With the advancement of science and technology, teaching and learning practices should provide students with information acquisition skills to meet future science, technology, engineering, and mathematics (STEM)-driven labor needs. The integration of arts and religion in STEM education is approved as a primary force in fostering students’ 21st-century skills. Creativity is the key component of 21st-century skills measured by creative thinking and product. There is a gap in understanding how integrating religion and arts into STEM study enhances students' creative thinking and creative products. The pre-experiment method is implemented with a one-group pre-test and post-test involving 12 semester four students of the Primary Education Teacher Training Program, University of Nahdlatul Ulama Indonesia. This research implements two instruments: (1) creative thinking test items with fluency, flexibility, originality, elaboration, and evaluation aspects; (2) creative product scoring rubric in human movement system topic in creating robotic hand. The finding shows that the students’ creative thinking enhanced quite significantly in all aspects. Specifically, flexibility and elaboration were the two highest creative thinking aspects, proved by a significant enhancement in those two aspects. Moreover, the result of the creative product revealed an average score of 82.44, which was categorized as good. All in all, lecturing with the STREAM approach in creating robotic hands can foster the creative thinking and creative products of the students

Digital literacy can be provided by the implementation of the project-based learning (PjBL) model in the learning process. This research aims to obtain information regarding the effect of socio-scientific issues (SSI)-integrated PjBL on high school students’ digital literacy, especially on Circulatory System material. The method used is a pre-experiment with a one-group pre-test-post-test research design. The research subjects are 35 grade XI students of one of the senior high schools in Bandung. Data on students' scientific literacy abilities were collected by using a digital literacy questionnaire containing statements based on six digital literacy indicators, namely communication and collaboration, critical thinking, data literacy, ICT familiarity, device security, and personal security. Processing and analysis of research data uses the Wilcoxon test. The research results show the implementation of SSI-integrated PjBL by creating projects in the form of popular articles can increase students' digital literacy as indicated by an increase in the average percentage of pre-test and post-test scores from 78.45% to 88.66%. The increase in the average percentage of pre-test and post-test scores based on the N-Gain calculation results is in the medium category with an N-Gain score of 0.5069. The implementation of SSI-integrated PjBL can increase the average percentage score for each digital literacy indicator with the highest average score increase obtained by the ICT familiarity indicator. Therefore, it is concluded that the implementation of SSI-integrated PjBL has an effect on digital literacy and can be used as an alternative learning model that can encourage the improvement of students' digital literacy

Connecting lessons to students' surroundings makes it easier for them to understand and use science skills. This research aimed to create a practical science website about Talang Siring Beach edutourism to help students practice these skills. The science website media was developed using the ADDIE model. A post-test-only control group design was used for the implementation stage of the research design. The research subjects were 59 students who were split into two classes (31 students in the experimental class and 28 students in the control class). The instruments used included a validation questionnaire for the feasibility of media and material aspects, a response and readability questionnaire, and also a science literacy test. The Mann-Whitney U test was used to compare the experimental and control classes’ scientific literacy levels. The results of this study show the developed media is valid (0.89 for the feasibility aspect and 0.9 for material feasibility). The response to and readability of the website media are in a good category. The results of the Mann-Whitney U test show a difference in scientific literacy skills between the two classes (sig. 0.000 0.05). The experimental class has a higher level of scientific literacy than the control class. The study found that the Talang Siring Beach science website works well and boosts students' scientific literacy. This means teachers should link learning to the local environment so students can better solve problems around them. Future work should pair these websites with effective teaching strategies.

This study aims to develop a biology learning device based on socio-scientific issues (SSI) assisted by a Learning Management System (LMS). It employs the ADDIE development model, which consists of the stages of Analysis, including needs analysis, initial and final analysis, Design, Development, Implementation, and Evaluation. The research subjects consisted of one material expert, one media expert, and 36 high school students. Data were collected using assessment instruments and questionnaires to obtain reviews and recommendations from experts on the developed biology learning device. Based on data analysis from the assessment results of two validators, the average score (PRS) of biology learning devices in the aspect of biological study information is 80 (high), the aspect of learning organization is 82 (high), the aspect of web/LMS operational presentation is 82 (high), and the aspect of biological study language is 84 (high), thus making the overall average of 82.29 (high). From the PRS results obtained, it can be concluded that the LMS biology learning device based on SSI to improve the argumentation and reflective judgment skills of high school students meets the validity aspect and can be implemented in high school students' biology learning.

This research aims to enhance students' argumentation skills at the junior high school level by implementing science learning based on scientific literacy. This research uses a quasi-experimental design with a quantitative descriptive method. The instruments used were (1) an essay test with an instrument in the form of scientific argumentation description questions with as many as six items and (2) an interview with the teacher about the science learning process in the classroom. To measure students' argumentation skills refer to the Toulmin Argumentation Pattern (TAP) argumentation skills indicators. This research used a sample of one of the junior high schools in Muara Enim District. The result shows student’s argumentation skills are still in level 1 with 58,1% as a weak category, level 2 with 30,95 % as a weak category, and level 3 with 10,95%. The teacher through interview sessions explains that the students' argumentation skills are lacking because they are affected by low confidence and nervousness. When learners are asked, learners give short answers which cannot provide the right sentence to explain something Learners are accustomed to using local language in expressing opinions and have not been able to express argumentation orally in the form of organized sentences. Based on these findings, further research needs to be done on the application of appropriate learning models that can train students' argumentation skills.

Science education, especially chemistry, emphasizes the application of science to solve problems encountered in daily life to foster chemical literacy skills. This study aims to prove the impact of socio-scientific issue (SSI) application in the problem-based learning (PBL) model on student’s chemical literacy ability on acid and base materials. This study employed a quasi-experimental method through a pretest-posttest nonequivalent control group design. Its population consisted of 11th-grade science students from one of Surakarta's public high schools in the 2023/2024 academic year. It used class XI.6 as the control class and class XI.7 as the experimental class. The sample was established using the cluster random sampling technique. Based on the analysis of the hypothesis test carried out with the independent sample t-test, the Sig. value is 0.000. The mean chemical literacy score in the experimental class is 72, whereas that in the control class is 62. The enhancement of chemical literacy in the experimental class is 63% (quite effective), while that in the control class is 50% (less effective). This proves that the effect of SSI application in the PBL Model on students' chemistry literacy ability was more significant than the PBL without SSI application

Critical thinking is essential for today's students (Alpha Generation) due to rapid technology and globalization. It means thinking logically and making wise decisions. This research aimed to create an SSI-based WebQuest to improve critical thinking in elementary science students. This tool was designed using the ADDIE model and tested on 20 Grade V students at an international Christian school in West Surabaya during the second semester of 2023/2024. The research design used a one-group pretest-post-test approach. Data were collected through multiple methods, including validation, observation, a critical thinking skills test, and a questionnaire. The data were analyzed using descriptive and quantitative methods. Students' critical thinking skills were examined by n-gain and nonparametric tests. The results showed that (1) the developed media was classified as very valid, (2) learning activities were carried out very well, (3) students' critical thinking skills increased with an average n-gain value of 0.70 (high category), and (4) students' response to the learning that was carried out was classified as good with a percentage of 81%. The developed science learning materials are valid, practical, and effective in improving critical thinking among young students (Generation Alpha). This study highlights the value of using real-world socio-scientific issues in science education to help students understand the links between science, technology, and society. The findings offer a basis for future research on creating effective learning tools to enhance critical thinking across subjects and can inform teacher training in designing and using WebQuest-based materials centered on these real-world issues.

The research in this article aims to review the available literature on integrating ethnoastronomy-based NASE on the understanding and trust of teachers, students, and society. The method used in this study is a literature review from 2010-2022, which strictly discusses the challenges in learning astronomy and astronomy in local wisdom with two questions that need to be answered, namely (1) what kind of challenges are faced when conducting astronomy learning and does NASE influence astronomy learning? (2) Does local wisdom relate to astronomical learning, and how does the community's understanding and beliefs relate to Ethnoastronomy? The results of the literature review stated that NASE has a positive influence on the challenges of learning astronomy, NASE has a relationship with local wisdom that discusses astronomy, and this research also shows that the relationship between local wisdom and astronomy with NASE can increase people's understanding and trust in Ethnoastronomy from each culture they have. This article recommends that astronomy-based NASE integrated learning with local wisdom can be applied in various countries, especially astronomy learning in Indonesia, so that the culture owned is preserved due to the times and can be used for learning.

Numeracy skills in the 21st century are essential because these skills not only support data analysis and number-based problem solving but are also needed in various aspects of life that affect the global community. The numeracy literacy of high school students has not been optimally trained, even though both abilities are needed to solve conceptual and contextual daily life problems in working on PISA and AKM items. This study was conducted to assess the numeracy literacy level of high school students in one of the cities in Central Java Province. As a survey with a quantitative approach, this study involved 150 high school students as respondents. The entire population became respondents in this study so the purposive sampling technique was applied. 24 out of 30 test items are empirically valid with a reliability value of 0.89. Data analysis was conducted using descriptive statistics to answer the numeracy literacy category of students. Based on the results, 35.60% was obtained which is included in the knowing level of numeracy literacy. The results of this study suggest more interactive and contextualized learning strategies to facilitate the transition to deeper understanding and application level.

This study aims to investigate the effectiveness of the PjBL Model with the STEM Approach in improving junior high school students' science problem-solving abilities. It is a quasi-experiment with a nonequivalent control group design. The population is grade VIII students of State Junior High School 3 Magelang, and the sample is grade VIIIB and VIIIF students, established by using the purposive sampling technique, with VIII B students as the experimental class and VIIIF students as the control class. The data were collected using a test. The results showed the post-test scores of the experimental class were higher than those of the control class with the sig. (2-tailed) 0.05, namely 0.000 from the independent sample t-test. The N-gain test shows that the N-gain of the experimental class is higher than that of the control class (0.678 0.412), both in moderate criteria, so it can be concluded that the PjBL Model with the STEM Approach can improve the science problem-solving abilities of junior high school students.