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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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Praktikum Sabun Cair dengan Ekstrak Bunga Sepatu: Mengembangkan Pemecahan Masalah Mahasiswa Kimia Melalui Kimia Terapan Ahmadi, Ahmadi; Maripa, Baiq Risni
Indonesian Journal of STEM Education Vol. 4 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian Publication Center

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Abstract

Problem-solving skills are an essential competency that chemistry education students must master as future educators. This study aims to analyze the effectiveness of a laboratory experiment on the formulation of liquid soap enriched with hibiscus flower extract (Hibiscus rosa-sinensis L.) in developing students’ problem-solving skills. The research design employed a pre-experimental approach with a one-group pretest-posttest design involving 15 fifth-semester chemistry education students at Mandalika University of Education. The learning intervention was designed based on contextual problems through six stages: orientation to formulation problems, extraction of bioactive components from hibiscus flowers, design of liquid soap formulas, implementation of manufacturing procedures, testing of product quality parameters, and reflective evaluation based on empirical data. The measurement instrument consisted of a structured essay test that assessed six problem-solving indicators: problem identification, conceptual analysis, solution planning, implementation strategies, data interpretation, and critical evaluation. Data analysis utilized the Shapiro-Wilk normality test, paired t-test, normalized gain, and Cohen’s d effect size. The results showed a significant increase in problem-solving scores from a mean of 50.4 (SD=10.2) to 85.6 (SD=7.8), with a t-value (14)=4.26, p<0.001. An N-gain value of 0.71 indicates a high category, with an effect size of d=1.10 indicating a large practical impact. An applied chemistry context based on household products has proven effective in bridging the gap between theoretical knowledge and real-world applications in chemistry education.
The Evolution of Project-Based Learning (PBL) Approaches in STEM Education: An Analysis of Trends and Their Impact on 21st Century Skills (2011-2021) Gunawan, Gunawan; Zainuri, Baiq Nabila Saufika; Herayanti, Lovy
Indonesian Journal of STEM Education Vol. 4 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian Publication Center

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Abstract

This literature review comprehensively examines the evolution of Project-Based Learning (PBL) approaches within Science, Technology, Engineering, and Mathematics (STEM) education and their impact on 21st Century Skills from 2011 to 2021. Analyzing 40 scholarly articles, the study traces pedagogical shifts and trends in PBL implementation across diverse STEM contexts. Initial findings (2011-2015) highlighted a foundational focus on defining STEM integration and early explorations of PBL methodologies. Progressing into 2016-2021, the literature reveals a significant increase in the sophistication of PBL-STEM, marked by greater technology adoption (e.g., robotics, virtual laboratories) and explicit emphasis on fostering critical thinking, problem-solving, creativity, collaboration, and digital literacy. This review underscores a clear trend towards authentic, interdisciplinary PBL experiences designed to prepare students for real-world challenges. It concludes that PBL consistently acts as a robust pedagogical framework within STEM education, effectively cultivating essential 21st Century Skills for future academic and professional success.
The Effect of The Blended Learning Model Assisted by The Google Classroom Application on The Science Learning Outcomes Islamiyati, Dian; Bahtiar, Bahtiar; Zohri, Muhammad
Indonesian Journal of STEM Education Vol. 4 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian Publication Center

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Abstract

This study aims to examine the effect of the blended learning model assisted by Google Classroom on students’ science learning outcomes. The research employed a quasi-experimental design with a pretest-posttest control group. The sample consisted of 31 students in the experimental class and 30 students in the control class, selected using simple random sampling. Data were collected using a multiple-choice test. The results showed that the average post-test score of the experimental class (86.58) was higher than that of the control class (65.20). Hypothesis testing using an independent t-test indicated that tcount (10.36) > ttable (2.00) at a 5% significance level. These findings indicate that the blended learning model assisted by Google Classroom has a significant effect on students’ science learning outcomes. These findings indicate that the blended learning model assisted by Google Classroom is effective in improving students’ science learning outcomes.
Pengaruh Penambahan Ekstrak Bunga Mawar terhadap Kualitas Sabun Mandi Berbasis Minyak Kelapa Maripa, Baiq Risni; Ahmadi, Ahmadi
Indonesian Journal of STEM Education Vol. 5 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

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Abstract

Bath soap is a hygiene product widely used by the public, with demand for safe, high-quality natural soaps continuing to rise. This study aims to analyze the effect of adding rose flower extract (Rosa damascena Mill.) on the quality of coconut oil-based bath soap, as assessed by physicochemical and organoleptic parameters. The experimental study employed a completely randomized design with four treatments of rose flower extract concentrations: 0% (control), 3%, 6%, and 9%, each with three replicates. The soap was produced via the cold saponification method using coconut oil as the base material, with the addition of sodium hydroxide, distilled water, and rose flower extract obtained through maceration in 70% ethanol for 3×24 hours. The quality parameters tested included pH, moisture content, foam height, foam stability, homogeneity, texture, color, aroma, and panelist acceptance. Data were analyzed using one-way ANOVA and Duncan’s post-hoc test at a significance level of ?=0.05. The results showed that the addition of rose flower extract significantly affected all soap quality parameters (p<0.05). The treatment with a 6% concentration produced soap with optimal quality: pH 9.2 ± 0.3, moisture content 18.4 ± 1.2%, foam height 8.6 ± 0.4 cm, foam stability 82.3 ± 2.1%, excellent homogeneity, soft texture, attractive pink color, strong characteristic rose aroma, and the highest panelist acceptance (score 4.2 ± 0.3 on a 5-point scale). A higher extract concentration (9%) resulted in a hard texture and an overly dark color, which the panelists found less appealing. Coconut oil-based bath soap with 6% rose flower extract meets the SNI 06-3532-2016 standard and has the potential to serve as a high-quality natural soap alternative with added aesthetic and aromatherapeutic value.
Project-Based Learning as a Catalyst for Innovation: Analyzing its Role and Effectiveness in Developing Creative Thinking Gunawan, Gunawan; Herayanti, Lovy; Ahmadi, Ahmadi; Yahya, Fahmi; Zainuri, Baiq Nabila Saufika
Indonesian Journal of STEM Education Vol. 5 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

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Abstract

This narrative review synthesizes recent literature to explore the significant role of Project-Based Learning (PjBL) as a catalyst for innovation through the development of creative thinking among students. Drawing from a comprehensive review of studies, this paper examines how PBL frameworks, by engaging learners in authentic, complex problem-solving and hands-on project creation, inherently foster environments conducive to divergent thinking, novel idea generation, and critical problem analysis. We analyze the pedagogical mechanisms within PjBL, such as collaboration, inquiry-based learning, and iterative design, that contribute to enhancing students' creative abilities across various educational levels and disciplines, including STEM and engineering. Furthermore, the review discusses the documented effectiveness of PjBL in improving not only creative thinking skills but also related competencies like critical thinking and self-efficacy, which are vital for innovation. The findings underscore PjBL's potential to equip students with the necessary cognitive tools to navigate and contribute creatively to an ever-evolving world. This review aims to consolidate current understanding and highlight future research directions for optimizing PjBL implementation to maximize its impact on fostering innovation-driven creative thinking.
The Effect of Jigsaw-Type Cooperative Learning Model with a Multimodal Approach on Students' Physics Concept Understanding Amrullah, Lalu Azikri; Gunawan, Gunawan; Kosim, Kosim
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 low level of students' physics concept understanding is often caused by conventional learning processes and the lack of varied representational media. This study aims to investigate the effect of the Jigsaw-type cooperative learning model with a multimodal approach on students' physics concept understanding. This research employed a quasi-experimental method with a non-equivalent control group design. The population comprised all Grade 11 students at MA Nurul Iman, with samples selected via purposive sampling. Data were collected using a physics concept understanding test instrument consisting of multiple-choice items. Data analysis was performed using IBM SPSS Statistics 25, involving prerequisite tests followed by an Independent Sample T-test. The results indicated that the mean posttest score of the experimental class (84.29) was significantly higher than that of the control class (75.75). Hypothesis testing revealed a significance value (Sig. 2-tailed) of 0.018 < 0.05, leading to the rejection of H0 and the acceptance of Ha. Consequently, it can be concluded that the Jigsaw-type cooperative learning model with a multimodal approach has a significant effect on improving students' physics concept understanding. The integration of various representational modes effectively helps students visualize abstract concepts and strengthens cognitive construction through peer tutoring interactions.
Learning Loss dan Ketimpangan Akses STEM Pasca Pandemi COVID-19: Tinjauan Literatur Sistematis Fathoroni, Fathorroni; Imran, Imran; Rahmatullah, Rahmatullah
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 has caused significant disruption to the global education system, particularly in STEM education, which requires direct interaction and experimental practice. This study aims to examine the phenomena of learning loss and the digital divide in post-pandemic STEM education and to identify recovery strategies. The method employed is a systematic literature review (SLR) using the PRISMA approach, focusing on peer-reviewed articles from 2020–2022 retrieved from Scopus, Web of Science, and Google Scholar. The findings indicate that learning loss has occurred significantly, particularly in mathematics, and has been exacerbated by technological access disparities, leading to a widening gap in learning outcomes. The interaction of these two factors gives rise to learning inequality, which has the potential for long-term impacts on the quality of human resources in the STEM field. Therefore, comprehensive recovery strategies are needed through strengthening technology access, adapting competency-based curricula, utilizing educational technology, and implementing targeted interventions for vulnerable groups.
Innovative Chemistry Laboratory Models in 21st Century Learning: A Literature Review on the Development of Scientific Creativity and Science Process Skills Sophian, Nada Clairina; Maharani, Gesti; Juddin, Sura
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

Conventional chemistry laboratory activities based on a cookbook approach have proven insufficient in developing students’ scientific creativity and science process skills (SPS) for the 21st century. This gap is reflected in persistently low scores on originality and elaboration dimensions of creative thinking, as well as weak hypothesis formulation and experimental design skills. Despite the growing body of research on innovative laboratory practices, no comprehensive synthesis has systematically mapped the empirical evidence across multiple innovative models, compared their relative effectiveness, and identified contextual limitations, particularly for developing-country settings such as Indonesia. This research gap motivates the present study. This systematic literature review examines 42 empirical articles selected from an initial pool of over 200 studies through PRISMA screening, and analyzes innovative laboratory models empirically tested over the past decade (2016–2025), including Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), STEM integration, virtual laboratories, ethnoscience-based practicum, and Green Chemistry principles. Findings consistently show that these models enhance all four dimensions of scientific creativity (fluency, flexibility, originality, elaboration) as well as integrated SPS. Quantitatively, PjBL and IBL interventions yielded the strongest effect sizes (d = 0.72–1.14) on creativity and integrated SPS dimensions, with the originality and elaboration dimensions showing the most pronounced gains compared to conventional approaches. PjBL and IBL proved most effective in stimulating divergent thinking, while virtual laboratories reduced cognitive load on abstract content. Despite challenges such as infrastructure limitations and teacher readiness, locally sourced materials and microscale experiment designs offer affordable and practical solutions. Concrete recommendations for educators and policymakers are provided to modernize the design of chemistry practicums sustainably.
The Role of Ethnoscience-Integrated E-Modules in Science Learning: A Systematic Literature Review Sari, Naya Mahdiyya; Mustofa, Nurmala; Kamila, Nasywa Dwi; Isnaeni, Rizka
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 development of digital technology in education encourages the use of innovative teaching materials such as E-Modules that support independent, interactive, and flexible learning. On the other hand, science learning requires a contextual approach that connects scientific concepts with real-life situations, one of which is through ethnoscience. However, studies that systematically synthesize the roles and impacts of ethnoscience-integrated E-Modules in science learning are still limited; therefore, comprehensive research in this area is needed. This study aims to systematically examine the role of ethnoscience-integrated E-Modules in science learning. The method used is a Systematic Literature Review (SLR) by analyzing 14 relevant articles published between 2016 and 2025, obtained from Google Scholar using Publish or Perish. The article selection process followed the PRISMA flow, while data analysis was conducted using content analysis techniques. The results show that ethnoscience-integrated E-Modules are able to improve the quality of learning through contextual, interactive, and culture-based content, as well as contribute to enhancing students’ learning independence, motivation, scientific literacy, and conceptual understanding. However, their implementation still faces challenges such as limited technological facilities and teachers’ readiness, so support in the form of training and adequate facilities is needed to optimize their use. Therefore, ethnoscience-integrated E-Modules have great potential as an innovative approach in future science learning.
The Role of STEM-Integrated Problem-Based Learning (PBL) Science Worksheets in Enhancing Critical Thinking Skills: A Literature Review (2015–2025) Kamila, Nasywa Dwi; Mustofa, Nurmala; Sari, Naya Mahdiyya; Isnaeni, Rizka
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 use of student worksheets based on problem-based learning integrated with STEM education represents an innovative approach to enhancing students’ critical thinking skills in science learning. However, systematic literature reviews specifically focusing on the integration of PBL and STEM within student worksheets remain limited. This article aims to analyze the role and effectiveness of PBL-STEM-based worksheets in improving critical thinking skills based on scientific publications from 2015 to 2025. The method employed is a systematic literature review (SLR) of 10 core articles identified using the Publish or Perish application. The analysis reveals that the integration of PBL and STEM in worksheets significantly enhances students’ critical thinking, with improvements ranging from moderate to high categories. The primary contributing factors include the use of contextual problem-solving activities, interdisciplinary learning approaches, and active student engagement. These findings confirm that science worksheets designed based on PBL-STEM, supported by investigative activities and interactive technology, are proven effective in developing higher-order thinking skills. The implications of this study highlight the importance of developing innovative and contextual learning materials to support 21st-century competencies.

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