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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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Integration of PjBL STEM Based Digital Teaching Materials in High School Physics Learning: Opportunities and Challenges in the Digital Era Eka Puji Astuti; Nurul Fitiyah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 6 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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

Abstract

This study aims to examine the integration of digital teaching materials based on Project-Based Learning (PjBL) combined with the STEM approach in high school physics learning. The method used is a qualitative literature review by analyzing 16 national and international journal articles published between 2015 and 2024, which were selected based on relevance to the topic, methodological clarity, and the presence of empirical. The results indicate that digital teaching materials enhance the quality of learning through interactive, flexible, and contextual content delivery. The implementation of the PjBL model promotes active student engagement, improves collaboration skills, and facilitates the application of physics concepts in real-life contexts. Meanwhile, the STEM approach contributes to the development of critical thinking, creativity, and problem-solving skills. The integration of digital teaching materials, PjBL, and STEM is proven to be more effective than their separate implementation, as it connects theory and practice comprehensively. However, its implementation still faces challenges such as limited technological facilities and user readiness. Therefore, well-designed instructional planning and institutional support are required to optimize its implementation in improving the quality of physics learning.
Analysis of The Improvement of Students’ Critical Thinking Skills and Scientific Literacy Through The Development of Ethnoscience-Based PJBL E-Modules in Science Learning: A Systematic Literature Review Muhamad Hendri Diarta; Dini Sudianti; Gisna Haerani
Indonesian Journal of STEM Education Vol. 8 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i2.2285

Abstract

This study analyzes the effectiveness of integrating ethnoscience, local wisdom, and e-modules based on Project-Based Learning (PjBL) to improve students' critical thinking skills and scientific literacy. This research is highly urgent due to the limited comprehensive synthesis regarding the integration of these three specific components in modern 21st-century science education. The method used is a literature review of 20 relevant scientific articles. The synthesis results clearly show that this integration contributes significantly to learning outcomes. Ethnoscience effectively bridges modern science with local knowledge to make learning contextual. The PjBL model trains higher-order thinking skills through investigation and projects. Meanwhile, e-modules successfully strengthen independent learning interactively and flexibly. The synergy of these three components is proven to increase student engagement, understanding, analysis, and evaluation. However, success remains influenced by teacher readiness, resource availability, and student autonomy. This study provides a vital theoretical contribution toward relevant science learning innovations for the future.
Development of E-Modules Based on Local Wisdom to Improve Students’ Science Literacy and Critical Thinking: A Systematic Literature Review Gisna Haerani; Dini Sudianti; Muhammad Hendri Diarta
Indonesian Journal of STEM Education Vol. 8 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i2.2446

Abstract

This study aims to analyze the trends, characteristics, and effectiveness of developing local wisdom-based e-modules in improving students’ scientific literacy and critical thinking skills. The method used was a systematic literature review by examining 15 articles obtained from Google Scholar, ERIC, and DOAJ databases within the 2016–2025 period. The selection process followed the stages of identification, screening, eligibility, and inclusion. Data were analyzed using a descriptive qualitative approach by synthesizing findings based on research methods, study focus, and main results. The findings indicate that most studies employed Research and Development (R&D) and experimental methods. Local wisdom-based e-modules are proven effective in enhancing scientific literacy and critical thinking skills through contextual, interactive, and meaningful learning experiences. The integration of local wisdom makes learning more relevant and increases student engagement. However, most studies still focus on a single aspect of ability and rarely integrate both skills simultaneously. Therefore, further research is needed to develop more innovative and comprehensive e-modules to simultaneously improve scientific literacy and critical thinking skills.
Potensi Tradisi Nyorong Sebagai Konteks Pembelajaran IPA Kontekstual Berbasis Budaya Lokal: Tinjauan Literatur Siska Afrilianti; Asyil Arifah; Eldza Rosmiatin Nafis
Indonesian Journal of STEM Education Vol. 8 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i2.2480

Abstract

Science education in the Merdeka Curriculum calls for a contextual and meaningful approach, yet science instruction often remains abstract and lacks a connection to students’ real-life experiences. An ethoscience approach can offer a solution by integrating local community knowledge into scientific concepts. However, studies that specifically map the Nyorong tradition of the Samawa tribe into school science concepts particularly in the physics topics of work and energy remain limited. This review article aims to analyze the potential of the Nyorong tradition as a context for contextual, ethnoscience-based science learning by mapping cultural activities to the concepts of work and energy. The study employed a narrative review method, examining 16 selected articles retrieved from the Google Scholar, ScienceDirect, ERIC, SpringerLink, and Garuda databases between 2021 and 2026. Data were analyzed using content analysis through thematic grouping and synthesis of findings. The results indicate that the Nyorong tradition includes activities relevant to the concepts of force, work, potential energy, kinetic energy, energy transformation, and power. Integrating the Nyorong tradition has the potential to enhance science literacy, scientific process skills, the relevance of learning, as well as the instillation of character values and appreciation for local culture. This study contributes to enriching references for local culture-based science education and opens opportunities for the development of contextual teaching materials in secondary schools.

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