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INDONESIA
Indonesian Journal of STEM Education
Published by Indonesian Publication Center
ISSN : 27164594     EISSN : 2716280X     DOI : -
Core Subject : Science, Education, Engineering,
Chemistry Education Engineering Mathematics Physics
Indonesian Journal of STEM Education (IJSE) adalah wadah publikasi bagi mahasiswa, guru, dosen, praktisi maupun peneliti pada bidang Science, Technology, Engineering dan Math (STEM) Education. IJSE menerima tulisan dalam bentuk artikel hasil penelitian maupun artikel review tentang isu terkini yang berkaitan dengan: Pendidikan Sains, Pendidikan Fisika, Pendidikan Kimia, Pendidikan Biologi, Pendidikan Vokasi, Pendidikan Matematika, Teknologi Pendidikan, dan bidang lain yang terkait STEM Education. Setiap penulis wajib melakukan register dan mengirim artikel melalui OJS jurnal. Setiap artikel yang masuk akan direview oleh tim reviewer IJSE. Semua artikel yang diterima akan dipublikasikan dan tersedia secara bebas (open access) untuk dibaca dan diunduh oleh semua pembaca dibawah lisensi Creative Commons Attribution-ShareAlike 4.0 International License. Pengelolaan dan penerbitan jurnal ini merupakan kerjasama antara Indonesian Publication Center dengan FKIP Universitas Mataram. IJSE terbit sejak 2019 dan terbit dua kali setahun pada periode Januari - Juni dan Juli - Desember.
Arjuna Subject : Umum - Umum
Articles 104 Documents
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A Bibliometric Analysis of Web-Based E-Modules in Science Education: Trends and Visualization Rabiatun Adawiah; Fitri Muslihatun
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2268

Abstract

This study conducts a bibliometric analysis of scientific publications regarding web-based e-modules in science education over the 2017–2026 period. Data were retrieved from the Dimensions.ai database (830 publications) and Google Scholar (859 publications), subsequently analyzed using VOSviewer software to identify publication trends, country contributions, collaboration patterns, and keyword clusters. The results indicate a significant increase in the number of publications, particularly since 2020 due to the acceleration of online learning during the COVID-19 pandemic, reaching a peak in 2025. Indonesia dominates in terms of publication volume (210 documents), followed by the United States and China, although the latter two countries exhibit higher citation impacts and collaboration strengths. Keyword analysis reveals a primary focus on the integration of web technology with innovative pedagogical approaches such as STEM, Problem-Based Learning (PBL), Project-Based Learning (PjBL), augmented reality, Google Sites, flipbooks, and the development of 21st-century skills (critical thinking, self-regulation, digital literacy, and ethnoscience). The trends have evolved from simple material digitalization toward interactive, adaptive, and student-centered learning ecosystems, including the integration of AI, gamification, and local wisdom. This research identifies gaps such as the lack of equitable international collaboration, a shortage of long-term evaluations, and the limited integration of advanced technologies. Consequently, it is recommended that future bibliometric approaches be integrated with empirical and longitudinal studies. Furthermore, to enhance citation impact and research quality, Indonesian researchers must strengthen international collaborations through cross-country research, joint publications in high-impact journals, and active engagement in global research networks to match the academic influence held by the United States and China. Overall, web-based e-modules have become a key innovation in the transformation of science education toward learning that is more effective, inclusive, and relevant to the demands of the digital era.
Augmented Reality in STEM Education: Trends and Insights from 2012 to 2021 Amanah , Prelia Dwi; Rahmatullah, Rahmatullah; Gunawan, Gunawan
Indonesian Journal of STEM Education Vol. 4 No. 2 (2022): Edisi Juli-Desember 2022
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze trends and developments in research on augmented reality (AR) in Science, Technology, Engineering, and Mathematics (STEM) education during the 2012–2021 period through a descriptive bibliometric analysis approach. Data were obtained from the Dimensions.ai and Publish or Perish (PoP) database using the keyword combination "augmented reality" and "STEM education," yielding 127,096 publications analyzed using VOSviewer software for keyword network visualization, density mapping, and temporal overlay. Results indicate significant publication growth, peaking in 2020 (18,717 publications) and 2021 (18,223 publications), reflecting the academic response to post-pandemic digital acceleration. Book chapters dominate publication types (41.35%), while Lecture Notes in Computer Science constitutes the most prolific source. SDG analysis reveals the dominance of SDG 4: Quality Education (7,232 publications). Keyword cluster mapping identifies four dominant research themes: clinical applications, technology intervention design, empirical testing, and learner-centered formal education, with student, intervention, and science as the most central thematic nodes. These findings confirm that AR research in STEM education has shifted from a technical orientation toward pedagogical integration centered on student learning impact.
Analisis Kesalahan Konseptual Dan Prosedural Dalam Eksperimen Berbasis Laboratorium Virtual Fisika: Sebuah Kajian Literatur Yulianti, Heni; Handini, Handini; Pebrianti, Alpina; Gunawan, Gunawan; Nisrina, Nina
Indonesian Journal of STEM Education Vol. 5 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Physics learning requires both conceptual understanding and procedural skills in conducting experiments. However, limited laboratory facilities often become an obstacle in implementing practicum activities, so virtual laboratories are used as an alternative to support experimental learning. This study aims to analyze students’ conceptual and procedural errors in conducting virtual laboratory–based experiments in physics learning through a literature review. The method employed is a literature study by examining 15 relevant scientific journal articles. The results show that conceptual errors include misconceptions of physics concepts, difficulties in relating simulations to theory, and errors in interpreting experimental results. Meanwhile, procedural errors include inaccuracies in following experimental steps, mistakes in setting variables, and difficulties in analyzing data. Therefore, appropriate instructional strategies are needed, such as structured scaffolding, clear experimental guidelines, conceptual discussions before and after practicum, and teacher guidance during the use of virtual laboratories. Thus, the proper use of virtual laboratories can enhance students’ conceptual understanding and experimental skills.
Research Trends in PhET Virtual Laboratories Toward Critical Thinking Skills in Physics Learning: A Decade Bibliometric Analysis (2015–2025) Alia Cahyani; Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2287

Abstract

This study aims to analyze research trends in PhET virtual laboratories on critical thinking skills in physics learning during the period 2015–2025. The study used a descriptive quantitative approach with bibliometric analysis methods. Data were obtained from Google Scholar using the Publish or Perish application, then analyzed using VOSviewer. The selection process resulted in 34 articles that met the inclusion criteria. The analysis results show that research has increased significantly since 2020 and peaked in 2025, influenced by the development of digital-based learning after the COVID-19 pandemic and the implementation of the Independent Curriculum. Bibliometric visualization shows that the topics of critical thinking, PhET simulation, and virtual laboratories are the main focus of research, with a tendency to use PhET combined with various learning models such as problem-based learning and guided inquiry. Citation analysis indicates that research examining the effectiveness of PhET use in improving critical thinking skills has a significant impact. However, studies that specifically address critical thinking skills in the context of certain materials or aspects of learning outcomes are still limited. Therefore, this study provides a comprehensive overview of research trends and opens opportunities for the development of more in-depth and focused research in the future.
Analysis of The Implementation of The Merdeka Curriculum on Essential Science Materials at SMPN 1 Gerung. Muhamad Hendri Diarta; Ni Ketut Anggriani; Fitri Muslihatun; Syamsul Madani
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2034

Abstract

The Merdeka Curriculum is the latest curriculum developed by the Indonesian Ministry of Education, Culture, Research, and Technology to provide more flexible learning, competency-oriented instruction, and character development through the Pancasila Student Profile. This study aims to analyze the implementation of the Merdeka Curriculum on essential science materials at SMPN 1 Gerung, focusing on three aspects: lesson planning, learning implementation, and learning evaluation. This research employed a descriptive qualitative method with a case study approach. Data were collected through observation, questionnaires, and semi-structured interviews involving three science teachers who actively implement the Merdeka Curriculum at the school. The results indicate that the implementation of the Merdeka Curriculum at SMPN 1 Gerung has been carried out effectively. Teachers have prepared teaching modules based on learning outcomes and implemented contextual learning activities through simple project-based learning. Despite limited laboratory facilities and learning resources, teachers demonstrated adaptive strategies by utilizing simple materials, contextual experiments, and digital resources to support learning activities. The findings also show that teachers prioritize essential science materials based on Learning Outcomes (CP) to ensure conceptual understanding and scientific process skills development. Overall, the implementation of the Merdeka Curriculum shows positive progress; however, strengthening teacher competence and providing sustainable training and facilities remain necessary.
The Role of Geogebra in Improving Students' Mathematical Representation Abilities: A Systematic Literature Review Lutfiatussolihah Lutfiatussolihah; Aulia Aulia; Robiatul Adawiah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the effectiveness of using GeoGebra in improving students’ mathematical representation abilities through a Systematic Literature Review (SLR) approach. The background of this study is based on the variability of findings in previous research regarding the use of GeoGebra, as well as the lack of a comprehensive synthesis examining patterns of its effectiveness in mathematics learning. The study was conducted by analyzing 15 articles selected through a screening process based on predefined inclusion and exclusion criteria, published between 2015 and 2024. The results indicate that GeoGebra generally has a positive impact on enhancing students’ mathematical representation abilities, particularly in visual, symbolic, and graphical aspects. However, its effectiveness is influenced by several factors, such as the learning model employed, student characteristics, and the suitability of the learning materials. Therefore, GeoGebra can be considered an effective tool when appropriately integrated into instructional strategies to support interactive and meaningful mathematics learning.
Effectiveness of Science Literacy-Based Digital Teaching Materials for Disaster Mitigation Education: A Literature Review 2016-2025 Muhammad Fadhil Khairullah; Almira Erika Putri; Rindi Sartika Dwi Oktari; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2085

Abstract

Disaster mitigation education is a strategic effort to improve students' preparedness in facing various disaster risks. The use of digital teaching materials based on scientific literacy can support students' understanding of disaster concepts and disaster preparedness. This study aims to analyze the effectiveness of digital teaching materials based on scientific literacy in disaster mitigation education through a systematic literature review approach. This study was conducted by reviewing 28 selected articles published between 2016 and 2025 through the stages of data identification, filtering, and synthesis. The results of the analysis indicate that various forms of digital teaching materials such as e-modules, Virtual Reality (VR), Augmented Reality (AR), story maps, and other interactive media can improve students' understanding of disaster concepts, scientific literacy, and disaster risk preparedness. In addition, the use of digital teaching materials also increases student engagement in the learning process and helps visualize complex scientific concepts. However, the effective implementation of digital teaching materials still faces several challenges such as limited technological infrastructure, teacher competency, and student readiness. Therefore, it is necessary to strengthen support for digital teaching materials based on scientific literacy as a learning medium in disaster mitigation education.
The Use of Animated Video Media in Mathematics Learning: A Literature Review Nilawati Nilawati; Septiana Dwi Cahyani; Aulia Aulia; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the effectiveness of animated video media in mathematics learning through a literature review approach. This research is motivated by the lack of comprehensive studies that synthesize findings across educational levels and research methods regarding the use of animated videos in mathematics learning. The method used is a literature review by analyzing 15 scientific articles published in national and international journals during 2015-2024, selected based on inclusion and exclusion criteria. The data were analyzed using a descriptive-synthesis approach to identify research trends, implementation forms, and their impacts on learning outcomes. The results indicate that animated video media consistently show positive effects on students’ conceptual understanding, learning motivation, and engagement. Most studies employed Research and Development (R&D) and experimental methods, with dominant implementation at the elementary and junior high school levels. However, the effectiveness of animated videos is influenced by factors such as media design, interactivity, and learning context. Therefore, animated video media can be an effective alternative learning tool when designed appropriately.
The Effect of Virtual Laboratories on Students' Science Process Skills: A Literature Review 2016-2025 Hayatun Novi Aulia; Fadillah Deswita Sari; Lindawati Lindawati; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Science process skills are essential abilities in science learning because they help students understand scientific concepts and conduct scientific activities systematically. However, limitations in time, laboratory equipment, and materials often become obstacles in implementing practical activities in schools. Previous studies have reported the effectiveness of virtual laboratories in improving science process skills; however, these findings remain fragmented and lack a comprehensive synthesis across different educational contexts. This study aims to analyze the effect of virtual laboratory use on students’ science process skills through a literature review. The study employed a systematic literature review of articles published between 2016 and 2025, obtained from Google Scholar using keywords such as virtual laboratory, laboratorium virtual, and science process skills. A total of 15 articles were selected based on inclusion criteria, including relevance to the research topic, empirical research design, and availability of full-text articles. The results show that virtual laboratories consistently have a positive impact on improving students’ science process skills across various educational levels. The findings also indicate that the effectiveness of virtual laboratories is influenced by the learning models applied, particularly inquiry-based approaches, and is reflected in moderate to high improvement categories (e.g., N-Gain scores). In addition, virtual laboratories offer advantages in terms of flexibility, accessibility, and efficiency in conducting experiments. In conclusion, virtual laboratories are effective learning media that can enhance students’ science process skills and serve as an alternative or complement to conventional laboratories in science learning.
Improving Students’ Critical Thinking Skills Through Virtual Laboratory Based Problem- Solving Scenarios Nurul Fitiyah; Cici Madiyawati; Malini Putri Dwiyanti; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 5 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Critical thinking skills are essential competencies in 21st-century physics education. However, previous studies indicate that students’ critical thinking abilities remain relatively low due to teacher-centered instructional practices and limited exploratory learning experiences. This article aims to systematically review the effectiveness of implementing virtual laboratory-based problem-solving scenarios in improving students’ critical thinking skills, particularly in Ohm’s Law material. The study employed a literature review method by analyzing relevant national and international journal articles published within the last ten years. The selected articles met criteria related to topic relevance, research methodology, and examined variables. The findings reveal that the integration of virtual laboratories and problem-solving approaches consistently contributes to improving students’ analytical skills, evaluation abilities, logical reasoning, and conclusion drawing. Interactive simulations and structured problem-solving stages enhance students’ active engagement and higher-order thinking skills. Therefore, virtual laboratory-based problem-solving scenarios are recommended as an innovative instructional strategy in physics learning.

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