<?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%">Baskoro Adi Prayitno</style></author><author><style face="normal" font="default" size="100%">Duran Corebima</style></author><author><style face="normal" font="default" size="100%">Herawati Susilo</style></author><author><style face="normal" font="default" size="100%">Siti Zubaidah</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%">CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT</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%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">INSTAD</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">STAD</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497156674.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</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%">Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students' SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students’ SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">266-277</style></section></record></records></xml>