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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 73 Documents
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Analyzing Student Perceptions of the Effectiveness of Project-Based Learning in the Department of Mathematics and Sciences Education at the University of Mataram Alia Cahyani; Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Gunawan Gunawan
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

This study examines students’ perceptions of Project-Based Learning (PjBL) implementation, focusing on the perceived benefits, support needs, and challenges among pre-service teachers in the Department of Mathematics and Natural Sciences Education, University of Mataram.  Data were collected through a survey of 64 respondents. The results indicate that the majority of students perceived PjBL as beneficial for enhancing conceptual understanding, creativity, collaboration, and problem-solving skills. Notably, 98.4% of respondents supported the continuous implementation of this model. Key support requirements identified include step-by-step guidance, project examples, and adequate references. Meanwhile, the primary challenges involved time management, group dynamics, facility limitations, and supervision intensity. The study concludes that while PjBL is effective in developing prospective teachers' competencies, its implementation demands more structured planning and consistent supervision to optimize outcomes.
The Role of Scientific Literacy in Climate Change-Based Science Learning: A Literature Review Gesti Maharani; Melani Aulia Hatami
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

This study aims to examine the strengthening of students’ scientific literacy through science learning that integrates climate change issues. The method employed was a narrative literature review by analyzing national and international articles published between 2019 and 2025 that are relevant to scientific literacy, science education, and issue-based learning approaches. The findings indicate that the integration of climate change issues, particularly through the Socio-Scientific Issues (SSI) approach, enhances conceptual understanding, data analysis skills, scientific argumentation, and evidence-based decision-making. Learning innovations such as climate flashcards, science gardens, digital modules, and the use of AR/VR technologies contribute to increased student engagement and data literacy. Overall, issue-based science learning that incorporates climate change has proven effective in developing students’ scientific literacy and environmental awareness. This review recommends the development of more contextual and sustainability-oriented learning strategies.
Research Trends in Science Learning Using a Gamification Approach to Enhance Students' Critical, Creative Thinking, and Problem-Solving Skills: A Systematic Literature Review Muhamad Hendri Diarta; Nanda Aulia Pratiwi
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

Gamification is an innovative approach that can enhance students’ motivation, active participation, and meaningful learning experiences. This study aims to describe research trends in science learning that employ gamification to improve students’ creative thinking and problem-solving skills. The study adopts a systematic literature review approach, analyzing a total of 270 publications. Articles from the past ten years were selected based on inclusion criteria that covered the use of gamification in science learning contexts, the measurement of creative thinking or problem-solving abilities, and publication in reputable journals. The results indicate that research trends on gamification in science education have increased significantly, with a shift in focus from merely applying game elements to examining more specific pedagogical effects on higher-order thinking skills. Gamification has been shown to enhance learning engagement and facilitate the development of creativity and problem-solving abilities through challenge-based activities, simulations, and exploration. Furthermore, the use of digital platforms as a medium for integrating gamification reflects the transformation of science learning toward more interactive and technology-adaptive approaches.
The Role of Educational Technology (EdTech) in Improving the Quality of Science Learning: A Narrative Review Gisna Haerani; Dini Sudianti
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology has brought significant transformation in education, particularly in science learning, which requires visualization and direct experiences to understand abstract concepts. This study aims to describe the role of digital technology in improving the quality of science learning through an analysis of various studies related to interactive media, digital simulations, AR/VR, virtual laboratories, and digital literacy. This study employed a narrative review approach by examining relevant scientific articles obtained from Google Scholar. The articles were analyzed based on the type of technology used, the purpose of implementation, and their impact on science learning outcomes. The results indicate that digital technologies such as PhET simulations, interactive multimedia, gamification applications, AR/VR, and virtual laboratories consistently improve conceptual understanding, learning motivation, student engagement, and scientific literacy. Digital technology also helps overcome the limitations of conventional learning through the visualization of abstract concepts and more immersive learning experiences. However, its implementation still faces challenges, including limited device availability, internet access, and teacher readiness. Overall, digital technology has great potential to strengthen the effectiveness of science learning when supported by teacher competence and adequate infrastructure.
Development Trends of E-Modules in Science Education for Fostering 21st-Century Skills: A Narrative Review Gunawan, Gunawan; Herayanti, Lovy; Shiddiq, Muhammad Hilmy As
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

The post-pandemic integration of technology in education has accelerated the transformation of teaching materials from print to digital formats. This study aims to provide a narrative review of current trends in the development of electronic modules (E-Modules) in science education, specifically focusing on fostering 21st-century skills. By analyzing recent literature (2021–2025), this review identifies a shift from mere content digitalization to the creation of complex interactive media. Key findings indicate that: (1) Current E-Module development is dominated by the integration of active pedagogical models, particularly Problem-Based Learning (PBL) and STEM (Science, Technology, Engineering, and Mathematics) approaches; (2) There is a distinctive trend of merging digital technology with local wisdom (Ethnoscience) to enhance learning relevance; and (3) The primary learning outcomes targeted are critical thinking, science literacy, and problem-solving skills. This review concludes that modern E-Modules no longer function solely as passive reading resources but as interactive learning environments that effectively bridge scientific conceptual understanding with future competency demands.
Digital Literacy Ecosystems in Higher Education: Strategies for Preparing Future Science Teachers for Global Disruption Qothrunnada, Qothrunnada; Zainuri, Baiq Nabila Saufika
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

Rapid technological development requires higher education to prepare future science teachers with strong and adaptive digital literacy. However, digital literacy is often narrowly interpreted as technical skills, without considering its connection to the broader educational system. This article examines digital literacy in higher education from an ecosystem perspective as a strategy for preparing future science teachers to navigate global disruption. This study employs a systematic literature review of reputable scholarly articles addressing digital literacy, digital competence, and teacher education in higher education contexts. The findings indicate that digital literacy should be understood as an interconnected system involving individuals, learning experiences, institutional policies, and the use of technology in teaching and learning. The review also reveals considerable variation in students’ and pre-service teachers’ digital literacy levels, influenced by instructional design and institutional support. Well-planned and sustained integration of digital literacy supports the professional readiness of future science teachers to use technology critically and responsibly. The study concludes that an ecosystem-based approach is essential for strengthening digital literacy in science teacher education, enabling future teachers to respond effectively to ongoing global educational challenges.
The Influence of Project-Based Learning with a STEM Approach on Students' Physics Creative Thinking Skills Alfiana, Ulfa; Gunawan, Gunawan; Wahyudi, Wahyudi
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 investigate the impact of STEM-integrated Project-Based Learning (PjBL) on Grade 10 students' creative thinking skills. A quasi-experimental method with a non-equivalent control group design was employed. The research population comprised 324 Grade 10 students at SMA Negeri 1 Lingsar during the 2025/2026 academic year. Using a purposive sampling technique, two classes were selected: Class X8 (n=36) as the experimental group and Class X2 (n=36) as the control group. The experimental group was treated with the STEM-PjBL model, while the control group followed a conventional learning model. Data were collected using an instrument consisting of seven essay items focused on renewable energy topics. The results indicated that the experimental group achieved a higher average score (74.31), categorized as "creative," compared to the control group (66.19), categorized as "moderate." Hypothesis testing using a pooled variance t-test yielded tcount = 2.44, exceeding the ttable value of 1.99 at a 5% significance level. Consequently, Ha was accepted, confirming that the STEM-integrated Project-Based Learning model significantly enhances students' creative thinking skills in physics.
Transformasi Pendidikan STEM Dalam Menstimulasi Keterampilan Berpikir Kritis dan Kreatif Siswa: Sebuah Tinjauan Naratif Gunawan, Gunawan; Herayanti, Lovy
Indonesian Journal of STEM Education Vol. 3 No. 1 (2021): Edisi Januari-Juni 2021
Publisher : Indonesian Publication Center

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Abstract

The Industry 4.0 era demands graduates possessing 4C competencies, specifically critical and creative thinking skills. Science, Technology, Engineering, and Mathematics (STEM) education is considered the most relevant approach to addressing these challenges. This study aims to provide a narrative review of the transformation of STEM education in stimulating students' higher-order thinking skills, based on literature published between 2015 and 2020. Through an analysis of selected journal articles, this study identifies a paradigm shift in learning from conventional methods toward the integration of technology and inquiry pedagogy. The key findings indicate that the use of immersive technologies, such as virtual laboratories and interactive multimedia, has proven effective in visualizing abstract concepts (particularly in Physics), thereby directly enhancing student creativity. Furthermore, the integration of learning models such as Problem-Based Learning (PBL) and Challenge-Based Learning (CBL) within the STEM framework provides the necessary scaffolding to train critical thinking dispositions. This article concludes that the transformation of STEM education relies not merely on technology adoption, but on the synergy between digital tools and problem-centered instructional design.
Mengeksplorasi Disparitas: Analisis Mendalam Persepsi Mahasiswa Terhadap Efektivitas Evaluasi Pembelajaran Daring Di Era Pandemi Covid-19 Hermansyah, Hermansyah; Mardhia, Dwi; Yahya, Fahmi; Gunawan, Gunawan; Sahidu, Hairunnisyah
Indonesian Journal of STEM Education Vol. 4 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian Publication Center

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Abstract

The COVID-19 pandemic necessitated a rapid shift from traditional face-to-face learning to online modalities, including student evaluations. This study delves into the disparity between the perceived effectiveness of online learning evaluations and actual student experiences during the pandemic, drawing insights from existing data that highlighted student disagreement regarding the ability of online evaluations to measure material mastery, foster creativity, and enhance thinking skills. While previous research often focuses on quantitative correlations, this qualitative-dominant analysis aims to explore the underlying reasons for student dissatisfaction. It investigates how factors such as technical issues, time pressure, and the design of online assessment tools contribute to these perceptions. By understanding the nuances of student perspectives, this paper seeks to provide valuable insights for educators and policymakers in designing more effective, equitable, and student-centric online evaluation strategies that move beyond mere digital replication of traditional methods.
Identifikasi Kepuasan Siswa Terhadap Pembelajaran Fisika Dengan Model Pembelajaran Daring Diera Pandemi Covid-19 Aprilianti, Indah Putri; Rokhmat, Joni
Indonesian Journal of STEM Education Vol. 3 No. 2 (2021): Edisi Juli-Desember 2021
Publisher : Indonesian Publication Center

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Abstract

Online learning can take place through synchronous or asynchronous formats. Physics is a science or natural science that studies matter and its motion and behavior in space and time, along with related concepts such as energy in force. The general objective is to determine student satisfaction with physics learning using the online learning model during the Covid-19 pandemic. There were 100 respondents from class XII of SMA Negeri 1 Narmada. The type of research used was qualitative research with a survey method. Qualitative research is naturalistic research without intervention from the researcher, producing descriptive data. A survey is research conducted to obtain specific information or characteristics from a population using questions. These questions were compiled in a questionnaire using the Google Forms application. The results of this study indicate that online learning for physics lessons has not achieved student learning satisfaction. The author found that 43.0% felt neutral or satisfied, 30.0% felt dissatisfied with online learning, 10.0% felt very dissatisfied, and 17.0% felt satisfied with online learning.

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