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Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through project-oriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning.

The current trend in science learning leans more towards interdisciplinary (integrated) learning. Before 1989, there were several studies that reviewed articles related to integrated science. However, research discussing articles on integrated science from 1996 until the present day is not yet available. The purpose of this study was to review 36 empirical research articles on integrated science published from 1996 to 2019. Most of these articles were taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in various countries. Nonetheless, the implementation of integrated science did not prove out as successful as expected. Students find this method of learning difficult, boring, uninteresting and abstract. There are several issues in the implementation of integrated science learning: the incongruity of teachers’ educational backgrounds with integrated science, as well as underdeveloped textbooks and curriculum. The integrated science learning is an effective method to improve students’ skills.

Teaching approaches in some school are still concentrating on memorizing. Teachers have to make the learning is meaningful for the students. One of the alternative tool is by using Brain-Based Learning. The purpose of this study is to investigate the effect of Brain-Based Learning on students’ concept mastery in learning electric circuit for 8th-grade students. The method used in this research was experimental research. The research design that used is pretest and posttest design. The sample was taken by cluster random sampling technique. Participants were 49 students at one of International Secondary School in Bandung, West Java, Indonesia. Experiment group learn with Brain-Based Learning (N=26) while control group learn with lectured based learning (N=23). The results of students’ concept mastery that learned using Brain-Based Learning is better than students’ concept mastery that learned using lectured-based learning. The improvement of students’ concept mastery can be noticed by independent t-test with significant 0.003. Based on the analysis of students’ concept mastery results, the N-Gain score in experiment group is 0.43 which categorized as medium improvement while in control group is 0.25 which categorized as low improvement. Based on this results showed that Brain-Based Learning can be an alternative tool to improve students’ concept mastery significantly.

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity. STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics. The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.

Fossil energy is still the main contributor in Indonesia. In fact, based on a study it is stated that fossil fuels will only last 50-70 years. For this reason, it is necessary to increase the role of geothermal energy as renewable energy. Geothermal energy is very good if it is developed into a new and renewable energy source because it has a good impact on the environment. Geothermal energy also does not damage the local conditions such as mining activities so that biodiversity is preserved. Then, the operation period of the Geothermal Power Generation (known as PLTP) can be more than 30 years and does not require fuel. Geothermal energy is environmentally friendly, and its potential impact on pollution is minimal. Thus, geothermal energy is the right solution to overcome dependence on fossil energy that is not renewable and is expected to run out in the near future.

In education, “Industrial Revolution 4.0” refers to utilizing technology to present students with complex situations that will develop their critical thinking and problem-solving skills. The use of technology in the science curriculum should be designed according to established learning models. This study aimed to investigate the effect of implementing a discovery learning model, supported by the Solar System Scope computer application, on the ability of students to master essential concepts. This research used a One-Group Pre-test-Post-test design. Participants were 31 7th-grade students at one school in Bandung, Indonesia. The results showed a medium enhancement of concept mastery in students from pre-test to post-test (N-Gain=0.48). No gender difference in outcomes after the implementation of discovery learning with the Solar System Scope application was found. Based on these results, discovery learning supported by the Solar System Scope application could be an alternative teaching approach to enhance students' skills in mastering concepts.

We reviewed 48 articles related to the engineering design process in science education published from 2010 to 2020. There are several previous literature review studies that analyzed the engineering design process in science education. However, we have not found any that investigates projects, discussed topics, as well as the benefits of the implementation of the engineering design process in science education. The research method used was a systematic literature review. This study analyzed the characteristics of the content based on year of publication, type of publications, countries that implement it, research approach, educational stage, and science content. The findings show that the projects used in the implementation of the engineering design processes in science education varied according to the discussed topics. The benefits of the implementation of the engineering design process in science education include cognitive benefits, procedural (skills) benefits, attitudinal benefits, and a combination of the three benefits.

In the era of industrial revolution 4.0, creativity is a key factor to face the challenges and opportunities of the increasingly complex development of science and technology. This requires the world of education, especially those located in the wetland environment to develop student creativity in exploring and maximizing the potential of the surrounding wetland environment. This study aims to determine the effect of STEM-based learning on the level of scientific creativity of students in solving renewable energy problems in the wetland environment. This research has involved 45 students who have applied Physics courses. The research method used is qualitative and quantitative methods (mixed methods) to determine the level of student creativity based on creativity review as 4P (Person, Process, Product, and Press). The results showed that the level of student creativity was influenced by STEM-based learning; where creativity is a key factor in the integration of science, technology, engineering, and mathematics, and its application in solving problems in the wetland environment.

This examination includes the advancement of a three-level analytic test to gauge understudies’ comprehension of simple harmonic oscillation. The Simple Harmonic Oscillation Test (SHOT) is a 10-items three-level demonstrative test comprising of three-level things for surveying understudies’ understanding of simple harmonic oscillation concepts. The SHOT was controlled to 50 understudies in the control class and 50 understudies in the experimental class. Cronbach alpha unwavering quality lists for the SHOT were assessed to be .73 and .85 for the control and experimental class, individually. Point-biserial coefficients went from .22 to .67, a normal of .42 for the control class and with a normal of .44 for experimental class. The results research showed that a three-tier diagnostic test able to reduce the misconception of simple harmonic oscillation. There is requirement for more investigations to create three-level tests in other branches of knowledge.

The purpose of this study was to determine the relationship between increasing mastery wave concepts and optics with habits of mind of physics prospective teacher students. This study involved 46 students who programed the Wave and Optics courses in one of the LPTK Physics Education Study Programs in Banjarmasin. The method used is mixed method with an embedded experimental model. Data analysis techniques used N Gain to determine the increase in mastery of concepts and habits of mind, then carried out normalization tests, and correlation tests to determine the relationship between the two. Analysis of the results of the study of increasing the mastery of wave concepts and optics with habits of mind of prospective physics teacher students showed a positive, strong, and very significant relationship with r (46) = 0.64; p = 0.01. This explains that the better the mastery of the concepts held by prospective teacher students, the better habits of mind of prospective teacher students, or vice versa.

Habits of Mind (HoM) consisting of critical thinking, creative thinking, and self-regulation to build the character of students. The course syntax of scaffolding learning model consisting of orientation phase, training, task support, conceptual and procedural scaffolding, and metacognition and strategy scaffolding was discovered. This study aims to improve habits of mind students through scaffolding learning model. The research design used qualitative and quantitative data as mixed methods analysis. This research involves 92 participants of Physics Education Students taking Waves and Optic course, 46 students in the experimental class and 50 students in the control class. The result of this research, it can be concluded that the scaffolding lecture program is effective to improve students’ habits of mind.

Learning process in some school is still in the form of direct transfer from teacher to students, whereas students will learn better if the learning process is meaningful. The aim of this study is to investigate the effect of STEM Project-Based Learning on students’ Concept Mastery in learning light and optics. The method that is used in this study is a weak experiment with one group pre-test and post-test design. The population of this study is 8th-grade students in Junior Secondary School “X” that is located in Bandung, Indonesia. The sample is chosen by purposive sampling technique consist of 25 students. The result of this study shows that students concept mastery improves from pre-test and post-test. The improvement of concept mastery is obtained as much as 0.53 that categorized as a medium improvement. Based on the result STEM Project-Based Learning give a better effect on students’ concept mastery, so it can be considered as an alternative teaching model that can be implemented in Junior Secondary Schools.

This paper describes students content knowledge of STEM in the process of project based learning. The selected project in this study is renewable energy (solar power), because Indonesia is located on the equator line which gets abundant sunlight as well as to popularize alternative energy in Indonesia as an effort to prevent global warming. This study was designed to determine the effectiveness of Solar Power Project to promote students content knowledge of STEM. The subjects were 28 pre service physics teachers divided into seven groups. This research used both qualitative and quantitative methods (mixed methods). Pre-test and post-test of STEM knowledge as quantitative data were conducted to determine students’ achievement and the effectiveness of learning. Furthermore, the shift of students STEM knowledge was tracked using video recording, task, reports, and interviews. Quantitative data were analyzed using a paired t test, whereas quantitative data were analyzed by triangulation of data. The results of the study showed that science content knowledge experienced the largest increase, followed by engineering, technology and the last is mathematics. Conclusion, solar power project can be helpful in enhancing students achievement of STEM knowledge and generate meaningful learning.

The process of learning science in some schools is still in the form of direct transfer from teacher to student. The learning process will be meaningful if the students involved and explore more in building a concept. The aim of this study is to investigate the impact of Argument-Driven Inquiry on students’ concept in learning global warming. The method that is used in this research was quasi-experiment. The study used two classes with one experimental group that used Argument-Driven Inquiry and one control group that used Inquiry-based Learning. The population of this study is seventh-grade students in one of Secondary School in Bandung, Indonesia. The sample is chosen by purposive sampling technique. The participants consist of 52 students from the experimental group and the control group. Each group consists of 26 students. The result of this study shows the improvement of students’ concept mastery in the experimental group is obtained as 0.45 and for the control group is 0.28. Based on the result, Argument-Driven Inquiry gives the better impact in improving students’ concept mastery. Argument-Driven Inquiry can be considered as one of the teaching models that can be implemented in Junior Secondary School.

Nowadays, students’ exploration as well as students’ interaction in the application stage of learning cycle can be improved by directly model real-world objects based on Newton’s Law using Open Source Physics (OSP) computer-modeling tools. In a case of studying an object rolling down a ramp, a traditional experiment method commonly uses a ticker tape sliding through a ticker timer. However, some kinematics parameters such as the instantaneous acceleration and the instantaneous speed of object cannot be investigated directly. By using the Tracker video analysis method, all kinematics parameters of cylinders rolling down a ramp can be investigated by direct visual inspection. The result shows that (1) there are no relations of cylinders’ mass as well as cylinders’ radius towards their kinetics parameters. (2) Excluding acceleration data, the speed and position as function of time follow the theory. (3) The acceleration data are in the random order, but their trend-lines closely fit the theory with 0.15% error. (4) The decrease of acceleration implicitly occurs due to the air friction acting on the cylinder during rolling down. (5) The cylinder’s inertial moment constant has been obtained experimentally with 3.00% error. (6) The ramp angle linearly influences the cylinders’ acceleration with 2.36% error. This research implied that the program can be further applied to physics educational purposes.

This research aims to produce a simulation program for root forms using cellular automata model. Stephen Wolfram in his book entitled “A New Kind of Science” discusses the formation rules based on the statistical analysis. In accordance with Stephen Wolfram’s investigation, the research will develop a basic idea of computer program using Delphi 7 programming language. To best of our knowledge, there is no previous research developing a simulation describing root forms using the cellular automata model compared to the natural root form with the presence of stone addition as the disturbance. The result shows that (1) the simulation used four rules comparing results of the program towards the natural photographs and each rule had shown different root forms; (2) the stone disturbances prevent the root growth and the multiplication of root forms had been successfully modeled. Therefore, this research had added some stones, which have size of 120 cells placed randomly in the soil. Like in nature, stones cannot be penetrated by plant roots. The result showed that it is very likely to further develop the program of simulating root forms by 50 variations.

The aim of this study was to determine the effect of inquiry-based laboratory activities on the students’ understanding of the nature of science (NOS) in learning lights and optics topic. The method used in this research is quasi experiment. Sampling technique using cluster random sampling and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 45 students, consisting of the experimental class (n = 24 students) and the control class (n=21 students). The experimental class is taught by inquiry-based laboratory activities, while the control class is taught by non-inquiry laboratory activities. The result of this research shows that the experimental class got N-Gain of 0.60, while the control class got N-Gain of 0.44, and both classes proven to have statistically significant different improvement.

This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.

This research aim is to investigate the effect of Conceptual Change Text toward students' argumentation skills in learning sound concept. The participant comes from one of International school in Bandung, Indonesia. The method that used in this research is a quasi-experimental design with one control group (N=21) and one experimental group (N=21) were involves in this research. The learning model that used in both classes is demonstration model which included teacher explanation and examples, the difference only in teaching materials. In experiment group learn with Conceptual Change Text, while control group learn with conventional book which is used in school. The results showed that Conceptual Change Text instruction was better than the conventional book to improved students' argumentation skills of sound concept. Based on this results showed that Conceptual Change Text instruction can be an alternative tool to improve students' argumentation skills significantly.

The aim of this research is to investigate the effect of inquiry based laboratory activity by comparing the inquiry and non-inquiry laboratory activity in terms of students' conceptual understanding among junior high school students in the topic of lights and optics. It also investigated the effectiveness of this method to male and female students. The method used in this research was quasi experiment which used two classes, where one class was randomly taken as the experimental class and the other one as the control class. Each class consists of 20 students. The result of this research shows that the average gain of the experimental class was 0.70, while the control one got 0.56. Means that the conceptual understanding of experimental class is statistically different with the control one. It is concluded that the inquiry based laboratory activity give better effect in improving students' conceptual understanding and inquiry-based laboratory activities were found to have the same effectiveness for male and female students.