lesson plan using active learning with board games on the topic of “light and living things”, and 2) and science process skill assessment test. Data analysis revealed that students who learned using active learning with board games had an average score of science process skill by post-test score higher than pre-test score at the 0.05 level of statistical significance. The scores of science process skill can be shown that the instruction supported students to deal with science lessons as well. 
A STEM-based e-Book for Scientific Literacy and Sustainability-oriented Learning on Human Digestive System Concepts Rizky Agassy Sihombing; Noviansyah Kusmahardhika; Shiang-Yao Liu; Chun-Yen Chang
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.874

Abstract

The ability to comprehend and apply scientific concepts to contemporary issues is essential for the long-term growth of society. Scientific literacy enables students to understand how their bodies digest food, what it means to eat a balanced diet, and how their food choices affect the environment. The goal of this study was to create and test a STEM-based e-Book about the human digestive system that would help eighth-grade students become more scientifically literate while also teaching them about sustainability. The study utilized a Research and Development (RD) methodology based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Experts in media, learning design, materials, and language confirmed that the product was valid. They showed that the e-Book would perform well in the classroom. Thirty-eight-grade students at a private junior high school in Medan were involved in the implementation. A pretest measured how well something worked. We used pretest and post-test assessments to evaluate the effectiveness. The results showed a significant improvement in students’ scientific literacy. Most of the students scored above the minimum mastery level, with an average N-Gain in the high range (0.75). Feedback from students and teachers indicated that the e-Book was helpful for both classroom and independent learning. The results suggest that integrating STEM principles and sustainability topics into digital learning resources can significantly improve scientific literacy and promote health awareness grounded in sustainability among junior high school students.
The Effect of Project-Based Learning Integrated with the SAMR Model (Substitution, Augmentation, Modification, Redefinition) on Student Learning Outcomes Jauza Zahira Adhiana; Zulfiani Zulfiani
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.900

Abstract

To improve student engagement and learning results, the use of technology in biology education necessitates a suitable pedagogical strategy. Nonetheless, traditional teaching approaches still predominate in classrooms, with little use of technology. The purpose of this study was to examine how using Project-Based Learning (PjBL) in conjunction with the Substitution, Augmentation, Modification, and Redefinition (SAMR) model affected students' learning results regarding the respiratory system. This study employed a non-equivalent control group design and a quasi-experimental methodology. Purposive sampling was used to pick 68 11th graders from a South Tangerang public high school for the research sample. Pretests and posttests with multiple-choice items that had undergone validity and reliability testing were used to gather data. Normalized gain (N-Gain) computation, the Shapiro-Wilk normality test, Levene's homogeneity test, and the Mann-Whitney test were used to analyze the data. According to the findings, the experimental class's average posttest score was roughly 29 points higher than the control class's. The experimental class's N-Gain value was 84.50%, or (₂g² = 0.845) (high category). The Asymp. Sig. (2-tailed) value for the Mann-Whitney test was 0.000 (0.05). These findings showed that using PjBL in conjunction with the SAMR model significantly improved students' learning outcomes.
The Effect of Android-Based Educational Games on Students' Cognitive Learning Outcomes in the Electrical Engineering Fundamentals Subject Selpi Amanda Fadillah; Siswo Wardoyo; Suhendar Suhendar
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.673

Abstract

The purpose of this study was to ascertain how using educational games based on Android affected students' learning results in the Electrical Engineering Fundamentals course, particularly with regard to fundamental cable connection procedures. This study included a nonequivalent control group design, a quasi-experimental method, and a quantitative methodology. 62 10th graders enrolled in a Vocational High School in Banten, Indonesia's Electrical Power Installation Engineering (TITL) program served as the subjects; 30 of them were in the control group and 32 were in the experimental group. Tests (pretest and posttest) and questionnaires were utilized as data collection methods. The research tool was tested for validity and reliability, and the results showed that it was suitable for usage. The average pretest and posttest scores rose from 55.00 to 74.00 in the control class and from 47.19 to 77.50 in the experimental class, according to the data. With a significance threshold of 0.000 0.05, the paired sample t-test revealed a calculated t-value of -14.827 for the control class and -18.735 for the experimental class, showing a substantial improvement in learning outcomes following the treatment. An average score of 0.89, classified as appropriate, was obtained through validation by media and material specialists. Therefore, it can be concluded that the use of Android-based educational games is effective and has a significant impact on improving student learning outcomes compared to conventional learning methods.
Mapping The Science, Technology, Engineering and Mathematics (STEM) Research Network in Science and Environmental Education: A Bibliometric Review Luki Yunita; Salamah Agung; Nur Kholiq Majid; Rifqa Masliah Humairah
International Journal of STEM Education for Sustainability Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i2.914

Abstract

Research on Science, Technology, Engineering, and Mathematics (STEM) in science education and environmental education continues to grow as an effort to improve the quality of learning and support sustainable development. However, studies mapping research developments in these fields are still limited. This study aims to analyze STEM research trends in science education and environmental education using a bibliometric approach. Data were obtained through Publish or Perish (PoP) using the Google Scholar database using the keywords STEM Chemistry Education and Environmental Education. A total of 193 articles published between 2022 and 2026 were collected and then selected, resulting in 22 articles for analysis using VOSviewer through network visualization, overlay, density, and co-authorship. The results show that the keywords education, science, science education, learning, STEM, and environmental education are the most dominant themes. In addition, the topics of environmental awareness, artificial intelligence, application, and science teaching have potential as future research directions, while co-authorship analysis indicates that collaboration between authors is still relatively limited. This study provides an overview of the development of STEM research and opportunities for its future development.

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