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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 95 Documents
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A Bibliometric Analysis of Web-Based E-Modules in Science Education: Trends and Visualization Adawiah, Rabiatun; Muslihatun, Fitri
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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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.
The Effectiveness of the Argument-Driven Inquiry (ADI) Model in Enhancing Critical Thinking Skills: A Literature Review Mustofa, Nurmala; Sari, Naya Mahdiyya; Isnaeni, Rizka; Kamila, Nasywa Dwi
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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Abstract

This research aims to analyze the effectiveness of the Argument-Driven Inquiry (ADI) learning model in improving students' critical thinking skills through a literature study approach. The method used is a literature review of 10 relevant scientific articles published in the period 2017–2026. Data were analyzed descriptively by identifying main findings related to the effectiveness of the ADI model, indicators of increased critical thinking, as well as factors that influence the success of its implementation. The results of the study show that the ADI model consistently has a positive influence on improving critical thinking skills at various levels of education, from elementary school to college. The most dominant increase occurred in the analysis, evaluation, inference, and argumentation indicators. Apart from that, the effectiveness of the ADI model is influenced by academic abilities, student learning styles, the teacher's role as a facilitator, and the use of interactive learning media. The ADI model has also proven to be flexible because it can be applied to various subjects, not only in the field of science but also in language learning. Thus, the ADI model can be an effective, innovative learning alternative in developing students' Higher Order Thinking Skills.
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

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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

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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) Cahyani, Alia; Lopez, Maria Anastasia Da; Nikmatillah, Ziadatun; Gunawan, Gunawan; Nisrina, Nina
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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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.

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