Implementation of STEM-based learning in the context of ESD in equipping students’ problem solving ability

Yulianti, Kartika; Kaniawati, Ida

doi:10.1063/5.0102426

Cited by 1 publication

(1 citation statement)

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“…In the subsequent years, STEM-ESD research's focus shifted towards its incorporation into the learning process (Kanapathy et al, 2020;Martín-Sánchez et al, 2022;Rico et al, 2021) by integrating numerous socioscientific issues (Maruli et al, 2022;Rico et al, 2021). Project-based learning is a teaching approach employed to foster students' 21stcentury skills, such as problem-solving ability, systems thinking skills, and digital literacy (Stouthart et al, 2021;Yulianti & Kaniawati, 2022;Abdurrahman et al, 2023;Impedovo & Cederqvist, 2023). This method finds application in the implementation of STEM-ESD education, as reported in Daly & Brown (2019) and Pfeifer & Rosbach (2016).…”

Section: Research Trends In Stem-esd Learningmentioning

confidence: 99%

Research Progress, Trends, and Updates on STEM Learning-ESD: A Bibliometric Analysis

Lathifah,

Widodo,

Kaniawati

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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The aim of this paper is to analyse research trends and address knowledge gaps in order to improve STEM-ESD learning. Technical terms are explained upon first use, and sentence structure is clear and unambiguous. The bibliometric review examines current research progress, trends, and updates related to STEM-ESD learning. The study used the Scopus database to select documents and VOSviewer software to investigate bibliometrics. STEM-ESD research shows an upward trend based on the analysis of 19 collections of STEM and ESD learning papers from 2010 to 2023. Indonesia leads in conducting STEM-ESD research, with the highest number of publications on this theme in 2022. In 2010, the significance of STEM-ESD research was its application in the STEM curriculum. STEM-ESD research has facilitated the inclusion of various social science topics in the learning process. This fosters 21st-century skills in students through a project-based learning model. Further STEM-ESD research can be advanced by improving pedagogical design capacity, biodiversity, sustainable development goals, formal and initial teacher training, biology education, and sustainable learning. This will lead to more innovative research.

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