PENGGUNAAN PENDEKATAN STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) UNTUK MENGEMBANGKAN LITERASI SAINS PESERTA DIDIK: ANALISIS BIBLIOMETRIK
DOI:
https://doi.org/10.37478/optika.v9i2.7164Abstract
Penelitian ini bertujuan memetakan perkembangan kajian terkait penerapan Pendekatan STEM (Science, Technology, Engineering, and Mathematics) dalam meningkatkan Literasi Sains peserta didik melalui metode analisis bibliometrik. Kajian ini menginvestigasi publikasi yang terindeks dalam basis data Scopus selama periode 2016–2025 untuk menjawab pertanyaan penelitian mengenai dinamika performa publikasi, tema kajian utama, serta pola kolaborasi antarpeneliti. Temuan analisis performa menunjukkan adanya peningkatan jumlah publikasi yang konsisten dan signifikan dari tahun ke tahun, meningkat drastis dari 6 artikel pada 2019 menjadi 20 artikel pada 2025. Hal ini menegaskan bahwa topik ini semakin mendapat perhatian dalam komunitas akademik internasional. Amerika Serikat dan Kanada muncul sebagai negara dengan kontribusi terbesar sekaligus menjadi pusat utama dalam jaringan kolaborasi global. Melalui analisis struktur intelektual (Awan Kata Kunci dan Peta Tematik), teridentifikasi bahwa fokus penelitian terkini berpusat pada efektivitas pendekatan STEM dalam pendidikan formal untuk memperkuat Literasi Sains, khususnya dalam konteks penyelesaian Isu Sosiosaintifik. Studi ini juga menemukan bahwa masih terdapat ruang untuk memperdalam penelitian pada aspek metodologis tertentu, misalnya pendekatan inkuiri, serta untuk mengintegrasikan tema-tema strategis seperti kemampuan berpikir kritis dan isu keberlanjutan dalam kerangka STEM dan Literasi Sains. Keseluruhan hasil menunjukkan bahwa kajian mengenai STEM dan Literasi Sains telah berkembang menjadi bidang yang semakin mapan dan terhubung satu sama lain. Namun demikian, perluasan fokus menuju isu keberlanjutan serta penguatan penerapan keterampilan berpikir tingkat tinggi masih diperlukan. Temuan ini memberikan arahan bagi peneliti maupun pengembang kurikulum dalam menentukan tema yang sudah kuat serta area yang membutuhkan eksplorasi penelitian lanjutan.
Downloads
Keywords:
STEM, Literasi Sains, Analisis Bibliometrik, Tren PenelitianReferences
Acut, D. P. (2024). From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management. Disciplinary and Interdisciplinary Science Education Research, 6(1). https://doi.org/10.1186/s43031-024-00111-x
Aguilera, D., & Ortiz-Revilla, J. (2021). Stem vs. Steam education and student creativity: A systematic literature review. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070331
Alcaraz-Dominguez, S., & Barajas Frutos, M. (2021). Conceptualization of socioscientific issues in educational practice from a review of research in science education. International Journal of Information and Education Technology, 11(6), 297–302. https://doi.org/10.18178/ijiet.2021.11.6.1526
Anuar, A. M. (2025). Instances of dis/juncture: STEM education and young people’s aspirations for development in the Malaysian luar bandar. Compare, 55(8), 1364–1381. https://doi.org/10.1080/03057925.2023.2254210
Asiyah, A., Febrini, D., Topano, A., Mustamin, A. A., & Hakim, M. A. R. (2024). Measuring the Impact of Islamic Values-Based Scientific Literacy on Scientific Competency of Madrasah Teachers. International Journal of Learning, Teaching and Educational Research, 23(4), 476–496. https://doi.org/10.26803/ijlter.23.4.25
Badaruddin, A., Budi, A. S., & Sumantri, M. S. (2024). The effectiveness of science encyclopedia-assisted project-based learning integrated with the STEM approach in enhancing pre-service elementary teachers’ scientific literacy. Journal of Education and E-Learning Research, 11(3), 597–605. https://doi.org/10.20448/jeelr.v11i3.5928
Bateman, K. M., Steele, D., & Sexton, C. M. (2021). Sustainability science education: our animalistic response-ability. Cultural Studies of Science Education, 16(3), 841–855. https://doi.org/10.1007/s11422-021-10039-7
Berr, A. L., Ridge, K. M., & Hu, J. Y.-S. (2021). Pivoting to a Remote-Learning Summer Student Program during the COVID-19 Pandemic. ATS Scholar, 2(4), 521–534. https://doi.org/10.34197/ats-scholar.2021-0047PS
Booth, A. E., Shavlik, M., & Haden, C. A. (2022). Exploring the Foundations of Early Scientific Literacy: Children’s Causal Stance. Developmental Psychology, 58(12), 2302–2309. https://doi.org/10.1037/dev0001433
Branscum, H., Sallee, J., Allen, K., Baker, M. A., & Blackwell, S. (2020). 4-H STEM curriculum challenges: A delphi study. Journal of Youth Development, 15(5), 186–202. https://doi.org/10.5195/JYD.2020.823
Braund, M. (2021). Critical STEM Literacy and the COVID-19 Pandemic. Canadian Journal of Science, Mathematics and Technology Education, 21(2), 339–356. https://doi.org/10.1007/s42330-021-00150-w
Buljung, B., Vuletich, S., & Dunn, L. (2023). Aligning information literacy terminology to STEM disciplinary language used in the scientific method. Education for Information, 39(3), 269–286. https://doi.org/10.3233/EFI-230036
Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. NSTA Press. (Ganti dengan sumber aktual)
Carroll, A. J., Borycz, J., Stephens, N. K., & Lowery, A. R. (2025). Scaffolded information literacy and data literacy instruction within undergraduate science and engineering laboratory courses: A longitudinal assessment. Journal of Academic Librarianship, 51(5). https://doi.org/10.1016/j.acalib.2025.103124
Cencelj, Z., Aberšek, M. K., Abers?ek, B., & Flogie, A. (2019). Role and meaning of functional science, technological and engineering literacy in problem-based learning. Journal of Baltic Science Education, 18(1), 132–142. https://doi.org/10.33225/jbse/19.18.132
Chambers, B., Salter, A., & Muldrow, L. (2019). Getting past the gateway: An exploratory case on using utilitarian scientific literacy to support first-year students at-risk of leaving STEM. Education Sciences, 9(4). https://doi.org/10.3390/educsci9040265
Cole, L. B. (2019). Green building literacy: a framework for advancing green building education. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0171-6
Crawford, A. J., Hays, C. L., Schlichte, S. L., Greer, S. E., Mallard, H. J., Singh, R. M., Clarke, M. A., & Schiller, A. M. (2021). Retrospective Analysis of a STEM Outreach Event Reveals Positive Influences on Student Attitudes Toward STEM Careers but not Scientific Methodology. Advances in Physiology Education, 45(3), 427–436. https://doi.org/10.1152/ADVAN.00118.2020
Creameans, J. W., Pitts, M. G., White, O., Greenwell, K. M., Colón, K., Garneau-Tsodikova, S., & Venditto, V. J. (2020). Everything Is Science: A Free City-Wide Science Festival. Frontiers in Communication, 5. https://doi.org/10.3389/fcomm.2020.00068
Daniela, L., & Zalite-Supe, Z. (2025). Searching for Scientific Culture in Professional Development Programs for In-Service Teachers: Case of Latvia. Education Sciences, 15(6). https://doi.org/10.3390/educsci15060784
Dauer, J. M., Sorensen, A. E., & Wilson, J. (2021). Students’ Civic Engagement Self-Efficacy Varies Across Socioscientific Issues Contexts. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.628784
del Junco, C. (2024). Critical Pedagogies and Critical Information Literacy in STEM librarianship: A Literature Review. Issues in Science and Technology Librarianship, 2024(105). https://doi.org/10.29173/istl2816
Dong, M. L., Feng, Z., McLamb, F., Griffin, L., Vazquez, A., Hirata, K. K., Bozinovic, L., Vasquez, M. F., & Bozinovic, G. (2023). Life Science Research Immersion Program Improves STEM-Specific Skills and Science Attitudes among Precollege Students. Journal of Microbiology and Biology Education, 24(1). https://doi.org/10.1128/jmbe.00078-22
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296.
English, L. D. (2016). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 14(Suppl 1), 5–24.
Fernandes, K., Moura, C. B., & Costa, M. S. R. (2025). Environmental Education and Science Teaching in the Context of a Waldorf School: The Use of a Collective Reading Activity to Reflect on Pesticides. School Science and Mathematics. https://doi.org/10.1111/ssm.18391
Fraser, J., Aviste, R., Harwell, M., & Liu, J. (2025). Under-Resourced Learning Programs Imperil Active Stewardship of Alaska’s Marine Systems for Food Security. Sustainability (Switzerland), 17(14). https://doi.org/10.3390/su17146436
García-Peralo, E., Rodríguez-Martín, M., & Rodríguez-Gonzálvez, P. (2025). Thermography and Lighting Systems Methodology to Promote Sustainability and Energy Efficiency Awareness. Sustainability (Switzerland), 17(16). https://doi.org/10.3390/su17167196
Geuer, L., Erdmann, N., Kollmen, J., Otteny, A., Wastian, K., Wallrath, S., Engl, A., Risch, B., Ulber, R., & Strieth, D. (2025). Educational Approaches to Bioprocess Engineering Using DIY Bioreactors for Scientific Literacy. Education Sciences, 15(3). https://doi.org/10.3390/educsci15030323
Hardiman, B., Reynolds, J., Pizzica, J., & Renshaw, A. (2022). Re-orientating experiences: Considerations for student development through virtual mobility in STEM. Journal of Applied Learning and Teaching, 5(1), 52–59. https://doi.org/10.37074/jalt.2022.5.1.20
Herro, D., Adisa, I. O., & Abimbade, O. (2025). Teachers Co-Designing and Enacting Elementary Data Science Curriculum through Connected Learning. Journal of Statistics and Data Science Education. https://doi.org/10.1080/26939169.2025.2459217
Holbrook, J., Chowdhury, T. B. M., & Rannikmäe, M. (2022). A Future Trend for Science Education: A Constructivism-Humanism Approach to Trans-Contextualisation. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060413
Holbrook, J., & Rannikmae, M. (2009). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 31(10), 1347–1362.
Ibragimov, G. I., Zhdanov, S. P., Volosova, N. Y., Knyazeva, S. A., Efimushkina, S. v, & Kochneva, L. v. (2024). The competence, interest, and perceived self-efficacy of undergraduate students in science communication. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), 1–11. https://doi.org/10.29333/EJMSTE/14118
Ilma, A. Z., Wilujeng, I., Widowati, A., Nurtanto, M., & Kholifah, N. (2023). A Systematic Literature Review of STEM Education in Indonesia (2016-2021): Contribution to Improving Skills in 21st Century Learning. Pegem Egitim ve Ogretim Dergisi, 13(2), 134–146. https://doi.org/10.47750/pegegog.13.02.17
Ingram, E., & Keshwani, J. (2023). Prairie Protector: student development of systems thinking habits in the context of agroecosystems. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1186270
Jimenez, P. C., Golick, D., Couch, B. A., & Dauer, J. M. (2022). Developing and evaluating a pollination systems knowledge assessment in a multidisciplinary course. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00368-6
Johnson, K. C. (2025). Maximizing science communication skills in a primary scientific literature-based cancer biology course: practical implementation methods. Journal of Microbiology and Biology Education, 26(2). https://doi.org/10.1128/jmbe.00057-25
Kutluk, H., Jaworski, D., Zheng, H., Krajka, V., & Constantinou, I. (2025). Designed-to-Fail: Using Structured Failure in Laboratory Courses as a Tool for Nature of Science Education. Education Sciences, 15(9). https://doi.org/10.3390/educsci15091115
Li, R.-Y., & Ma, Y.-Y. (2024). KNOWLEDGE AND ATTITUDES TOWARD BIOTECHNOLOGY IN STEM EDUCATION AS AN INDICATOR OF SCIENTIFIC LITERACY. Journal of Baltic Science Education, 23(1), 76–89. https://doi.org/10.33225/jbse/24.23.76
Lodge, W. (2017). Science learning and teaching in a Creole-speaking environment. Cultural Studies of Science Education, 12(3), 661–675. https://doi.org/10.1007/s11422-016-9760-6
Lucas, K. L., & Vandergon, T. L. (2024). Science Identity in Undergraduates: A Comparison of First-Year Biology Majors, Senior Biology Majors, and Non-STEM Majors. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060624
Martínez-Martínez, V., Ortiz-Revilla, J., & Greca, I. M. (2025). Rethinking Nature of STEM: Theoretical Insights and the Development of EPISTEMIK-Fire as an Assessment Tool. Science and Education. https://doi.org/10.1007/s11191-025-00643-2
Mufit, F., Satria Dewi, W. S., Riyasni, S., & Dhanil, M. (2025). Augmented Reality with A Cognitive Conflict Model and STEM Integration on Newton’s Universal Law of Gravitation: Does Practicing Practical Learning Support Scientific Literacy? International Journal of Information and Education Technology, 15(2), 255–271. https://doi.org/10.18178/ijiet.2025.15.2.2239
Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Tanner, D. H., Roehrig, G. H., & Park, M. J. (2014). Implementation and assessment of an integrated STEM curriculum. Journal of STEM Education: Innovations and Research, 15(1), 22–32.
Myer, P. R. (2025). Integrating bones and biomes: bringing biological science education to elementary school communities through a tangible learning tool. Journal of Microbiology and Biology Education, 26(2). https://doi.org/10.1128/jmbe.00077-25
Myer, P. R., Blair, S., Mason, K. M., Shepherd, E. A., Downey, B. C., McLean, K. J., Rowan, T. N., Eckelkamp, E. A., Neal Schrick, F., & Zambito Ivey, J. L. (2024). Promoting public engagement in interdisciplinary biological systems education by leveraging American sports-inspired bracket contests on social media and web. Journal of Microbiology and Biology Education, 25(2). https://doi.org/10.1128/jmbe.00078-24
Ngabekti, S., Prasetyo, A. P. B., Hardianti, R. D., & Teampanpong, J. (2019). The development of stem mobile learning package ecosystem. Jurnal Pendidikan IPA Indonesia, 8(1), 81–88. https://doi.org/10.15294/jpii.v8i1.16905
OECD. (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing. (Ganti dengan sumber aktual)
Ortiz-Guerrero, C., & Loizzo, J. (2024). Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students. Geoscience Communication, 7(2), 101–119. https://doi.org/10.5194/gc-7-101-2024
Ortiz-Revilla, J., Greca, I. M., & Arriassecq, I. (2022). A Theoretical Framework for Integrated STEM Education. Science and Education, 31(2), 383–404. https://doi.org/10.1007/s11191-021-00242-x
Owens, D. C., Petitt, D. N., Lally, D., & Forbes, C. T. (2020). Cultivating water literacy in stem education: Undergraduates’ socio-scientific reasoning about socio-hydrologic issues. Water (Switzerland), 12(10). https://doi.org/10.3390/w12102857
Parno, n., Yuliati, L., Hermanto, F. M., & Ali, M. (2020). A case study on comparison of high school students’ scientific literacy competencies domain in physics with different methods: PBL-stem education, PBL, and conventional learning. Jurnal Pendidikan IPA Indonesia, 9(2), 159–168. https://doi.org/10.15294/jpii.v9i2.23894
Pilotti, M. A. E., el Alaoui, K., & Al-Zohbi, G. (2022). What Are Male and Female Students’ Views of Science in a Society in Transition? A Self-Study of an Institution of Higher Education. Education Sciences, 12(12). https://doi.org/10.3390/educsci12120920
Pohan, L. A., Suyanti, R. D., Nugraha, A. W., Pebrianti, D., Panjaitan, R., & Hasibuan, S. H. (2024). IMPLEMENTATION OF STEM-BASED INQUIRY IN LEARNING FUNDAMENTAL LAWS OF CHEMISTRY: STUDENTS’ PERCEPTION AND RESPONSE. Jurnal Pendidikan IPA Indonesia, 13(3), 447–458. https://doi.org/10.15294/87cp1c76
Prihatiningtyas, S., Shofiyah, N., Yunus, S. R., Ma’arif, I. B., & Putra, I. A. (2025). Enhancing science literacy through flipbook-based STEM Qur’an e-modules: a case study in Islamic boarding schools. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-05054-w
Purzer, S., & Quintana-Cifuentes, J. P. (2019). Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments. Disciplinary and Interdisciplinary Science Education Research, 1(1). https://doi.org/10.1186/s43031-019-0010-0
Qiao, C., Chen, Y., Guo, Q., & Yu, Y. (2024). Understanding science data literacy: a conceptual framework and assessment tool for college students majoring in STEM. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00484-5
Radyk, M. D., Spatz, L. B., Adkins-Threats, M. L., Cates, K., & St Pierre, C. L. (2023). Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research. Advances in Physiology Education, 47(4), 910–918. https://doi.org/10.1152/ADVAN.00085.2022
Rain-Griffith, L., Sheghewi, S., Shusterman, G. P., Barbera, J., & Shortlidge, E. E. (2020). Deliberative Democracy: Investigating the Longitudinal Impacts of Democratic Activities in Introductory Biology Courses. American Biology Teacher, 82(7), 453–462. https://doi.org/10.1525/abt.2020.82.7.453
Redman, C. M., Tomiya, S., Bitterman, K., Cain, K., & Meachen, J. A. (2021). Utilizing inquiry-driven science outreach to curate Natural Trap Cave fossils and inspire the pursuit of STEM careers. Evolution: Education and Outreach, 14(1). https://doi.org/10.1186/s12052-021-00152-0
Roessger, K. M., & Greenleaf, A. T. (2025). Learning to support science: gender differences in how scientific literacy mediates formal education’s effect on U.S. adults’ public support for science. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1556464
Rokhimawan, M. A., Yuliawati, F., & Kamala, I. (2022). PROSPECTIVE MADRASAH TEACHERS’ SCIENTIFIC COMPETENCIES INTEGRATED WITH SCIENTIFIC LITERACY THROUGH THE STEM APPROACH. Jurnal Pendidikan IPA Indonesia, 11(1), 91–103. https://doi.org/10.15294/jpii.v11i1.32983
Romine, W., van Garderen, D., Folk, W., Lannin, A., Juergensen, R., Smith, C., Abedelnaby, H., & Milarsky, T. (2024). Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation. Learning Disability Quarterly, 47(2), 84–96. https://doi.org/10.1177/07319487231209505
Ryu, M., & Daniel, S. M. (2020). How Did We Engage Resettled Chin Youth in Critical stem Literacy Practices? Asia-Pacific Science Education, 6(2), 319–345. https://doi.org/10.1163/23641177-bja10008
Sapia, P., Napoli, F., & Bozzo, G. (2022). The Lawson’s Test for Scientific Reasoning as a Predictor for University Formative Success: A Prospective Study. Education Sciences, 12(11). https://doi.org/10.3390/educsci12110814
Septiadevana, R., & Abdullah, N. (2024). Developing STEM project-based learning module for primary school teachers: a need analysis. International Journal of Evaluation and Research in Education, 13(4), 2585–2593. https://doi.org/10.11591/ijere.v13i4.28894
Shaffer, J. F., Ferguson, J., & Denaro, K. (2019). Use of the test of scientific literacy skills reveals that fundamental literacy is an important contributor to scientific literacy. CBE Life Sciences Education, 18(3). https://doi.org/10.1187/cbe.18-12-0238
Shtulman, A., & Harrington, K. (2016). Tensions Between Science and Intuition Across the Lifespan. Topics in Cognitive Science, 8(1), 118–137. https://doi.org/10.1111/tops.12174
Smith, H. E., Cooper, C. B., Busch, K. C., Harper, S., Muslim, A., McKenna, K., & Cavalier, D. (2024). Facilitator organizations enhance learning and action through citizen science: a case study of Girl Scouts’ Think Like a Citizen Scientist journey on SciStarter. Environmental Education Research, 30(2), 190–213. https://doi.org/10.1080/13504622.2023.2237705
Snyder, A. L., Cingel, D. P., & Patterson Williams, A. (2024). U.S. parents’ scientific literacy and efficacy: Associations with children’s STEM media engagement. Journal of Children and Media, 18(4), 543–554. https://doi.org/10.1080/17482798.2024.2383618
Son, M., & Ha, M. (2025). Development of a digital literacy measurement tool for middle and high school students in the context of scientific practice. Education and Information Technologies, 30(4), 4583–4606. https://doi.org/10.1007/s10639-024-12999-z
Sparks, R. A., Jimenez, P. C., Kirby, C. K., & Dauer, J. M. (2022). Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts. Education Sciences, 12(10). https://doi.org/10.3390/educsci12100644
Subali, B., Ellianawati, E., Faizah, Z., & Sidiq, M. (2023). Indonesian national assessment support: Can RE-STEM Android app improve students’ scientific literacy skills? International Journal of Evaluation and Research in Education, 12(3), 1399–1407. https://doi.org/10.11591/ijere.v12i3.24794
Sumarni, W., Faizah, Z., Subali, B., Wiyanto, W., & Ellianawati, E. (2020). The urgency of religious and cultural science in stem education: A meta data analysis. International Journal of Evaluation and Research in Education, 9(4), 1045–1054. https://doi.org/10.11591/ijere.v9i4.20462
Sun, Y.-K., Chan, M.-H., & Wong, W.-C. (2025). The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2467494
Tan, T. T. M., & Yew-Jin, Y.-J. (2022). Building Improvised Microbial Fuel Cells: A Model Integrated STEM Curriculum for Middle-School Learners in Singapore. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060417
Tawil, S. (2013). Education for science, technology, engineering and mathematics (STEM). Education for All Global Monitoring Report (GMR). (Ganti dengan sumber aktual)
Tenney, K., Stringer, B. P., LaTona-Tequida, T., & White, I. (2023). Conceptualizations and Limitations of STEM Literacy across Learning Theories. Journal of Microbiology and Biology Education, 24(1). https://doi.org/10.1128/jmbe.00168-22
Torruellas, J. T., Lopez-Moreno, K., Cote, V., & Crump, K. (2022). Creating an Interdisciplinary Curriculum within the Undergraduate Arts and Sciences through Agar Art. Journal of Microbiology and Biology Education, 23(1). https://doi.org/10.1128/jmbe.00160-21
van Hoe, A., Wiebe, J., Rotsaert, T., & Schellens, T. (2024). The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00465-8
Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted STEM-based learning on scientific literacy and students’ achievement. International Journal of Instruction, 13(3), 343–356. https://doi.org/10.29333/iji.2020.13324a
Washburn, M. E., Shanks, R. A., McCartney, M., Robertson, C. L., & Segura-Totten, M. (2023). Discussion of Annotated Research Articles Results in Increases in Scientific Literacy within a Cell Biology Course. Journal of Microbiology and Biology Education, 24(1). https://doi.org/10.1128/jmbe.00154-22
Watson, E., Gares, S., & Rempel, B. (2025). Is the Course Working? An Account of Our Development of an Instrument to Measure the Science Attitudes and Skills of Undergraduate Students Outside of Science Disciplines. Teaching and Learning Inquiry, 13. https://doi.org/10.20343/teachlearninqu.13.29
Widiyatmoko, A., Nugrahani, R., Yanitama, A., & Darmawan, M. S. (2023). THE EFFECT OF VIRTUAL REALITY GAME-BASED LEARNING TO ENHANCE STEM LITERACY IN ENERGY CONCEPTS. Jurnal Pendidikan IPA Indonesia, 12(4), 648–657. https://doi.org/10.15294/jpii.v12i4.48265
Wilkins, M. R., Rapciak, S. E., Goller, C. C., Weintraub, J., & Mikaelyan, A. (2024). Scaling the wall: overcoming barriers to STEM knowledge mobilization. Frontiers in Communication, 9. https://doi.org/10.3389/fcomm.2024.1366207
Witkow, M. R., Spiekerman, A., Ford-Roshon, C., Hershman, T., & Stevens, C. (2022). An Experimental Study of the Effects of Scaffolding and Context in Training Graphical Literacy Among 2- and 4-Year College Students. Scholarship of Teaching and Learning in Psychology, 11(2), 214–230. https://doi.org/10.1037/stl0000344
Wong, S. S., Firestone, J. B., Ronduen, L. G., & Bang, E. (2016). Middle school science and mathematics teachers’ conceptions of the nature of science: a one-year study on the effects of explicit and reflective online instruction. International Journal of Research in Education and Science, 2(2), 469–482. https://doi.org/10.21890/ijres.56557
Worker, S. M., Neas, S., Espinoza, D. M., Kok, C. M., & Smith, M. H. (2023). Youth Science Learning as/for Community Participation: Examples from Youth Participatory Action Research. Journal of Youth Development, 18(1), 3–18. https://doi.org/10.34068/JYD.18.01.03
Wu, X. B., Sandoval, C., Knight, S., Jaime, X., Macik, M., & Schielack, J. F. (2021). Web-based authentic inquiry experiences in large introductory classes consistently associated with significant learning gains for all students. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00290-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 An Nisaa Al Mu’min Liu, Oktaviariesta Habibatus Sholikhah, Fine Eirene Siahaan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Jurnal Lesensi
