<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Heru Edi Kurniawan</style></author><author><style face="normal" font="default" size="100%">Sulistyo Saputro</style></author><author><style face="normal" font="default" size="100%">Suranto</style></author><author><style face="normal" font="default" size="100%">Murni Ramli</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF INTEGRATING STEM DESIGN THINKING INTO EDUCATION FOR SUSTAINABLE DEVELOPMENT ON STUDENTS’ SCIENTIFIC MODELING SKILLS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">project based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4659924</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Scientific modeling is a fundamental tool in STEM education that facilitates the understanding and explanation of complex phenomena. This study examines the effects of the STEM Modelling Design Thinking (STEM MDT) compared to the STEM Project Based Learning (STEM PjBL), particularly in the context of Education for Sustainable Development (ESD), in enhancing students' scientific modeling skills. Using a quasi-experimental design with non-equivalent pre-test and post-test control groups, the study involved 108 ninth-grade students in the experimental group (55 students) who participated in the STEM MDT, while the control group (53 students) engaged in STEM PjBL. Data were collected by evaluating scientific modeling skills before and after the intervention. The results indicated that the STEM MDT significantly improved students' scientific modeling skills, with effect sizes ranging from moderate to very large (Cohen’s d = .91), compared to moderate improvement (Cohen’s d = .43). These findings suggest that integrating ESD within the STEM MDT framework not only enhances scientific modeling competencies but also equips students to address complex real-world challenges. This study highlights the potential of STEM MDT as an innovative pedagogical approach for educators and policymakers seeking to cultivate essential skills in future generations.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">935-955</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Zainal Arifin</style></author><author><style face="normal" font="default" size="100%">Sukarmin</style></author><author><style face="normal" font="default" size="100%">Sulistyo Saputro</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FEASIBILITY AND EFFECTIVENESS OF CULTURALLY SUSTAINING INQUIRY-BASED LEARNING INTEGRATED WITH SOCIO-SCIENTIFIC ISSUES FOR ENHANCING CRITICAL THINKING ON CLIMATE CHANGE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">culturally sustaining pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575700</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Amid the global climate crisis, science education must move beyond neutral knowledge delivery toward fostering critical thinking, environmental ethics, and scientific agency. This study explores the feasibility and effectiveness of a Culturally Sustaining Inquiry-Based Learning model integrated with Socio-Scientific Issues (CSIL-SSI) to enhance upper-secondary students’ critical thinking on climate change (CC). The model combines inquiry-based learning and SSI while incorporating students’ local culture and indigenous knowledge. A mixed-method approach involved classroom observations and pre-post critical thinking tests analyzed using a right-tailed paired-sample t-test. Results showed high feasibility (M= 4.00) in most aspects, though some challenges were noted in group dynamics and student reflection. The t-test indicated a significant improvement in post-test scores (p &lt; .05), confirming the model’s effectiveness. These findings support CSIL-SSI as a feasible and impactful framework that promotes culturally relevant, critical engagement with climate issues. Broader implementation and further research are recommended to explore its long-term impact and adaptability in varied educational settings.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">624-636</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Suwita Suwita</style></author><author><style face="normal" font="default" size="100%">Sulistyo Saputro</style></author><author><style face="normal" font="default" size="100%">Sajidan Sajidan</style></author><author><style face="normal" font="default" size="100%">Sutarno Sutarno</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSING LOWER-SECONDARY SCHOOL STUDENTS' CRITICAL THINKING SKILLS IN PHOTOSYNTHESIS: A RASCH MODEL APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">educational evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">photosynthesis topic</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch model</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897709.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current study uses the Rasch Model to measure lower-secondary school students' critical thinking skills on photosynthesis topics. Critical thinking skills are considered essential in science education, but few valid and practical measurement instruments remain. The current study fills the gap by adapting the instrument from the Watson-Glaser Critical Thinking Appraisal. A quantitative approach with a survey design was used in the study, involving 467 lower-secondary school students in Klaten, Central Java, Indonesia. Data were analyzed using the Rasch Model to evaluate each item's reliability, validity, level of difficulty, and discrimination ability. The results suggest that the instrument has good validity and reliability, with the inference subscale being the most difficult, while evaluation is the easiest for students to master. The findings provide insights for educators in designing more effective teaching strategies to develop critical thinking skills. The study implies that a valid measurement instrument is obtained and offers new insights into the profile of students' critical thinking skills in science learning to support more effective science teaching in secondary schools, especially on photosynthesis. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1278-1290</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nanda Putri Pertiwi</style></author><author><style face="normal" font="default" size="100%">Sulistyo Saputro</style></author><author><style face="normal" font="default" size="100%">Sri Yamtinah</style></author><author><style face="normal" font="default" size="100%">Azlan Kamari</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING CRITICAL THINKING SKILLS THROUGH STEM PROBLEM-BASED CONTEXTUAL LEARNING: AN INTEGRATED E-MODULE EDUCATION WEBSITE WITH VIRTUAL EXPERIMENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">e-module</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-based contextual learning</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724480571.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the skills needed in the 21st century is critical thinking skills that need to be developed for secondary school students. Currently, upper-secondary students' critical thinking skills are still low. To overcome the problem, website-based E-module learning media was developed using a STEM approach with a Problem-Based Contextual Learning model with virtual experiments using PhET. The aim of developing this website-based E-Module media is to improve students' thinking skills on thermochemistry learning materials. The development model is 4-D. Data collection in this study was gained from three schools representing schools in the high, medium, and low categories in Surakarta, Indonesia. In this research,216 students were involved as the subjects at the development module implementation stage. The results of expert validation of the material, language, and media modules are suitable for use with a score of 90.03% categorized as very good. In the feasibility test, the score was 87.98% categorized as very good. The score for critical thinking skills was 79.18% in the critical category. N-Gain score was 0.70 categorized as high criteria. The result of the independent sample t-test sig 0.023, Critical thinking skills were conducted using E-Module. The results are higher than conventional media and effective in improving students’ critical thinking skills.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">739-766</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Luvia R. Nastiti</style></author><author><style face="normal" font="default" size="100%">Widha Sunarno</style></author><author><style face="normal" font="default" size="100%">Sukarmin Sukarmin</style></author><author><style face="normal" font="default" size="100%">Sulistyo Saputro</style></author><author><style face="normal" font="default" size="100%">Luqman Baehaqi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING STEM LITERACY THROUGH PROJECT-BASED GEOSCIENCE LEARNING (PJBGL) MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">geoscience learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi-experimental design</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724480325.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The intricacy of real-world challenges in project-based geoscience learning is complex to assess with a STEM approach; hence, research into an effective model is necessary to address current issues in education. Understanding the role of STEM in resolving challenging real-world issues requires integrating STEM literacy that is appropriate for geoscience education. This study examines the effectiveness of the Project-Based Geoscience Learning (PJBGL) model in enhancing STEM literacy. By integrating project-based learning with geoscience, the aim is to create an interactive and immersive learning environment. The study seeks to contribute to knowledge about the effectiveness of this model compared to the conventional model. The aim was to evaluate the PJBGL model's impact on students' literacy, particularly in the geosciences. The study utilized a pretest-posttest control group design with 33 students, 19 in the experimental group and 14 in the control group, collecting STEM literacy data using a test instrument and analyzing the data with the Mann-Whitney test. Effect Size calculation using Cohen's d and increased STEM literacy was tested with the N-Gain formula.  The research results show that the PJBGL model is more effective in increasing STEM literacy in geoscience learning than the conventional learning model. This finding holds implications for educators and curriculum developers seeking innovative strategies to cultivate students' STEM literacy. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">694-709</style></section></record></records></xml>