This study aims to determine the effectiveness of STEM-integrated blended learning on Indonesian students' science literacy. This research is a type of meta-analysis research. The data sources in the study came from the analysis of 10 national and international journals published from 2017-2023. The data search process through searching on Google Scholar, Scopus, Wiley, Eric and Hindawi Journal. Data collection techniques in research through direct observation by tracing studies related to research variables. The keywords in this article search are blended learning, STEM and science literacy. Data analysis technique is descriptive quantitative analysis technique with JSAP application. The results concluded that STEM-integrated blended learning is effective in encouraging the level of science literacy of students in Indonesia with an effect size value of 0.71 and N-gain of 0.82. Blended learning greatly supports the learning process in Indonesia in improving students' literacy in learning.

This electronic do This study aims to analyze the effect of the Technological Pedagogical Content Knowledge (TPCK) learning model through online learning on the learning outcomes, effectiveness and competencies of 21st century students and teachers after Covid-19. This research is a type of meta-analysis research. This research sample comes from national and international journals that have been published from 2017-2022. Sample search through journal databases accessed through Google Scholar, Eric journal, Emerald, Elsevier, Sage Journal, Taylor and Francis and IEEE. The data selection technique in this study was through purposive sampling technique. The data that was sampled was in accordance with the criteria or related to TPCK in science learning on the variables of effectiveness and student learning outcomes. The data analysis used is quantitative data analysis with the help of SPSS version 16 application by looking at the value of N-gain and Effect size (ES). The results of this study concluded that the Technological Pedagogical Content Knowledge (TPCK) learning model through online learning had a significant effect on student learning outcomes with an average value of 70.5, student learning effectiveness with an average of 73 with an N-gain of 0.61, and 21st century competence of students and Teachers obtained an average of 77.33 with an effect size of 0.48 with moderate criteria

The purpose of this study was to analyze the effect of the project-based, integrated learning model of the independent learning curriculum on student learning outcomes. This type of research is a type of meta-analysis research. The data source comes from an analysis of 15 national and international journals indexed by SINTA, Copernicus International, and DOAJ. The search for data sources comes from the Google Scholar database and the Eric Journal. The data collection technique is a direct observation technique that involves tracing articles that have a relationship with the research variables. The search keywords for data sources are the PjBL learning model, independent curriculum, and learning outcomes. The data analysis technique is a quantitative statistical technique, with the help of the OpenMEE application. Data analysis was performed by calculating the effect size, standard deviation, average, and N-gain values. The results of the study concluded that the PjBL learning model integrated with the independent curriculum had a significant influence on student learning outcomes. This can be seen from the effect size value of 2.67, SD of 6.03, average student score of 89.56, and N-Gain of 4.20. The use of the PjBL model in the independent curriculum benefits both teachers and students as they prepare for the twenty-first century. In order to implement the Pjbl model in schools, teachers must be professionals