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 and it has been reacredited at the 3rd grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since Vol.5, No.1, 2025-Vol.9, No.2, 2029 according to the decision No. 295/C/C3/KPT/2026. International Journal of STEM Education for Sustainability is cited by articles in Scopus database at least 266 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%2C%22International+Journal+of+Stem+Education+for+Sustainability%22%2Ct%2C%22Int+J+Stem+Educ+Sustain%22%2Ct&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&sessionSearchId=d908ee4161741958a701d7d5de57b95b&limit=10">https://scopus.com and the citations detail available here. International Journal of STEM Education for Sustainability has been indexed and archived by
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Psychometric Validation of a STEAM-Based Knowledge Instrument for Measuring Energy Conversion Concepts in Fifth-Grade Students
This study aimed to develop and validate the quality of a multiple-choice instrument for measuring fifth-grade elementary students' understanding of kinetic-to-electrical energy conversion concepts within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework. The research employed a Design and Development Research (DDR) approach with systematic instrument development procedures comprising: literature review and blueprint development, item construction, expert validation, field testing with 28 fifth-grade students, and comprehensive psychometric analysis. The instrument consists of 20 multiple-choice items covering three knowledge dimensions: conceptual (5 items), procedural (10 items), and applicative (5 items). Content validity was established through expert review by three science education specialists, yielding a Content Validity Index (CVI) of 0.87. Item analysis revealed difficulty indices ranging from 0.35 to 0.85 (predominantly moderate difficulty) and discrimination indices ranging from 0.30 to 0.75 (good to excellent discrimination). Reliability analysis using Cronbach's alpha produced a coefficient of 0.82, indicating high internal consistency suitable for elementary school assessment contexts. The instrument demonstrates satisfactory psychometric properties aligned with standards for elementary science assessment and effectively integrates STEAM pedagogical approaches.
Copyright (c) 2026 Ikhsanudin Ikhsanudin, Ricky Cahyasari Putra, Ade Dwi Putra Janata, Rusdi Febriyanto, Ananda Yhuto Wibisono Putra http://creativecommons.org/licenses/by/4.0
Student Cognitive Analysis in STEAM-Based Pre-Vocational Experiential Learning at the Elementary Level
The Making Indonesia 4.0 program requires an educational system that fosters transdisciplinary, contextual, and practical learning to improve technical literacy and promote environmental sustainability. This study is aimed to assess the effectiveness of STEAM-based pre-vocational experiential learning in improving the cognitive abilities of primary school children. This study employed a quantitative, quasi-experimental One-Group Pretest-Posttest design. The study involved 27 fifth-grade primary school students selected through a purposive sampling technique. The results showed that the average pre-test score for students was 54.70, and most of them fell into the medium range (51–75). After STEAM-based learning was put into place, the average score on the post-test went up to 72.66, and most students moved up to the high group (76–100). According to Hake's criteria (1999), the N-Gain analysis showed an average value of 0.40, which means it was moderate. The Paired Sample t-Test also showed a significance value of p = 5.75 × 10⁻⁷ (<0.05), which means that the learning outcomes improved in a statistically significant way. Thus, it can be deduced that STEAM-oriented pre-vocational experiential learning is comparatively beneficial in augmenting students' cognitive abilities. This method positively influences learning outcomes descriptively and is empirically validated, rendering it pertinent for use as a contextual learning technique to enhance 21st-century capabilities in primary education.
Copyright (c) 2026 Rusdi Febriyanto, Ade Dwi Putra Janata, Ananda Yhuto Wibisono Putra, Ricky Cahyasari Putra, Ikhsanudin Ikhsanudin, R. Ahmad Zaky El Islami, Nguyen Van Bien, Ahmet Selçuk Akdemir http://creativecommons.org/licenses/by/4.0
Project-Based Learning-Science, Technology, Engineering, and Mathematics (PjBL-STEM): A Bibliometric Mapping of Themes and Research Gaps
This study aimed to examine the integration of Project-Based Learning (PjBL) in STEM education and identify research gaps. This study uses a bibliometric approach by analyzing 102 Scopus-indexed articles from 2014–2025. The analysis shows a significant increase in publications related to PjBL-STEM. Thematically, PjBL and STEM are interconnected core topics and form several research clusters, with the thinking skills cluster being the most central theme connected to issues of sustainable education and digital learning. Furthermore, keywords related to 21st-century competencies, such as critical and creative thinking, are more dominant than digital technologies, such as e-learning, artificial intelligence, machine learning, and learning analytics, which have not yet taken center stage in the research landscape. These findings indicate a gap in the integration of digital technologies in PjBL-STEM learning. Therefore, further research is recommended to focus on: (1) developing a digital technology-based PjBL-STEM model, (2) integrating learning analytics to monitor the learning process, and (3) strengthening data-based formative assessment to support 21st century skills.
Copyright (c) 2026 Ali Usman, Selfi Maharani, Tri Asih Wahyu Hartati http://creativecommons.org/licenses/by/4.0
Supporting Science Process Skills of Primary Students through Active Learning with Board Games
The objectives of this research aimed to compare science process skill and learning achievement of primary students between before and after instruction using active learning with board games. This research was an experimental study using a one-group pretest-posttest design. The participants were 33of grade 2 students in academic year 2025 from Mahasarakham province, Thailand. The research instruments were: 1) a lesson plan using active learning with board games on the topic of “light and living things”, and 2) and science process skill assessment test. Data analysis revealed that students who learned using active learning with board games had an average score of science process skill by post-test score higher than pre-test score at the 0.05 level of statistical significance. The scores of science process skill can be shown that the instruction supported students to deal with science lessons as well.
Copyright (c) 2026 Pooripat Poohuadorn, Prasart Nuangchalerm http://creativecommons.org/licenses/by/4.0
A STEM-based e-Book for Scientific Literacy and Sustainability-oriented Learning on Human Digestive System Concepts
The ability to comprehend and apply scientific concepts to contemporary issues is essential for the long-term growth of society. Scientific literacy enables students to understand how their bodies digest food, what it means to eat a balanced diet, and how their food choices affect the environment. The goal of this study was to create and test a STEM-based e-Book about the human digestive system that would help eighth-grade students become more scientifically literate while also teaching them about sustainability. The study utilized a Research and Development (R&D) methodology based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Experts in media, learning design, materials, and language confirmed that the product was valid. They showed that the e-Book would perform well in the classroom. Thirty-eight-grade students at a private junior high school in Medan were involved in the implementation. A pretest measured how well something worked. We used pretest and post-test assessments to evaluate the effectiveness. The results showed a significant improvement in students’ scientific literacy. Most of the students scored above the minimum mastery level, with an average N-Gain in the high range (0.75). Feedback from students and teachers indicated that the e-Book was helpful for both classroom and independent learning. The results suggest that integrating STEM principles and sustainability topics into digital learning resources can significantly improve scientific literacy and promote health awareness grounded in sustainability among junior high school students.
Copyright (c) 2026 Rizky Agassy Sihombing, Noviansyah Kusmahardhika, Shiang-Yao Liu, Chun-Yen Chang http://creativecommons.org/licenses/by/4.0
Exploring Decision-Making Skills in Science Education: A Systematic Review of Operational Definition and Instructional Trends
Decision-making skills are widely recognized as essential for preparing students to navigate complex societal and scientific issues, yet how these skills are defined and taught in science education remains fragmented. This systematic review examined 20 studies published between 2010 and 2025 to analyze how decision-making is defined and what components are emphasized, how the criteria of decision is developed, and the kind of instruction supports its development. The PRISMA selection process identified eight key components of decision-making: identify problem, collect scientific data and evidence, consider multiple perspectives, generate options, develop criteria, assess pros and cons, select and justify decision, and evaluate decision. The review revealed that developing criteria, one component of decision-making, often involves developing values-based criteria. Learning practices were dominated by discussions, group work, and worksheets, with limited use of simulations, debates, or digital tools. These findings provide a framework for understanding and teaching decision-making skills in science education. Future research should validate this framework in classroom contexts and explore its adaptability across diverse educational environments.
Copyright (c) 2026 Suci Indah Putri http://creativecommons.org/licenses/by/4.0
The Effect of Project-Based Learning Integrated with the SAMR Model (Substitution, Augmentation, Modification, Redefinition) on Student Learning Outcomes
To improve student engagement and learning results, the use of technology in biology education necessitates a suitable pedagogical strategy. Nonetheless, traditional teaching approaches still predominate in classrooms, with little use of technology. The purpose of this study was to examine how using Project-Based Learning (PjBL) in conjunction with the Substitution, Augmentation, Modification, and Redefinition (SAMR) model affected students' learning results regarding the respiratory system. This study employed a non-equivalent control group design and a quasi-experimental methodology. Purposive sampling was used to pick 68 11th graders from a South Tangerang public high school for the research sample. Pretests and posttests with multiple-choice items that had undergone validity and reliability testing were used to gather data. Normalized gain (N-Gain) computation, the Shapiro-Wilk normality test, Levene's homogeneity test, and the Mann-Whitney test were used to analyze the data. According to the findings, the experimental class's average posttest score was roughly 29 points higher than the control class's. The experimental class's N-Gain value was 84.50%, or (₂g² = 0.845) (high category). The Asymp. Sig. (2-tailed) value for the Mann-Whitney test was 0.000 (<0.05). These findings showed that using PjBL in conjunction with the SAMR model significantly improved students' learning outcomes.
Copyright (c) 2026 Jauza Zahira Adhiana, Zulfiani Zulfiani http://creativecommons.org/licenses/by/4.0