International Journal of STEM Education for Sustainability
International Journal of STEM Education for Sustainability is a peer-reviewed journal that covers research publications in STEM Education or related including chemistry education, biology education, physics education, earth science education, space science education, enviromental education, science education, technology education, engineering education, mathematics education, and integration between two or more disciplines in STEM Education towards sustainable development. Moreover, this journal also covers the development of STEM Education such as STEAM Education, STREAM Education, MII-STEM and others. To give researchers the opportunity to write their perspectives on STEM Education or related ones, since the year 2023, the review articles are also welcome to be submitted to the International Journal of STEM Education for Sustainability. International Journal of STEM Education for Sustainability is published by Gemilang Maju Publikasi Ilmiah (GMPI). International Journal of STEM Education for Sustainability has e-ISSN 2798-5091. International Journal of STEM Education for Sustainability has become a Crossref member since year 2021 with prefix 10.53889. Therefore, all articles published by International Journal of STEM Education for Sustainability will have unique DOI numbers since Vol. 1, No. 1, July 2021. Since Vol. 1, No. 1, July 2021 International Journal of STEM Education for Sustainability uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. International Journal of STEM Education for Sustainability has been accredited at the 3rd grade by the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2021 according to the decision No. 72/E/KPT/2024. International Journal of STEM Education for Sustainability is cited by articles in Scopus database at least 208 times since published in July 2021 available online on <a href="https://www.scopus.com/results/results.uri?sort=plf-f&src=dm&st1=International+Journal+of+STEM+Education+for+Sustainability&st2=Int.+J.+STEM+Educ.+Sustain&nlo=&nlr=&nls=&sid=d908ee4161741958a701d7d5de57b95b&sot=b&sdt=cl&cluster=scopubyr%2c%222020%22%2cf%2bscoexactsrctitle%2c%22International+Journal+Of+Technology+And+Design+Education+2021%22%2cf&sl=100&s=%28REF%28International+Journal+of+STEM+Education+for+Sustainability%29+OR+REF%28Int.+J.+STEM+Educ.+Sustain%29%29&origin=resultslist&zone=leftSideBar&editSaveSearch=&txGid=44eea37f604a13ed6b11cc108830ff67">https://scopus.com. International Journal of STEM Education for Sustainability has been indexed and archived by
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Applying Augmented Reality Technology to Build Serious Games in STEM Education
Serious games are increasingly recognized as an innovative pedagogical tool in STEM education, thanks to their ability to create engaging, interactive and competency-based learning environments, thereby improving student learning outcomes. In this context, Augmented Reality (AR) technology has emerged as a breakthrough in science and technology, allowing learners to interact directly with vivid 3D models in real space, thereby strongly promoting the ability to explore and learn by experience. Integrating learning games (Serious games) with AR technology in teaching science subjects not only brings a new learning experience, but also opens up a promising approach to developing creative thinking, problem-solving skills and systematic thinking in learners. This study aimed to: (1) design AR-enhanced serious games aligned with the EDP framework using the CoSpaces Edu platform; and (2) evaluate their impact on students’ engagement, perceptions of STEM, and development of engineering design skills. The mixed-method research design used in this study. In this study, we applied the CoSpaces Edu platform to design and deploy twelve AR-integrated learning games, corresponding to key topics in the Natural Science and Physics curriculum at middle and high school levels. The games were built to integrate academic content with virtual interactive experiences, thereby exploiting the potential of AR technology in improving the quality of science teaching in the direction of STEM education.
Copyright (c) 2025 Ngo Thi Phuong Anh, Nguyen Lan Huong, Nguyen Quoc Hung, Tuong Duy Hai, Nguyen Thi To Khuyen http://creativecommons.org/licenses/by/4.0
Innovation of Mobile Science Laboratories as a Solution to Access to Practical Learning in Schools: A Case Study at an Education Quality Assurance Center in Banten, Indonesia
Inequality of access to laboratory facilities is one of the main challenges in science learning in schools, especially in areas with limited infrastructure. This study aimed to describe and analyze the innovation of the Mobile Science Laboratory implemented by an Education Quality Assurance Center in Banten, Indonesia as an alternative solution in expanding access to practical learning. This study used a qualitative approach with a case study type. Data collection techniques were carried out through interviews with program managers and documentation analysis. The results of the study indicate that the mobile science laboratory program contributes to expanding access to practical work for students in schools that do not have laboratory facilities, increasing student engagement in science learning, and strengthening teachers' pedagogical capacity. The main challenges in implementation include time constraints, school facility conditions, teacher readiness, and logistics. Supporting factors for the success of the program include the institutional commitment of an Education Quality Assurance Center, adaptive program design, and enthusiasm from target schools. This study recommends integrating the program with teacher training, regional policy support, and developing a replication model in other provinces.
Copyright (c) 2025 Aan Subhan Pamungkas, Suyitno Muslim, Khaerudin Khaerudin http://creativecommons.org/licenses/by/4.0
Validity of the Role-Playing Game (RPG) Educational Game Thermochemical Concepts as an Independent Learning Media
Technological advances can be used to simplify the learning process. This use includes the use of games as a product of technological progress. Games make the concepts presented interesting. One type of game that can be used is a role-playing game (RPG). RPG games are games that focus on story and character development. Students often lack the motivation to learn. Apart from that, students also have difficulty learning thermochemical concepts. This study aimed to describe the validation of thermochemical concepts RPG game learning media based on the assessment of material experts and media experts. Assessment is carried out using a validation sheet. This study used a research and development (R&D) method. Then the results obtained are divided into very valid, valid, quite valid, invalid, and very invalid. Based on the material expert's assessment, the thermochemical concepts RPG game learning media was rated very valid (89%), and based on the media expert's assessment, it was rated as valid (80%), so the learning media developed could be implemented.
Copyright (c) 2025 Hafiz Firdaus, Khairiatul Muna, Muhammad Bahit http://creativecommons.org/licenses/by/4.0
The Implementation of the Flipped Classroom Learning Method to Address Conceptual Understanding on Dynamics Concepts
The purpose of this study was to determine how well students understood dynamics principles when using the flipped classroom learning methodology. A pretest-posttest control group was included in the quasi-experimental design of the study. A total of 72 students were separated into two groups, namely the experimental group using the flipped classroom model and the control group with the conventional method. Questionnaires to gauge student impressions and two-tier multiple-choice examinations to gauge conceptual knowledge were the primary tools. According to the research findings, the experimental group's normalized gain value of 0.67 (high category) significantly outperformed the control group's 0.41 (medium category) in terms of conceptual comprehension. The two groups differed significantly (p < 0.05) according to the independent t-test. These findings support the effectiveness of the flipped classroom in enhancing conceptual understanding, encouraging active student engagement, and aligning with the principles of the Merdeka Curriculum. However, the success of implementing this model is also influenced by the readiness of teachers, students, and adequate technological infrastructure. For other areas of physics, similar models should be developed, and further mixed-methods research is needed to further explore students' experiences.
Copyright (c) 2025 Wawan Hendrawan, Rudi Haryadi, Cucu Atikah http://creativecommons.org/licenses/by/4.0
Development of a Contact Process Demonstration Tool n the Production of Sulfuric Acid to Improve Students' Learning Motivation on Chemical Equilibrium Concepts
This study aimed to; (1) develop a teaching aid for the contact process of sulfuric acid production in chemical equilibrium materials; (2) to find out the influence of contact process teaching aids on increasing learning motivation. This study used a mixed-method research design with product development using R&D methods (Research and Development) using ADDIE (Analyze, Design, Development, Implement, Evaluation) model of product implementation and used a quasi-experimental method to test the effectiveness of the product. The contact process props are in the form of four sets of tools consisting of reactor 1 as a place for oxygen production, reactor 2 as a place for SO2 production, a balance shift pipe as a place for SO3 production, and SO3 Absorption as a place where SO3 meets H2O to produce H2SO4. Contact process props provide students with visualizations of shifts in chemical equilibrium affected by pressure and volume. The feasibility test of material and language experts was 88.44% and the media feasibility test of 91.33% showed that contact process teaching aids on chemical equilibrium materials are very feasible as practicum media. The results of the independent t-test stated that there was an influence of the product on learning motivation with a significance value of 0.012. Contact process teaching aids provide learning with macroscopic representations to students, thus making learning about chemical equilibrium material interesting.
Copyright (c) 2025 Ahmad Syakur, Maria Paristiowati, Afrizal Afrizal http://creativecommons.org/licenses/by/4.0
Development of the Steinberg Method Using Canva Media in the Early Reading Skills of Elementary School Students on Science Concepts
This study aimed to: (1) identify the profile of students' initial reading learning, (2) design the Steinberg method assisted by Canva Media for initial reading learning, (3) determine students' responses to learning media using Canva Media, and (4) determine teachers' responses to the initial reading learning model through the Steinberg method assisted by Canva Media. The research method used was Research and Development (R&D) based on the Dick, Carey, and Carey framework. The research results indicate that: (1) the development of the early reading model through the Steinberg method and Canva Media was carried out through 10 stages, namely: needs identification, development, learner and context analysis, breakdown of competency objectives, instrument development, learning strategies, selection of teaching materials, formative evaluation, revision, and summative evaluation. (2) Students' responses to the early reading learning media using Canva were mostly positive. (3) Teachers' responses to the early reading learning product using the Steinberg method assisted by Canva were deemed appropriate and suitable for use in early reading instruction at elementary schools. This study concludes that the use of the Steinberg method-based early reading learning model using Canva as a medium has proven effective, is well-liked by students, and is deemed appropriate by teachers for implementation in elementary schools, allowing for further field trials.
Copyright (c) 2025 Amin Hasan, Suroso Mukti Leksono, Lukman Nulhakim http://creativecommons.org/licenses/by/4.0
Innovative STEM-based Teaching of ‘Power Transmission Systems’ for Electrical Engineering Students
STEM stands for Science, Technology, Engineering and Mathematics. STEM education is an educational method that integrates these fields in an interdisciplinary and hands-on approach, helping students develop critical thinking, problem solving, teamwork and communication skills. STEM education is increasingly asserting its important role in training high-quality human resources to meet the requirements of the 4.0 Industrial Revolution. Implementing the STEM education model at universities is a necessary step to improve training quality and create generations of creative and innovative students. During the process of training students in electrical engineering, in order to achieve high quality and effective training, we boldly researched a new university teaching model: STEM combining experiential pedagogy with the topic of Systems. power transmission system, then guide students to practice operating the power system on the school's practice model. The power transmission system is a complex network of electrical lines, transformer stations and other equipment responsible for transmitting electricity from the place of production (power plant) to the place of consumption (industrial park)… , manufacturing plant, ...). This system plays an important role in ensuring safe, stable and effective electricity supply for all activities of social life.
Copyright (c) 2025 Van Hai Doan, Huy Tung Le http://creativecommons.org/licenses/by/4.0
Assessment of Competence of Pre-service Mathematics and Science Teachers in Classifying Cognitive Processes and Knowledge Dimensions through the Revised Bloom's Taxonomy
Effective assessment plays a critical role in fostering students' cognitive development and academic achievement. To achieve this, pre-service mathematics and science teachers must demonstrate competencies in classifying cognitive processes and knowledge dimensions through the Revised Bloom’s Taxonomy (RBT). This study investigated the competencies of 156 pre-service teachers from mathematics, biology, physics, and chemistry education programs at a public university in Indonesia in classifying test items according to RBT. Employing a quantitative descriptive design, participants were evaluated on their ability to accurately identify both cognitive levels (C1–C6) and knowledge dimensions (factual, conceptual, procedural, and metacognitive). The results revealed strong proficiency in analyzing (C4), but notable weaknesses in applying (C3) and creating (C6)—two domains essential for developing higher-order thinking skills (HOTS). Moreover, no statistically significant differences were found between male and female participants. These findings underscore the need for strengthening teacher education curricula by integrating targeted training on RBT-based assessment design. Equipping pre-service teachers with such competencies is vital for enhancing students’ critical thinking and problem-solving abilities.
Copyright (c) 2025 Riskan Qadar, Shelly Shelly, Rosita Putri Rahmi Haerani, Muliati Syam, Syayidah Dinurrohmah, Akmal Raiky Aryaputra, Saphira Devina Widya Putri Farida http://creativecommons.org/licenses/by/4.0
Exploring Ethnoscience-Oriented PjBL-STEM Model Implementation in Biology Education: A Traditional Food Context Study
This study set out to investigate the application of the ethnoscience-focused PjBL-STEM model in biology education. By examining traditional meals as part of local wisdom, this methodology focuses on ethnoscientific values. A descriptive qualitative method incorporating literature review approaches was employed to investigate the idea, application, and future possibilities of this model. The study's findings suggest that PjBL, STEM, and ethnoscience can be combined to enhance the relevance, context, and cultural richness of education. Additionally, it has been demonstrated that this model fosters the growth of 21st-century abilities including critical thinking, creativity, communication, and teamwork as well as greater scientific literacy and learning motivation. Teachers serve as a link between local knowledge and contemporary science. Therefore, theethnoscience-oriented PjBL-STEM model can be an effective approach in realizing contextual, applied, and culturally rooted biology education.
Copyright (c) 2025 Maritza Julianti, Tiara Aina, Jesita Prasiwi, Indah Fatonatullaillah, Winda Widiyastuti, Usman Usman http://creativecommons.org/licenses/by/4.0
The Students' Numeracy Literacy Profile through Visual, Auditory and Kinesthetic Learning Styles
This study aimed to describe students’ numeracy literacy ability reviewed from visual, auditory, and kinesthetic learning styles. The method used is a qualitative approach with a case study method. The subjects in this study consisted of 73 eighth-grade students at a junior high school in Kelapa Dua, Indonesia, who were selected intentionally based on variations in learning styles and levels of numeracy literacy skills. Data collection was carried out through test numeracy literacy, a questionnaire-style study, and semi-structured interviews. Data were analyzed in a descriptive qualitative way with a triangulation technique to increase the validity of findings. Research results show that students with visual learning tend to achieve higher literacy more numeracy tall compared to students stylish Study auditory and kinesthetic way. Visual students appear more capable of understanding mathematics and developing solution strategies to questions in a way. On the other hand, students are auditory and kinesthetic; many are in the low category, especially because lack of verbal support and concrete activities in the learning process. Research This concludes that the style of Study is influential to the method of student processing and implementing draft numeracy. Findings. This gives important implications in designing learning strategies for adaptive mathematics to suit the needs of students, to improve the quality of numeracy literacy in schools.
Copyright (c) 2025 Ulpha Mega Pratiwi, Heni Pujiastuti, Novaliyosi Novaliyosi http://creativecommons.org/licenses/by/4.0