Conceptual understanding and digital literacy are key competencies in 21st-century learning. However, observations at SMP Negeri 10 Semarang indicate that these two skills are still not being developed to their full potential in science lessons. Consequently, there is a need for innovative teaching materials capable of enhancing students’ conceptual understanding and digital literacy in an integrated manner. Cell-based material was selected because it is microscopic and complex, thus requiring learning media capable of visualizing cell organelles to aid students’ conceptual understanding. This study aims to analyze the effectiveness of the media in improving conceptual understanding and digital literacy in cell-based material. The research method used was the ADDIE development model of R&D with an experimental design. The research sample comprised Class VIII A as the experimental class and Class VIII D as the control class. The results of the study indicate that: 1) The STEM-based 3D virtual learning media on cell material is sufficiently effective in improving conceptual understanding, as indicated by the experimental class achieving an N-Gain score of 0.63 (moderately effective), compared to the control class using video and worksheets, which only achieved an N-Gain score of 0.20 (ineffective). 2) The results showed that the STEM-based 3D virtual learning media on cell material was sufficiently effective in improving digital literacy, as indicated by the experimental class achieving an N-Gain score of 0.70 (moderately effective), while the control class only achieved an N-Gain score of 0.18 (ineffective). This research contributes to the development of science learning media through the integration of STEM-based 3D virtual media that is able to visualize cell concepts in a more concrete, interactive, comprehensive, and accessible manner, thus supporting increased conceptual understanding and digital literacy according to the demands of 21st century competencies.
This study evaluates a collaborative STEM training program conducted by the Southeast Asian Ministers of Education Organization Regional Centre for Quality Improvement of Teachers and Education Personnel in Science (SEAQIS) in partnership with PT Pertamina Hulu Rokan (PT PHR) during 2023 and 2024. Utilizing a mixed-methods comparative cross-sectional design, data were collected via purposive sampling from 116 teachers, principals, and supervisors (comprising independent cohorts of n=58 in 2023 and n=58 in 2024) across four regencies in Riau Province. Quantitative data, gathered via a highly reliable Likert-scale questionnaire ( = 0.945), were analyzed using percentages and the non-parametric Mann-Whitney U test to evaluate differences between the two independent cohorts. Qualitative, open-ended responses were analyzed thematically. The findings reveal that the program was well received, with over 90% of participants reporting positive outcomes. Statistical analysis indicated no significant differences across all aspects (p > 0.05), including training materials, pedagogical impact, facilitator performance and time allocation, demonstrating highly consistent program effectiveness. However, qualitative findings identified the need for extended duration for complex content, more robust discussion sessions, and continuous follow-up activities to ensure effective classroom application. Ultimately, this study contributes to the discourse on STEM-based Teacher Professional Development (TPD) in developing countries by demonstrating how longitudinal public-private partnerships can provide consistent professional growth, while highlighting the necessity of sustained post-training support to bridge the gap between teacher perception and practical implementation.
The purpose of this study is to develop an e-encyclopedia based on local potential to improve students’ critical thinking skills. The research method used is Research and Development (R&D) with the Borg and Gall development model. This study involved 60 grade X students consisting of 32 students from SMA Islam Sudirman Bringin and 28 students from SMA Negeri 1 Bringin. Based on the results of the validation analysis by material experts and media experts, the average validation of material experts was 0.94 and media experts was 0.93, which is included in the very valid category so it is suitable for use in learning activities. The improvement of students’ critical thinking skills was analyzed using the N-Gain test per indicator with an average of 0.69 in the moderate category. The results of the field test indicate that the e-encyclopedia is effective in improving students’ critical thinking skills. This study also contributes to the development of science education through the utilization of local potential as a contextual and innovative learning resource that supports 21st-century skills-based biology learning.
21st-century learning emphasizes the importance of integrating technology in teaching and learning process. One of the innovations that has the potential to support the achievement of 21st-century competencies is the use of creative and interactive learning media. Integrating technologies such as Artificial Intelligence (AI) and Augmented Reality (AR) is considered effective in helping students understand abstract concepts, because they can present interactive visualizations and contextual learning experiences. This study aims to analyze the validity of Smart E-book learning media with a STEM approach on the topic of vibration, waves, and the use of junior high school. This research uses the Research and Development (R&D) method with a 4-D development model by Thiagarajan, which consists of four stages: define, design, develop, and disseminate. The assessment of the media validity test involved media experts and material experts, five validators each. The data collection instrument is in the form of a validation sheet, which includes media operational aspects, presentation, completeness, material accuracy, and material integration, and is then tested for readability by students. The media experts’ assessment reached 99.6% and the material experts reached 98%, both were categorised as “very valid”, and the average readability score of 93.33% was calculated from the three aspects: material, media, and media usage. Thus, Smart E-book learning media with a STEM approach have high validity, and can be accepted as a learning product that is accurate, relevant, in accordance with curriculum needs, and has the potential to be the basis for future research to be used at the trial stage in the classroom.
The low integration of religious values in Natural Science (IPA) learning and the suboptimal development of metacognitive knowledge among students of Madrasah Tsanawiyah (MTs) have become issues that require serious attention. Science learning tends to focus on the cognitive aspects of science and separates scientific knowledge from religious values, particularly in the topic of Earth and the Solar System, which actually has a strong connection with religious values. This study aims to develop a Problem Based Learning model integrated with Science, Technology, Engineering, Mathematics, and Religion (PBL-STEMR) and to analyze its feasibility and effectiveness in improving the religious literacy and metacognitive knowledge of MTs students. This research is a Research and Development (R&D) study that refers to the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The product developed is the PBL-STEMR learning model along with its supporting instructional components. The feasibility of the model was tested through expert validation, while the effectiveness of the model was analyzed based on the measurement results of students’ religious literacy and metacognitive knowledge after the implementation of the model. The results of the study indicate that the PBL-STEMR model is considered feasible for use based on expert evaluations. Furthermore, the implementation of the PBL-STEMR model has been proven to be effective in improving the religious literacy and metacognitive knowledge of MTs students in the topic of Earth and the Solar System. This study concludes that the PBL-STEMR model is a feasible and effective innovative approach for integrating science and religious values while enhancing students’ metacognitive knowledge. It is recommended as an alternative for science learning in MTs to support holistic education, balancing scientific understanding and religious character development.
