Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities
STEM Education: Curriculum and pedagogical innovations in science, technology, engineering, and mathematics across formal and informal settings. STEAM Integration: Approaches that incorporate arts and humanities to enrich STEM learning and enhance creativity, communication, and critical reflection. Educational Technology & Design Thinking: Engineering design, maker culture, and technology-enhanced learning in classrooms, workshops, and community environments. Equity, Inclusion, and Access: Research addressing inclusive practices in STEM, arts, and humanities, including learners with special needs and under-represented groups. Methodological Advances: Quantitative, qualitative, mixed-methods, design-based research, and action research in multidisciplinary educational studies. Humanities & Cultural Dimensions: Ethics in engineering education, socio-cultural factors in technology learning, and history/philosophy of science education. Project-Based & Experiential Learning: Maker spaces, innovation labs, and capstone projects, including implementation and evaluation in schools, higher education, and lifelong learning. Policy, Leadership, and Institutional Change: Governance and strategic initiatives that connect STEM, arts, and humanities to address societal challenges (e.g., sustainability, digital transformation, globalization).
Articles
12 Documents
<![CDATA[Problem-Based Learning Strategies to Improve Students' Science Literacy in Chemistry Subjects: A Recent Literature Review ]]>
<![CDATA[Mutia Ardila]]>;
<![CDATA[Ekin Dwi arif Kurniawan]]>;
<![CDATA[Alfira Julian Pratiwi]]>;
<![CDATA[Rafidah Almira Samosir]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.1 (2025): September 2025 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[21st-century learning requires students to have adequate science literacy skills, especially in understanding complex and abstract chemistry materials. However, the results of international assessments show that students' science literacy skills, including in Indonesia, are still not optimal. This study aims to analyze the application of the Problem-Based Learning (PBL) model in improving science literacy in chemistry learning at the high school (SMA/MA) level. The method used is a Systematic Literature Review (SLR) by analyzing articles published between 2018 and 2024. Based on the results of the analysis, 13 articles were obtained that met the inclusion criteria. The results of the review show that the application of PBL consistently strengthens the understanding of science concepts in depth and improves students' critical thinking and problem-solving skills. This learning model not only supports academic achievement but also helps students relate the knowledge learned to real situations, thereby improving the quality of science literacy needed in today's chemistry learning.]]>
<![CDATA[Achievement of National Education Standards as an Indicator of School Quality ]]>
<![CDATA[Artia Sihombing]]>;
<![CDATA[Gressya Pebriani Agatha Tamba]]>;
<![CDATA[Kristi Debora Siagian]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.2 (2026): March 2026 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[One important indicator for evaluating the quality of education in Indonesia is the Achievement of the National Education Standards (SNP). Each educational unit must meet various aspects of the SNP, including the curriculum, the learning process, and evaluation results. This research aims to analyze the relationship between the achievement of the National Education Standards (SNP) and school quality, as well as its impact on student learning outcomes. Using quantitative methods, data were collected from several schools in various regions, including national exam results, graduation rates, and other relevant indicators. The research results indicate that there is a significant positive correlation between SNP achievement and the quality of education perceived by students and parents. Learning outcomes and community satisfaction levels are higher in schools that successfully meet the standards. These findings indicate that SNP can be an effective tool for improving the quality of education in Indonesia if implemented regularly. It is hoped that this research will provide recommendations for policymakers and education practitioners to improve school quality by adhering to the established educational standards.]]>
