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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 63 Documents
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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; Lovy Herayanti; Muhammad Hilmy As Shiddiq
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (On Progress)
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.

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