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 232 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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STEAM-Based Pre-Vocational Learning: A Process Assessment Study Using a Mini Solar Panel House Project
This study examined the effectiveness of STEAM pre-vocational learning in terms of the development of students’ psychomotor skills and affective attitudes. The study employed a descriptive quantitative approach with a project-based observation method among 23 fifth-grade students at an elementary school in Indonesia. The learning process was developed based on a Mini Solar Panel House project, which was an authentic pre-vocational learning task that integrated science, technology, engineering, art, and mathematics. The data were gathered using a validated process observation tool, which had content validity confirmed by Aiken’s V-value (> 0.75) and high internal consistency for both psychomotor (α = 0.87) and affective (α = 0.84) dimensions. The psychomotor dimension included four components: work safety, work preparation, work procedure, and presentation of results, while the affective dimension included responsibility, teamwork, communication, and discipline. The findings indicated that students demonstrated high performance in both dimensions with a mean score of 1.80 for psychomotor skills and 1.78 for affective attitudes on a 2.00-point scale. The highest achievements were obtained in work procedure (M = 1.90) and discipline (M = 1.93), while presentation skills (M = 1.70) and teamwork (M = 1.60) were relatively lower. The Pearson’s correlation analysis showed a strong positive correlation between the psychomotor and affective areas (r = 0.76, p < 0.01), with the highest correlation between work procedure and discipline (r = 0.81). The findings of this study show that STEAM-based pre-vocational learning is an effective approach to support the integrated development of technical competencies and work-related attitudes, as measured by process-based assessment. This study adds to the existing literature on STEAM by providing empirical insights into the integration of psychomotor and affective areas in early pre-vocational settings. It has implications for the development of holistic and project-based learning models.
Copyright (c) 2026 Ade Dwi Putra Janata, Rusdi Febriyanto, Ananda Yhuto Wibisono Putra, Ricky Cahyasari Putra, Ikhsanudin Ikhsanudin http://creativecommons.org/licenses/by/4.0
Structural Equation Model of Mathematics Anxiety and Self-Regulated Learning on Mathematical Literacy
Establishing the significance of the relationship between latent variables in hypotheses that have been shown to have an impact was the goal of this investigation. This study looked at the connection between high school students' self-regulated learning, mathematical literacy, and mathematics anxiety. Pandeglang Regency high school students made up the study's demographic, and the sampling technique, which included 392 participants, was carried out utilizing the Slovin algorithm in terms of accreditation. This study focuses on mathematics anxiety and self-regulated learning. A self-regulated learning questionnaire, a mathematics anxiety survey, and a mathematical literacy exam serve as the study's tools. Additionally, structural equation modeling (SEM) will be used to examine the data gathered for this investigation. The results of this investigation show that: 1) High school students' mathematical literacy skills are negatively and significantly impacted by mathematics anxiety; 2) high school students' mathematical literacy skills are positively and significantly impacted by self-regulated learning; and 3) there is a significant negative correlation between high school students' mathematical literacy skills and mathematics anxiety. It is necessary to encourage kids' self-regulated learning and alleviate their arithmetic anxiety in order to enhance their mathematical literacy.
Copyright (c) 2026 Aziz Muhtasyam, Syamsuri Syamsuri, Cecep Anwar Hadi Firdos Santosa http://creativecommons.org/licenses/by/4.0
Developing and Validating a Digital Competence Framework for Pre-service STEM Teachers: Evidence at a Public University in Vietnam
The higher education system in Vietnam has many opportunities and challenges brought about by digital transformation, especially in building excellent human resources. The primary responsibility for building a teaching staff with high moral qualities and meeting the criteria for required competence and adaptability to the needs of the social environment lies with the key pedagogical universities. There are two research objectives that this study aims to resolve: (1) What are the standards and definitions proposed for a framework of digital competency for pre-service Science, Technology, Engineering, and Mathematics (STEM) teachers? (2) What are the basic guidelines that can lead to the assessment of digital competency for STEM students at pedagogical universities? The data was collected from a survey of 945 students from STEM Faculties at a public university in Vietnam using a mixed methods approach, and the reliability index of the measuring scale was determined to be satisfactory. To standardize the scale and integrate it into the learning objectives of teacher education programs at pedagogical universities, this study offers recommendations for future studies.
Copyright (c) 2026 Nguyen Duc Giang, Nguyen Nam Phuong, Nguyen Thi Thanh Hong http://creativecommons.org/licenses/by/4.0
Fostering Prevocational STEAM Learning through Motion-to-Electricity Module: A Hands-on Approach for Elementary Students
The inclusion of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in the elementary level has been seen as a crucial part in the development of 21st-century skills and prevocational developments of elementary students. This study aims to find out the effectiveness of a hands-on motion-to-electricity learning module in enhancing STEAM skills of 5th-grade elementary students using a one-shot quasi-experimental design. The participants consisted of 28 fifth-grade students from a primary school in the Banten province. To demonstrate the conversion of kinetic energy into electrical energy, the students built simple wheel generator sets using bicycle dynamos, wires, rotating wheels, and LED lights. Immediately after the activity, a 15-item validated evaluation form was employed to collect data, focusing on the principles of energy conversion, concepts of renewable energy, and simple engineering knowledge. Based on the statistical analysis, 82.1% of the students achieved beyond the required level of proficiency, scoring a mean of 67.25 and a standard deviation of 16.34. The findings of the observation conclusion revealed that the students exhibited a positive attitude towards technical subjects, were actively engaged in their learning process, and worked together to overcome problems. The findings of the study's conclusion indicate that interactive STEAM educational materials can be a valuable tool in increasing the interest of primary school students in technical subjects and their understanding of energy conversion concepts. This study supports the use of hands-on learning approaches in elementary STEAM education as a foundation for future prevocational and technical education.
Copyright (c) 2026 Ricky Cahyasari Putra, Ikhsanudin Ikhsanudin, Ade Dwi Putra Janata, Rusdi Febriyanto, Ananda Yhuto Wibisono Putra http://creativecommons.org/licenses/by/4.0
Mapping the Landscape of STEM Education in Primary Schools: A Bibliometric Review and Future Outlook
Numerous issues exist regarding STEM education in elementary schools. These problems include: 1) ignorance of the need to develop curricula that are in line with elementary school students' cognitive development and comprehension; 2) indifference to the dearth of resources for STEM education, the lack of professional development, and the unequal distribution of STEM education resources, particularly in rural and developing nations. The author used the Scopus.com database to conduct a bibliometric study of primary school STEM education-focused articles in order to comprehend the current state of affairs about STEM education in elementary schools. The author used RStudio to analyze 203 of the papers, and a descriptive analytic approach was used to interpret the analysis's findings. The study's findings show that the quantity of publications devoted to the application of STEM in primary education has significantly increased over time. The number of publications devoted to the use of STEM teaching models at the primary school level shows this trend. The degree of development and STEM education literacy at the primary school level is influenced by the curricular policies, the technology resources available, and the instructors' readiness. More research should concentrate on a comprehensive and more integrated strategy with an emphasis on technological and pedagogical advancements in curriculum creation that is pertinent and aligned with 21st Century educational abilities if it is to have a meaningful and relevant impact.
Copyright (c) 2026 Anggun Ravena Umar, Gema Amades Regina Caeli, Ismahyati Maulidah, Tarmidzi Tarmidzi, Nailah Tresnawati http://creativecommons.org/licenses/by/4.0
Profiling STEM Literacy Among Kindergarten and Elementary School Teachers in Banten Province, Indonesia: A Descriptive Case Study
For kindergarten and elementary school teachers to be ready to face the challenges of the 21st century, they must have STEM literacy. This study describes the definition of STEM literacy for kindergarten and elementary school teachers. This research employed a descriptive qualitative approach. By using a random sampling technique, the subjects of this research were kindergarten and elementary school teachers in Serang City, Banten, Indonesia. In this research, a STEM literacy questionnaire was employed, which consisted of three aspects: knowledge, attitudes, and skills. To gather data, a Google Form was distributed to kindergarten and elementary school teachers in Serang City. Then, the data was gathered and analyzed. The results indicate that most teachers have a good conceptual understanding of STEM as an integrative approach, but this understanding remains at a descriptive level and has not been fully implemented in learning practices. Systematic training is needed to strengthen the pedagogical implementation of STEM in a contextual and developmentally appropriate manner.
Copyright (c) 2026 Desi Eka Nur Fitriana, Indah Juwita Sari, Ika Rifqiawati, Mila Ermila Hendriyani, Evi Amelia http://creativecommons.org/licenses/by/4.0
Critical Thinking through Three Levels of Representation: An Analysis of Carbohydrate Concepts in Chemistry Textbooks
For a student to gain a deeper understanding of concepts in chemistry, they need to learn concepts at three levels of representation: macroscopic, submicroscopic, and symbolic. The three levels of representation of information are crucial for developing critical thinking skills. But the textbook, which is the main learning resource, plays a vital role in helping a student relate concepts at the three levels. The objective of this research was to assess the display of carbohydrate representation at three levels in ten general chemistry textbooks. In order to examine 120 visual representations, this research employed qualitative content analysis, with five criteria developed from the work of Gkitzia et al. (2020). Criteria C1-C5 include the following: type of representation (C1), interpretation of surface characteristics (C2), relationship to text (C4), presence and nature of captions (C5), and level of correlation between elements that comprise the different representations. Thirdly, the usefulness of the proposed criteria was compared to chemistry textbooks. The results showed that there was a dominance of representations at the symbolic level. Moreover, some of the representations were found to have insufficient subtitles to give meaning, especially at the submicroscopic level. The conceptual understanding of students can be impaired by the dominance of symbolic representations and the absence of visual support for other levels. To ensure that critical thinking is done effectively, this study stresses the need to develop learning materials that incorporate the three levels of representation in a balanced manner. These five criteria can also be used to analyze existing school textbooks and to design new Chemistry textbooks.
Copyright (c) 2026 Nurhalimah Hasibuan, Sjaeful Anwar, Heli Siti Halimatul Munawaroh http://creativecommons.org/licenses/by/4.0