Education, Science, and Technology International Conference

Habits of Mind of Prospective Science Teachers: Exploring Cognitive Dispositions in Designing Science-Based Halal Products

2026-07-17T15:17:28+00:00

This study aimed to map the Habits of Mind profiles of prospective science teachers in designing science-based halal products. The research employed a quantitative descriptive survey design involving prospective science teachers who had completed courses related to science and product development. Data were collected using a validated Habits of Mind questionnaire encompassing key dimensions such as persistence, flexible thinking, metacognitive thinking, applying past knowledge to new situations, questioning and problem posing, and striving for accuracy. Descriptive statistical analyses, including means, and categorical classifications, were conducted to determine the levels of students’ Habits of Mind. The findings revealed that the overall Habits of Mind of prospective science teachers were categorized as moderate and high. The strongest dimensions were thinking flexibly, thinking about thinking (metacognition), and applying past knowledge to new situations, indicating that students were capable of adapting scientific concepts to the development of halal products. However, several dimensions, particularly questioning and problem posing as well as striving for accuracy, and taking responsible risks showed relatively lower scores and require further enhancement through instructional interventions. These findings provide valuable insights into the cognitive dispositions of prospective science teachers and underscore the importance of integrating Habits of Mind-oriented learning experiences into science teacher education programs. Such efforts may better prepare future science teachers to engage in innovative, scientifically grounded, and ethically responsible halal product development.

The Implementation of PBL Using PANTODA Media to Enhance the Creative Thinking Skills of Fourth-Grade Students

2026-07-17T16:15:45+00:00

Students’ low levels of creative thinking, particularly regarding pictogram material, pose a major challenge in fourth-grade mathematics instruction at SDN 1 Ngargosari. This problem stems from a learning process that remains mechanistic and teacher-centered, as well as a lack of concrete teaching aids that can stimulate student exploration. To address this issue, this study aims to enhance students’ mathematical creative thinking skills through the implementation of the Problem-Based Learning (PBL) model supported by the PANTODA (Pictogram and Data Diagram Board) medium. This study employs a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model design, conducted over two cycles. Each cycle includes the planning, implementation, observation, and reflection stages. The research subjects were 11 fourth-grade students at SDN 1 Ngargosari during the odd semester of the 2024/2025 academic year. The data collection instruments used consisted of a creative thinking ability test (measuring the aspects of fluency, flexibility, originality, and elaboration) and an observation sheet for student activities. The research results are expected to show that the integration of the PBL model, which challenges students through authentic problems using PANTODA as a visual-concrete aid, is capable of stimulating the flexibility and originality of students’ ideas in presenting data. Thus, the use of the PANTODA media, supported by the PBL model, is worth recommending as an innovative solution for improving the quality of mathematics education in elementary schools.

The Importance of STEM Education in Early Childhood Education: Developing Critical Thinking at an Early Age

2026-07-17T16:31:31+00:00

There are still people who believe that the STEM approach is difficult to implement at the Early Childhood Education (ECE) level. They consider this approach more suitable for higher education levels. This is because students at this level possess the critical and advanced thinking skills required for STEM learning. Conversely, they argue that early childhood thinking abilities are still limited. They cannot think critically yet. Based on this reality, this research aims to prove that literacy, mathematics, science, technology, engineering, and arts education at the early childhood education level can foster children's critical thinking skills. Simple activities, such as playing with blocks in the Engineering Zone or exploring natural materials in the Natural Materials and Technology Exploration Zone, can stimulate and develop children's critical thinking skills. This research also aims to prove that learning in these zones, specifically the Engineering Zone and the Natural Materials and Technology Exploration Zone, constitutes STEM education. This research uses a qualitative descriptive research method. This research employs data collection techniques thru literature study and analysis of learning planning documents and implementation records in early childhood education (PAUD). This research finds that fostering critical thinking skills and STEM education is important at the PAUD level.

Brain-Based Instructions (BBI): Effects on Grade 10 Students’ Achievement in Chemistry

2026-07-17T16:45:09+00:00

This study aimed to determine the effectiveness of Brain-Based Instruction (BBI) in teaching chemistry on the achievement of Grade 10 students. It employed a quasi-experimental design, featuring pretest and posttest with a control and experimental groups. The participants were from Sultan Guro Memorial National High School in Marantao, Lanao Del Sur, with twenty-five (25) participants in each intact group. Prior to the intervention, no significant differences in mean scores for chemistry achievement between the control and experimental groups were shown. However, after the intervention, significant differences were noted in the mean scores. Hence, this study emphasized BBI as an effective teaching instruction, as it promotes enthusiastic learning experience, optimizes comprehensibility, fosters collaboration and interaction, and develop good study habits. Though, some challenges in BBI were highlighted including difficulties in problem-solving, unavailability of laboratory tools, time-management, and emotional engagement such as disappointment and distressed. Thus, this teaching instruction increased students’ achievement in chemistry. It was recommended to school administrators, curriculum developers, and teachers to adopt BBI in their educational practices.

Literature Review: Development of Science Capital-Based Student Worksheets to Enhance Critical Thinking Skills of Elementary School Students

2026-07-17T16:53:50+00:00

Critical thinking skills of elementary school students remain relatively low, particularly in the evaluation indicator. One contributing factor is the lack of innovation in the development of Student Worksheets (LKPD). This article aims to systematically review the development of science capital-based worksheets as an alternative approach to enhance critical thinking skills in elementary schools. The method used is a literature review, with literature searches conducted across academic databases such as Google Scholar, JSTOR, ScienceDirect, Garuda, as well as policy documents from the Indonesian Ministry of Education and Culture (Kemendikbudristek). The findings indicate that various LKPD development approaches (STEM, PBL, SETS, Discovery Learning, Multiple Intelligences) have proven effective in improving critical thinking skills, with high levels of validity and practicality. However, no study has explicitly integrated science capital into LKPD. The science capital approach offers integrative advantages by valuing students' experiences, knowledge, attitudes, and social networks as a starting point for learning, while simultaneously building scientific identity and addressing participation gaps. The Kurikulum Merdeka (Merdeka Curriculum) policy provides a conducive foundation for implementing this approach. In conclusion, the development of science capital-based LKPD represents an urgent theoretical leap to address the challenges of low critical thinking skills and the need for learner-centered education. Further empirical research is needed to test the effectiveness of science capital-based LKPD.

Global Trend of AI-Augmented STEM Learning Research in The Last Ten Years

2026-07-17T17:00:05+00:00

AI-Augmented STEM Learning is a way of teaching Science, Technology, Engineering, and Mathematics (STEM) that uses Artificial Intelligence (AI) to enhance, broaden, and personalize the learning experience for students. This study aims to analyze the trends in research on AI-Augmented STEM Learning, the types of documents, the most productive researchers, the countries and affiliations that contribute the most, and a visual map of bibliometric data using the VOSviewer program. The results of this bibliometric study show that the trend of research in AI-Augmented STEM Learning has been growing each year from 2017 to 2026. The most commonly available type of document is articles, and the majority of these documents come in the form of journals. The country that produces the most documents on AI-Augmented STEM Learning is the United States, while Indonesia ranks ninth in producing the most documents. The affiliate that produced the most documents is the Puls Med Association, with a total of 6 documents. On the other hand, the affiliate from Indonesia is Malang State University, which has 2 documents. The most productive writer is Octavian Munteanu, who has 5 documents. He is from the Department of Anatomy at the “Carol Davila” University of Medicine and Pharmacy in Bucharest, Romania. There are four clusters based on the VOSviewer software visualization that focus on keywords: generative artificial intelligence, innovation, perspective, and teacher. Meanwhile, opportunities and potential for future research related to STEM Learning using AI that are currently still underexplored include topics on STEM education using AI, student engagement, and systematic literature reviews.

Ethno-SETS Learning Through Parijoto-Based Products: Connecting Science Concepts and Local Wisdom

2026-07-17T17:14:08+00:00

This study aims to explore the integration of local wisdom into science education through an Ethno-SETS (Science, Environment, Technology, and Society) approach based on parijoto (Medinilla magnifica) products, a culturally significant plant originating from the Mount Muria region, Indonesia. A descriptive qualitative method with an ethnographic approach was employed, supported by literature reviews and semi-structured interviews with local producers and community members. The findings indicate that the production of parijoto-based products, such as syrup, tea, and jam, embodies rich Ethno-SETS elements. The Science component is reflected in the understanding of antioxidant compounds, anthocyanin pigments, extraction processes, and food preservation principles. The Environment aspect is represented through sustainable cultivation practices, biodiversity conservation efforts, and community awareness of preserving parijoto as a local biological resource. The Technology component is evident in the application of processing equipment, sterilization techniques, packaging innovations, and product quality control. Meanwhile, the Society dimension is demonstrated through the cultural values, traditional beliefs, local economic activities, and the role of parijoto-based products in supporting community livelihoods and regional identity. The integration of these interconnected dimensions successfully contextualizes science learning by linking scientific concepts to students’ socio-cultural environments. In conclusion, Ethno-SETS learning based on parijoto products has the potential to enhance students’ scientific literacy, environmental awareness, critical thinking skills, and appreciation of local wisdom while simultaneously promoting cultural preservation and community-based entrepreneurship.

An Assessment of Junior and Senior High School Students’ Level of Motivation in Blended Learning During The Covid-19 Pandemic

2026-07-17T17:27:27+00:00

This study was descriptive, relational, and predictive in nature, which utilized a one-shot survey design. The survey was designed to investigate 585 enrolled high school students at MSU-Saguiaran Community High Poblacion, Saguiaran, Lanao del Sur during the school year 2020-2021 about educational experiences, especially on the students’ perception about their level of motivation and their views on blended learning. The descriptive statistics that were used were frequency counts, percentage, means, Chi-Square Test, tables, summary statistics, and Spearman’s rho. The following were the major findings of the study: 1) the demographic profile of the respondents revealed that majority of the students (52.5%) were at age 14-16 years old (n=307); 2) majority of the respondents (65.5%) were female (n=383); 3) most of the respondents (20%) were form Grade 10 (n=114); 4) 270 or 46.2% belonged to families who were earning 1,000-5,000 monthly; 5) 230 or 39.3% had fathers who were college graduate; 6) 330 or 56.4% had mothers who were college graduates; 7) most parents (39.3% fathers and 56.4% mothers) had attained a college education; 8) less than one-half of the students’ fathers were professionals, but 46.2% of the parents had low income; 9) 288 or 49.2% of all the 585 students had a Very High level of motivation and 263 or 45% had a High motivation; 10) only 31 (5.3%) of the students had moderate level of motivation and only 3 (0.5%) had low motivation; 11) Grades 9, 11, and 12 did not have a Very High level of motivation; 12) gender and motivation had a significant association among all the students, and that this association existed specifically for grade 8 and 9; 13) there was a significant association between income and motivation; 14) Grade 11 students also exhibited this relationship; 15) there was a significant association between mother’s educational attainment and motivation, but this existed only among Grade 11 students; and 16) the effect of Blended Learning on the students’ motivation could be categorized into two (2) for every theme in every grade level: positive and negative responses. The following were the positive and negative responses of the students in every grade level: Grade 7: Self-learning, Platform of Goals and Dreams, and Safe and Convenient; Grade 8: Self-learning and Technology-Based; Grade 9: Self-learning, Technology-Based, and Family Support; Grade 10: Self-learning, Improved Confidence, and Family Support; Grade 11: Self-learning; Improved Confidence, and Technology-Based; Grade 12: Self-learning, Goals and Dream, Improved Confidence, Research and Technology-Based, Comparative Learning Effectiveness, and Academic Stress.

Developing Teachers' Skills in Designing STEAM-Based Learning Through Group Mentoring

2026-07-18T08:20:37+00:00

The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is a learning method for equipping students with 21st-century skills, encompassing critical thinking, creativity, collaboration, and communication. However, its implementation is frequently hindered by teachers' low theoretical understanding and competencies, as well as a lack of sustained support following basic training. This study aims to examine the implementation of strategies for developing teachers' understanding and competencies through the integration of training, workshops, and group mentoring. This study employs a descriptive qualitative approach with descriptive analysis methods. Data were collected through training and workshop evaluation results, an open-ended questionnaire via Google Forms exploring teachers' narrative experiences and reflections, and a document analysis of the teaching modules designed by the teachers. All data were analyzed thematically to identify patterns in understanding and competency development. The results showed that prior to group mentoring, the majority of teachers experienced significant difficulties in integrating engineering and arts components into regular subjects and were trapped in the myth that STEAM requires high costs. However, when training was combined with an intensive and sustainable group mentoring strategy, teachers were able to reconstruct their understanding, overcome technical barriers, and design lesson plans that adhere to the principles of the Engineering Design Process (EDP). This synergy proved to create a supportive learning community, providing space for teachers to reflect, collaborate, and cross-validate their pedagogical work. In conclusion, the integrated training and group mentoring model is an essential key to real, adaptive, and sustainable transformation of teacher competencies.

Reading Buddy Strategy Assisted by an Interactive E-Big Book for Elementary School Reading Literacy

2026-07-18T08:52:23+00:00

This study examines the Reading Buddy strategy assisted by interactive E-Big Book media in elementary school reading literacy. The research employs a literature review approach, analyzing books and scientific articles related to reading literacy, peer-assisted learning, and interactive digital media in primary education. Findings indicate that the Reading Buddy strategy enhances student engagement by facilitating peer interaction, discussion, and collaborative reading. Meanwhile, interactive E-Big Book media improves comprehension and motivation through multimodal features, including text, illustrations, audio, and animations. The integration of these two approaches provides a student-centered, meaningful, and contextual reading experience, supporting both cognitive and social development. This conceptual study offers practical guidance for educators to design effective reading literacy instruction in elementary schools, emphasizing collaboration, interactive learning, and digital literacy.

Integration of Artificial Intelligence in Higher Education to Enhance STEM Literacy: A Mixed-Methods Study

2026-07-18T09:55:07+00:00

The integration of artificial intelligence in higher education has become an innovative strategy for enhancing students’ STEM literacy in the digital era. This study aims to analyze the improvement of students’ STEM literacy in AI-based learning and to examine students’ perceptions of the use of artificial intelligence in the learning process. This study employed a mixed-methods approach with an explanatory sequential design. The participants consisted of 67 students from Abdul Muthalib Sangadji State Islamic University Ambon, Maluku. The research data comprised both quantitative and qualitative data collected through an online questionnaire survey and semi-structured interviews. The findings indicate that the integration of artificial intelligence in AI-based learning significantly improves students’ STEM literacy, particularly in the areas of data analysis skills, problem-solving, and the critical use of technology. Students’ perceptions of AI use tended to be positive, especially regarding ease of access to information and learning efficiency, although concerns remained about dependency and the decline of independent thinking skills. These findings confirm that the integration of artificial intelligence in AI-based learning is effective in enhancing students’ STEM literacy. The implications of this research emphasize the necessity of developing learning strategies that promote the critical and reflective use of AI to support the quality of learning in higher education.

Meta-Analysis: Comparative Effect of Project-Based Learning and Problem-Based Learning on Scientific Literacy Skills in Science Learning

2026-07-18T10:28:43+00:00

The low level of science literacy among Indonesian students in PISA is a major concern, highlighting the need for innovative learning models such as Project-Based Learning (PjBL) and Problem-Based Learning (PBL). However, the comparative effectiveness of these two models has not yet been extensively synthesized quantitatively. This study aims to compare the effects of PjBL and PBL on high school students’ science literacy in science education using a meta-analysis approach. This meta-analysis follows the PRISMA 2020 protocol, with a literature search conducted across five databases (Google Scholar, ResearchGate, ERIC, ScienceDirect, and Portal Garuda) covering the period 2016–2026. Inclusion criteria included: a population of high school students; PjBL or PBL interventions; experimental designs with control groups; and the availability of complete statistical data (mean, SD, n, or t-values). Effect sizes were calculated using Hedges’ g with a random-effects model. A total of 14 studies met the inclusion criteria (10 PBL studies and 4 PjBL studies). The average effect size for PBL was 1.76 (very large category) with high heterogeneity (I² = 91.45%). The average effect size for PjBL was 0.77 (large category) with low heterogeneity (I² = 0%). The difference in effect size between PBL and PjBL, which was 0.99 points, indicates the quantitative superiority of PBL. The PBL model proved to be more effective than PjBL in improving high school students’ science literacy. It is recommended that teachers prioritize PBL, while the implementation of PjBL should be designed with a stronger emphasis on scientific inquiry.

Kolb’s Experiential Teaching Approach (KETA): Effects On Grade 8 Students’ Academic Performance And Motivation In Chemistry

2026-07-18T13:26:26+00:00

This study aimed to investigate the effects of Kolb’s Experiential Teaching Approach (KETA) on Grade 8 students’ academic performance and motivation in Chemistry. It employed quasi-experimental design. The participants were two intact sections of Grade 8 students of MSU-LNCAT. The findings revealed that the difference in the control and experimental groups’ academic performance test mean scores after the intervention was significant. In addition, there was a significant difference between the control and experimental groups’ motivation after the intervention. All of the students in both groups had demonstrated less academic performance and low motivation in Chemistry prior to the intervention. However, after the intervention, most of the experimental group improved their academic performance and motivation in Chemistry, while only a few in the control group did. Furthermore, the experimental group of students perceived that KETA enhances learning and understanding, fosters motivation and engagement, builds a supportive learning environment, promotes hands-on and interactive learning, and recognizes challenges in learning. This ascertains that the experimental group of students' academic performance and motivation in Chemistry were found to be enhanced by the Kolb's Experiential Teaching Approach (KETA). Hence, school administrators, curriculum developers, and teachers should incorporate KETA into their practice tests in educational and training contexts.

Developing a Design Thinking-Based STEAM Module on Global Hunger Solutions: Empowering Higher-Order Thinking Skills in Middle School Students

2026-07-18T13:38:33+00:00

This study developed and evaluated a design thinking-based STEAM module entitled “STEM-Driven Hunger Solutions” for junior high school students. The module was designed to address the limitations of conventional STEAM learning materials by embedding human-centered problem solving, interdisciplinary inquiry, mathematical estimation, prototyping, and reflective evaluation into a project on hunger and food security. Using a Design-Based Research approach, the module development integrated five phases of design thinking: empathize, define, ideate, prototype, and evaluate. Expert validation was conducted by three validators using a 12-item validation instrument covering STEM content integration, design thinking structure, pedagogical feasibility, higher-order thinking accommodation, usability, and visual design. The validation results showed an average Aiken’s V index of 0.861, indicating high content and construct validity. Two aspects required revision, namely mathematics integration and readability, each obtaining an Aiken’s V index of 0.556. Revisions were made by strengthening mathematical estimation activities, clarifying task instructions, and improving the readability of student worksheets. A field trial using a one-group posttest design was conducted with 117 junior high school students in the Greater Jakarta area during the 2025–2026 academic year, organized into 34 groups. Post-implementation evaluation data were obtained from 117 respondents. The results indicated strong attainment of targeted 21st-century skills, particularly critical thinking and problem solving (9.59/10.00), creativity and innovation (9.57/10.00), and interdisciplinary STEAM integration (9.51/10.00). These findings suggest that integrating design thinking into STEAM modules can provide a pedagogically meaningful framework for cultivating students’ 21st-century skills. Further studies using pretest–posttest designs, control groups, and broader implementation contexts are recommended to strengthen the evidence of effectiveness.

Developing an Authentic STEM Learning Ecosystem through Festival-Based Innovation Programs in Junior High

2026-07-18T13:52:58+00:00

STEM learning is a widely used approach to prepare students for 21st-century skills. However, STEM implementation in schools still tends to focus on the final product of projects and partial activities, thus failing to fully deliver authentic learning experiences. This study argues that an authentic STEM learning ecosystem can be effectively developed through festival-based innovation programs in junior high schools. Employing a descriptive mixed-methods approach with 4,821 students across 17 schools, the program integrates STEM learning, project development, competitions, exploration visits, and exhibitions. Data from observation, documentation, evaluation questionnaires, and participant reflections were analyzed using a nine-element authentic learning framework. Results reveal that this integrated festival-based approach fulfills all authentic learning elements and achieves strong outcomes: meaningful learning (95/100), participant engagement (91/100), insight from laboratory visits (92/100), public communication of projects (89/100), and team collaboration (95/100). These findings demonstrate that festival-based innovation programs can deliberately create a contextual, collaborative, and problem-oriented STEM learning ecosystem, thereby providing an effective model for strengthening students’ 21st-century competencies.

Students' Readiness for the Digitalization of Typography Learning Materials in Vocational Graphic Design Education

2026-07-18T14:16:48+00:00

The digital transformation in education drives the development of more flexible and adaptive instructional materials aligned with the characteristics of 21st-century learners. In vocational education, particularly within the field of Visual Communication Design (VCD), typography constitutes a fundamental competency; however, the instruction of this subject continues to face considerable challenges, especially regarding the limited availability and inadequate appeal of existing learning resources. This study aims to analyze student readiness toward the digitalization of typography instructional materials in VCD vocational education. A quantitative approach employing a descriptive survey method was adopted, involving 120 tenth-grade VCD students from several Vocational High Schools (Sekolah Menengah Kejuruan/ SMK) in Sragen Regency as respondents. Data were collected through a questionnaire measuring five dimensions: interest in typography learning, difficulties in comprehending typographic concepts, the condition of currently available learning resources, self-regulated learning, and readiness toward the digitalization of typography materials. The findings indicate that 87% of students expressed interest in learning typography; however, 78% encountered difficulties in understanding its core concepts. Regarding learning resources, 67% of students reported a need for supplementary instructional materials, while 87% perceived the existing materials as insufficiently engaging. In terms of self-regulated learning, 71% of students actively sought alternative learning sources when the subject matter remained unclear, yet 62% rarely revisited typography content independently. With respect to digitalization readiness, 74% of students expressed a need for instructional materials that can be accessed flexibly, and 83% indicated support for the digitalization of typography content. These findings suggest that the digitalization of typography instructional materials holds significant potential for promoting more flexible learning experiences, strengthening conceptual understanding, and fostering self-regulated learning among students in VCD vocational education.

From Local Culinary Knowledge to the Nature of Science: An Ontological, Epistemological, and Axiological Analysis of Lentog Tanjung for Science Education

2026-07-18T14:30:12+00:00

The relationship between local knowledge and science has been largely understood through the identification of scientific concepts embedded in community cultural practices. This approach is important for demonstrating the link between culture and science, but it does not fully explain how local knowledge is constructed, inherited, and recognized in social life. Based on this, this study aims to examine Lentog Tanjung, a traditional culinary specialty of Tanjungkarang Village, Kudus Regency, through the perspectives of ontology, epistemology, and axiology and examine its relevance in understanding the nature of science and science education. The study uses a qualitative approach by combining literature studies and in-depth interviews with Lentog Tanjung sellers as key informants. Data are analyzed descriptively and interpretively using a philosophy of science framework to uncover the realities present in culinary practices, the processes of knowledge formation that accompany them, and the values that exist within the community. The results show that Lentog Tanjung represents not only a cultural product but also encompasses various natural phenomena related to concepts in biology, chemistry, and physics, such as plant-based food processing, fermentation, colloidal systems, and heat transfer. Knowledge about Lentog Tanjung develops through empirical experience, observation, experimentation, evaluation, and intergenerational inheritance processes that occur in the community's daily practices. Furthermore, these practices contain cultural, social, economic, educational, and ecological values that contribute to the sustainability of the local community. Research findings indicate that the characteristics of the knowledge developed in the practice of making Lentog Tanjung align with several aspects of the nature of science, particularly its empirical, creative, and tentative nature, and its connection to the socio-cultural context. This research confirms that local culinary knowledge can be utilized not only as a context for learning science concepts but also as a means to understand how knowledge is constructed, maintained, and interpreted in human life.

The Effectiveness Of Argument-Driven Inquiry (ADI) In Improving Students’ Argumentation Skills In Science Education: A Meta-Analysis

2026-07-18T15:01:12+00:00

This study aimed to quantitatively examine the effectiveness of the Argument-Driven Inquiry (ADI) instructional model in enhancing students’ scientific argumentation skills in science education and to identify moderating factors influencing its effectiveness. This meta-analysis initially identified 12 primary studies that met the inclusion criteria. However, one study with an extreme effect size was excluded from the main analysis based on sensitivity testing, resulting in a final synthesis of 11 studies published between 2010 and 2025. The studies were retrieved from Google Scholar, Scopus, ERIC, and Portal Garuda databases. Inclusion criteria comprised experimental or quasi-experimental research designs, scientific argumentation skills as the dependent variable, and the availability of sufficient statistical data for effect size calculation (Cohen’s d). Data were analyzed using a random-effects model, accompanied by heterogeneity testing (I² and Q-test), sensitivity analysis, and publication bias assessment through funnel plot inspection and Egger’s regression test. The pooled effect size was d = 1.42 (95% CI: 0.91–1.93; p < 0.001), indicating a very large positive effect. Heterogeneity analysis revealed substantial variability among studies (I² = 89.7%; Q = 106.4; p < 0.001). Moderator analyses showed that educational level and science discipline significantly influenced the magnitude of the effect, whereas differences between experimental and quasi-experimental designs were not statistically significant. No significant publication bias was detected (Egger’s test, p = 0.182). Overall, the ADI model was found to be highly effective in improving students’ scientific argumentation skills, with the strongest effects observed in physics and chemistry learning contexts involving quantitative experimental activities. The implementation of ADI should therefore be adapted to the characteristics of the subject matter and supported by valid argumentation assessment instruments. These findings suggest that ADI can serve as an evidence-based instructional framework for fostering scientific argumentation and higher-order reasoning in science classrooms. Furthermore, integrating ADI into science curricula may help bridge the gap between conceptual understanding, inquiry practices, and scientific literacy development.

Concepts and Indicators of Mathematical Literacy in Lower Primary Education: An Integrative Review

2026-07-19T12:58:56+00:00

Mathematical literacy became widely known after the OECD introduced PISA in the 2000s. In Indonesia, the importance of mathematical literacy is reflected in several education policies, including Kurikulum 2013, Kurikulum Merdeka, Asesmen Kompetensi Minimum, Gerakan Literasi Nasional, and Gerakan Numerasi Nasional. However, research on mathematical literacy remains strongly influenced by PISA-oriented frameworks designed for 15-year-old students. Existing reviews also do not systematically explain how mathematical literacy concepts and indicators are defined for lower primary students aged 7 to 9 years. Addressing this gap, this integrative review examines how international literature and Indonesian policy define mathematical literacy or numeracy for lower primary education and identifies indicators used to measure primary students’ mathematical literacy. This study uses Cooper’s five‑stage method to analyse empirical studies and policy documents. The review shows that most definitions adopt broad PISA-based wording, particularly the capacity to formulate, employ, and interpret mathematics, without sufficient developmental adaptation for younger learners. Indonesian policies define numeracy as the use of mathematics to solve everyday problems, interpret information, and make reasoned decisions. Indonesian policies frame mathematical literacy as solving practical everyday problems using basic maths and interpreting graphs. Findings reveal that there is no validated indicator set is uniquely designed for lower primary. The discussion shows that the current definitions that are taken from older population without any clear indicator for younger children post a risk of the difficulty in making the assessment or lesson that appropriate for younger children. Accordingly, we conclude that a coherent, grade‑specific framework for lower primary mathematical literacy is urgently needed.

The Influence of STEM Assisted by Virtual Laboratory Media on Physics Learning: A Literature Study

2026-07-19T13:20:08+00:00

This literature study aims to analyze the influence of the STEM approach assisted by virtual laboratories in physics learning based on the findings of previous studies. The method used is a literature study with a descriptive qualitative approach. Data were obtained from 29 scientific articles relevant to the STEM approach, virtual laboratories, and physics learning within the period 2017-2026. The analysis technique used was content analysis through the identification of patterns of findings, advantages, constraints, and trends in research results. The results of the study indicate that the integration of the STEM approach with virtual laboratories provides the most dominant contribution to improving conceptual understanding, higher-order thinking skills, and students' learning motivation, while also supporting learning outcomes, problem-solving abilities, and student engagement in physics learning. Virtual laboratories help visualize abstract physics concepts through interactive simulations, while the STEM approach encourages students to connect physics concepts with real-world problems contextually. However, the implementation of this learning approach still faces several obstacles, such as limitations in developing real practical skills, teacher readiness, instructional design, and the availability of technological facilities. Therefore, the STEM approach assisted by virtual laboratories can become an effective, interactive, and relevant innovation in physics learning in response to the demands of twenty-first-century learning.

Students' Ability to Solve Higher-Order Thinking Skills (HOTS) Problems in Physics Instruction: A Literature Review

2026-07-19T13:40:13+00:00

This study aims to analyze students’ ability to solve Higher Order Thinking Skills (HOTS) questions in physics learning based on a literature review. The method used is library research by examining 34 scientific articles obtained from various databases through the Google Scholar website in the period 2015–2025 using the keywords HOTS, constraints, physics. The analysis process was carried out through stages of selection, data reduction, grouping, and descriptive-analytical synthesis to identify relevant patterns of findings. The results of the study show that students’ ability to solve HOTS questions is still relatively low. This is indicated by various difficulties experienced by students, namely suboptimal understanding of physics concepts, difficulty in determining problem-solving strategies, low analytical ability and comprehension of questions, limitations in the use of mathematical representations, as well as learning factors that have not fully supported the development of HOTS. In addition, the analysis of previous studies shows that most studies are still limited to certain aspects and have not comprehensively examined HOTS constraints. This research is expected to provide a comprehensive overview of students’ abilities and serve as a basis for the development of HOTS-based learning and evaluation instruments in physics learning.

Building a Data Interpretation-Based Module Indicator for Studying Environmental Damage Material Through Matrix-Based Coding Reduction

2026-07-19T13:51:39+00:00

This study aims to compile module indicators based on data interpretation on environmental damage material through matrix-based coding reduction in developing learning media . The study used a descriptive qualitative research design with data sources in the form of curriculum documents based on Learning Outcomes (CP), biology teaching materials, and literature related to data interpretation and inferential skills. The initial module indicators produced 801 unit code that comes from the interaction between aspects of data interpretation, inferential ability, on environmental damage material. The code reduction process aims to simplify various indicators that have similar pedagogical meanings to produce essential indicators that are more systematic, applicable, and relevant in supporting students' data interpretation and inference abilities . This study produced 83 data interpretation-based module indicators that support inferential abilities in environmental damage learning. The research findings indicate that the module indicators developed in the module on environmental damage material have the potential to support data- based reasoning through inference abilities . This study provides initial module indicators for developing biology learning media oriented towards data interpretation in empowering students' inference abilities.