P-ISSN 2527-5615 E-ISSN 2527-5607 Kalamatika: Jurnal Pendidikan Matematika Volume 7, No. 2, November 2022, pages 125-142 This work is licensed under a Creative Commons Attribution - ShareAlike 4.0 International License. 125 THE IMPACTS OF STEM ON MATHEMATICS AND SCIENCE THROUGH LESSON STUDY: A SYSTEMATIC LITERATURE REVIEW Farida Nursyahidah1, Eko Retno Mulyaningrum2 1Mathematics Education Department, Jl. Sidodadi Timur, Dr. Cipto, Semarang, Indonesia. faridanursyahidah@upgris.ac.id 2Biology Education Department, Jl. Sidodadi Timur, Dr. Cipto, Semarang, Indonesia. ekoretno@upgris.ac.id ABSTRACT STEM-based mathematics learning is required to assist learners in developing 21st-century skills, including creativity, critical thinking, communication, and cooperation. However, the application of STEM-based Mathematics and Science learning in Indonesia is relatively new and rarely done due to some obstacles. One alternative is the implementation of lesson study for the learning community. This study determines the positive impacts of STEM on Mathematics and Science learning through lesson study for the learning community based on the findings of a systematic review of current research. The results show that applying the STEM approach through lesson study positively impacts teachers and students. Positive impacts for teachers include improving lesson quality and teaching professional competency as well as improving critical and creative thinking skills, information, media and technology abilities, life and career capability, problem-solving, basic questioning skill, learning achievement, science literacy, concept understanding, and motivation as advantages for students. Nonetheless, further research is necessary to investigate the best method for applying STEM-based learning in Mathematics and Science through lesson study. ARTICLE INFORMATION Keywords Article History Systematic literature review STEM Lesson study Mathematics and science Submitted Jul 16, 2022 Revised Nov 19, 2022 Accepted Nov 23, 2022 Corresponding Author Farida Nursyahidah Universitas PGRI Semarang Jl. Sidodadi Timur, Dr. Cipto, Semarang Email: faridanursyahidah@upgris.ac.id How to Cite Nursyahidah, F., & Mulyaningrum, E.R. (2022). The Impacts of STEM on Mathematics and Science through Lesson Study: A Systematic Literature Review. Kalamatika: Jurnal Pendidikan Matematika, 7(2), 125-142. https://doi.org/10.22236/KALAMATIKA.vol7no2.2022pp127-142 http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ 126 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 INTRODUCTION The main focus of Mathematics and Science education is improving 21st-century skills (Nisrina et al., 2020). 21st-century learning needs to master communication, collaboration, critical thinking, and problem-solving skills (Van Laar et al., 2020). So that students can have adequate mathematical and scientific literacy skills. By mastering mathematical literacy skills, students can use mathematics in everyday life (Jannah, Putri & Zulkardi, 2019; Genc & Erbas, 2019; Hwang & Ham, 2021). A student is said to have good literacy skills if he can analyze, reason, and communicate his mathematical knowledge and skills effectively and solve and interpret mathematical problems (OECD, 2019). Likewise, with scientific literacy, students use their knowledge to create a new idea, a new concept for a problem scientifically (Wulandari, & Sholihin, 2016) so that it supports students to create their procedures based on the investigations carried out (Irmita, & Atun, 2018). However, the results of 2002–2018 PISA, a program that measures the mathematical, scientific, and reading literacy abilities of 15-year-old students, showed that Indonesian students' rankings were consistently ranked in the 12 lowest countries of the countries participating in PISA (Stacey, 2011). In 2015, Indonesia was ranked 63 out of 75 countries, and in 2018, out of 79 countries, Indonesia was ranked 73. The ability of Indonesian students to answer PISA questions is still in the low category compared to previous years since joining the program. The survey places Indonesia in the 10th position with the lowest mathematical literacy rating (Nugrahanto & Zuchdi, 2019). Therefore, we need an approach that engages students in acquiring and practicing 21st- century skills through STEM-based education. STEM, an acronym for Science, Technology, Engineering, and Mathematics, is a current instructional approach designed to equip learners for an unforeseeable hereafter (Jung et al., 2020). The objective of STEM, a learning method heavily promoted by the United States since the late twentieth century, seeks to accelerate science and mathematics learning, emphasize the integration of scientific fields, to increase pupils' passion for science, technology, engineering, and mathematics, and to progress technical literacy (Breiner, et al., 2012). STEM education is viewed as a strategy capable of bringing about significant change in the 21st century (Kusumaningrum, 2020; Widarti et al., 2020). With STEM learning, scientific literacy skills, which are part of 21st-century skills, can be achieved (Afriana et al., Nursyahidah, & Mulyaningrum 127 2016; Ismail & Zenobia, 2018; Knowles et al., 2018). In line with this, an integrated STEM education offers a chance for enhanced skills associated with integrating students in real-world situations that are realistic, open, and structured to boost the significance of the subject to be studied (Thibaut et al., 2018; Furner & Joseph, 2018). Numerous studies have also shown that learning with a STEM framework in Indonesia can significantly improve learners' abilities in a subject (Khaeroningtyas et al., 2016; Wisudawati et al., 2018). However, STEM-based learning in schools is still relatively new for teachers, so some teachers are still experiencing problems in implementing it (Suprapto et al., 2019). Teacher difficulties in implementing STEM-based learning include: (1) the most significant challenge mathematics educators encounter in implementing mathematics in STEM for a variety of abstract themes owing to its characteristics that are unrelated to the real-world application (Milaturrahmah et al., 2017; Rosikhoh et al., 2019), (2) the time constraint on deploying a STEM curriculum (Winangun et al., 2019; Wahono & Chang, 2019; Susilo & Sudrajat, 2020), (3) teachers expected to possess a thorough understanding of the science, technology, engineering, and mathematics subjects they instruct (Eckman et al., 2016), (4) fostering a school culture and environment supporting the teaching process of STEM-based education could be prohibitively expensive and time-intensive (Nadelson and Seifert, 2017). Based on the teachers' problems in implementing STEM learning in their classes, the concept was presented, for instance, because only most mathematics and science instructors comprehend STEM. As a result, other educators cannot assist them in integrating STEM. Moreover, STEM integration would be beneficial if a well-defined and supporting curriculum (Suwarma dan Kumano, 2019). So, we need a learning community helping teachers to share in the design, implementation, and evaluation of learning. Lesson Study for learning community is one of the learning community models that can build teacher abilities to the fullest (Mahardika dan Putri, 2020). Teachers will learn from each other how to optimize STEM- based learning. Lesson study is a model for fostering the educational profession through collaborative and sustainable learning studies based on collegiality and mutual learning principles to build a learning community (Hendayana et al., 2006). “Lesson study is a simple idea. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on the lesson?" (Cerbin, B and Kopp, B, 2015). Lesson study 128 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 implementation emphasizes three activities: (1) planning (plan), (2) implementation (do), and (3) reflection (see) (Hidayat, 2015). The learning process can run effectively and systematically through lesson study (Nuha, Waluya, & Junaedi (2018). Therefore, in light of the stated background, this article explores the impact of implementing STEM using lesson study. This systematic review focuses on the positive impact of STEM in lesson study. The results are expected to inspire the teacher to design their mathematics and science lessons using the STEM-based approach lesson study. METHOD A systematic review technique was utilized to discover, critically assess, and synthesize the outcomes of all actual studies highlighting the influence of STEM-based Mathematics and Science learning on learning communities (Gopalakrishnan and Ganeshkumar, 2013). A systematic review is different from a narrative review. Narrative reviews typically concentrate on a group of publications chosen based on availability or researcher preference and tend to be descriptive. Hence, elements of selection bias often have the potential to occur. On the other hand, Uman (2011) stated that systematic reviews strive to decrease partiality by locating, evaluating, and summarizing all supporting documents on a specific topic and using a rigorous and exhaustive search method determined a priori. In this article, a systematic review is conducted employing electronic databases: ERIC and Google Scholar. The database was accessed via four distinct search keyword combinations: "STEM + Mathematics and Science learning" (n = 100), "Lesson Study + Mathematics and Science learning" (n = 75), "STEM + Lesson Study + Mathematics and Science learning" (n = 59), resulting in a total of 234 articles. The data set was then filtered following four indicators after the identical findings were eliminated. First, all papers considered should be peer-reviewed journal articles or book chapters published in both Indonesian and English, except conference proceedings and dissertations. Second, the papers should highlight the significance of STEM education, encompassing at least three areas. Articles combining only two fields were omitted, particularly interdisciplinary mathematics and the incorporation of science or engineering into mathematics. Third, the article should focus on the impact of learning Mathematics and Science using lesson study for the learning community. Fourth, all articles must describe the impact of STEM-based Mathematics and Science learning through lesson study for the Nursyahidah, & Mulyaningrum 129 learning community. One rater verifies that the article satisfies the criteria, and if there is any doubt, the paper is reviewed with the other two raters up to an agreement established. Following the application of the criterion, only 20 articles remained in the sampling. Supplemental articles were obtained using the "snowball approach" (Doust et al., 2005). All eligible papers' references were examined, and five related articles that fulfilled the indicator were incorporated into the data, giving 25 articles published in 2016-2020. Miles and Huberman (1994) argued that it is necessary to do in-case and cross-case analyses to analyze articles in a data set. For the analysis stage in the case, each article is assessed independently and reported in a table consisting of two indicators: (1) STEM-based Mathematics and Science learning and (2) STEM-based Mathematics and Science learning through lesson study. Moreover, during the cross-case analysis step, the influence of STEM- based learning on learning communities was reorganized using data from all papers. Relating factors were classified collectively, resulting in the formation of two distinct groupings. Besides, the conceptual model is developed by emphasizing the effect of STEM-based instruction and the influence of lesson study on the learning community, which are the most frequently addressed topic in systematic review papers. RESULT AND DISCUSSION The review will be elaborated on three main results: (1) STEM-based Mathematics and Science Learning and (2) STEM-based Mathematics and Science learning through lesson study. All of them can be elaborated as follows. STEM-based on mathematics and science learning Based on the literature review from a selected article published in 2016-2020 used in this study, there are some positive impacts of implementing STEM in Mathematics and Science learning, both for students and teachers. Additionally, Table 1 describes the overview of the influence of STEM-based on Mathematics and Science education across all papers, divided into two categories: student and teacher. Table 1. Overview of STEM-based Mathematics and Science learning impact Category Impact of STEM-based on Mathematics and Science learning (extracted from papers) student - Critical thinking skills - Creative thinking skills - innovative abilities in terms of creativity - knowledge of information, media, and technology - interpersonal and career capabilities 130 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 Category Impact of STEM-based on Mathematics and Science learning (extracted from papers) - Basic questioning skill - Learning achievement - Science literacy skill - Concept understanding - Motivation teacher - The positive view of STEM learning It needs to examine the articles in the dataset to explain the impact of STEM-based education on Mathematics and Science learning. Only 18 of 25 papers mentioned the impact of STEM-based. Furthermore, fourteen publications discussed the effects of STEM-based mathematics and science education on students, while four studies addressed the impact on teachers. As mentioned above, STEM-based Mathematics and Science learning can positively impact students and teachers. In addition, Table 2 describes an overview of the impact of two categories in each paper. Table 2. Overview of the influence of STEM-based on Mathematics and Science Education for two categories present in each paper Authors Student teacher C ri ti c a l th in k in g C re a ti v e t h in k in g in fo rm a ti o n , m e d ia , a n d te c h n o lo g y s k il ls li fe a n d c a re e r sk il ls P ro b le m -s o lv in g B a si c q u e st io n in g s k il l L e a rn in g a c h ie v e m e n t S c ie n c e l it e ra c y C o n c e p t u n d e rs ta n d in g M o ti v a ti o n Oonsim, & Chanprase rt, (2017) √ Rosikhoh et al., (2019) √ Almahida et al., (2020) √ Evcim, I., & Arslan, M. 2021 √ Sumarni & Kadarwati, (2020) √ √ Amiruddin et al., (2019) √ Tunkham et al., (2016) √ √ √ Astuti et al., (2021) √ Purwaning sih et al., (2020) √ Ilma et al. (2019) √ √ Nursyahidah, & Mulyaningrum 131 Authors Student teacher C ri ti c a l th in k in g C re a ti v e t h in k in g in fo rm a ti o n , m e d ia , a n d te c h n o lo g y s k il ls li fe a n d c a re e r sk il ls P ro b le m -s o lv in g B a si c q u e st io n in g s k il l L e a rn in g a c h ie v e m e n t S c ie n c e l it e ra c y C o n c e p t u n d e rs ta n d in g M o ti v a ti o n Prasetyo et al., (2021) √ Adiwigun a et al., (2019) √ √ Afni et al. (2019) √ √ Julia et al. (2019) √ Kim & Lee (2018) √ Kim et al. (2019) √ Park et al. (2016) √ Wahono & Chang, (2019) √ The influence of STEM education on mathematics and science learning was abstracted from all studies, and elements with a common aspect were put into one category, as seen in table 2. This resulted in two classifications: impact for students and implications for the teacher. The implications for students are reasoning skills, creative thinking skills, information, media and technology capabilities, life and career skills, problem-solving abilities, essential questioning competencies, academic achievement, science literacy, concept understanding, and motivation. A resume of those impacts found in each article can be shown in table 2 and explained more. The first impact on students is improving students critical thinking skills (Oonsim & Chanprasert, 2017; Rosikhoh, 2019; Almahida, 2020; Evcim & Arslan, 2021; Sumarni & Kadarwati, 2020; Adiwiguna & Gunamantha, 2019; Afni & Ilmiyati, 2019). According to those references, learners that obtain STEM learning could strengthen their critical thinking abilities. Integrating diverse fields concurrently while creating products is critical for developing pupils' critical thinking abilities in STEM education. As a result, educators must design this procedure efficiently. The second effect is improving creative thinking skills (Sumarni & Kadarwati, 2020; Adiwiguna & Gunamantha, 2019; Afni & Ilmiyati, 2019; Amiruddin et al., 2019). The ethnomathematics-STEM Project Based Learning (PjBL) substantially influenced the pupils' 132 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 creative thinking skills, and all parts of those talents rose following the implementation of STEM PjBL (Sumarni & Kadarwati, 2020). Moreover, by incorporating STEM education into theme teaching, learners could become accustomed to analyzing issues and challenges extensively. Additionally, it can equip learners with investigative skills and integration skills, leading to the establishment of an idea capable of developing pupils' competencies and capacity for creative thinking capabilities (Sumarni & Kadarwati, 2020). The third impact is enhancing information, media and technology capabilities, and life and professional abilities (Tunkham et al., 2016). They found that their information media and technology experts were rated exceptional after students completed STEM activities. At the same time, their life and career competence, specifically their teamwork and communication, their correlation to listeners, and their capacity to verify the group work, along with leadership and commitment, were highly satisfactory. The next impact is developing students' ability in problem-solving (Astuti et al., 2021; Purwaningsih et al., 2020). Astuti et al., (2021) found that STEM-based education enables students to enhance their problem-solving skills. Besides, STEM-PjBL instruction prepares and challenges pupils to tackle difficulties encountered in daily situations (Purwaningsih et al., 2020). The sixth impact is improving basic questioning skills and learning achievement (Ilma et al., 2019). In line with that, STEM education could aid learners in strengthening their fundamental questioning ability. Students have also dared to ask the teacher about material or technique that has not been understood when doing a STEM practice. Then the impact is improving science literacy skills (Adiwiguna & Gunamantha, 2019; Prasetyo et al., 2021). The advancement of a STEM-based electronic module for milieu pollution content is successful in improving class VIII pupils' scientific literacy abilities, particularly science as a knowledge base, science as a method of inquiry, science as a line of thinking, and the interplay of science, technology, and community (Prasetyo et al., 2021). The subsequent impact is enhancing concept understanding. The STEM-based PjBL approach could improve comprehension of ideas (Afni dan Ilmiyati, 2019). Moreover, STEM- based learning of Mathematics and Science can improve students’ motivation. Based on (Juli & Antoli, 2019), the STEM program is through a natural learning process that provides an exciting and practical educational experience for pupils. Furthermore, based on teacher Nursyahidah, & Mulyaningrum 133 perspective on implementing STEM in their classroom also have a favorable view of STEM learning (Kim & Lee, 2018; Kim et al., 2019; Park et al., 2016). STEM-based on mathematics and science learning through lesson study The development of teachers’ quality is a primary aspect that can make the success of an educational system. Therefore, teachers' professional development should be an essential point to be paid attention. One way to reach it is through lesson study for the learning community. The teacher faces several challenges in implementing STEM using lesson study: time constraints, trouble adapting STEAM courses, and problems designing a meaningful STEAM lecture (Boran et al., 2018). However, some findings indicate that teachers could benefit from lesson study. Referring to Wahono & Chang (2019) and Lewis & Perry (2017), the advantages of lesson study for both teacher and students namely: (1) capable of using mathematical ability, (2) developing the students’ mathematical skills through group work, (3) the process of teaching and learning be more active, and (4) improve teachers’ and students’ knowledge learned. According to (Jung & Shin, 2018), through lesson study, the teacher could work together to develop a good quality lesson plan STEAM-based to plan a better lesson by discussing, cross- checking, and overcoming difficulties. If the teacher can design a more effective lesson, pupils can accomplish their learning objectives and benefit from the session. In addition, the teacher can grow through a series activity by observing and learning from each other lessons. In addition, implementing lesson study can help the teacher improve their pedagogical content knowledge (Akerson et al., 2017). Furthermore, integration between STEM and lesson study for the learning community can positively impact the quality of STEM lesson planning and teaching process (Aykan & Yildirim, 2021). CONCLUSION Based on the literature review, it can be concluded that there are several impacts of implementing STEM on mathematics and science learning using lesson study for students, namely: critical thinking skills, creative thinking skills, information, media and technology capabilities, and life and professional abilities, problem-solving, basic questioning skill, learning achievement, science literacy, concept understanding, and motivation. In addition, implementing the STEM approach in mathematics learning using lesson study also positively impacts teachers: improving lesson quality and teaching professional competency. 134 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 ACKNOWLEDGMENTS The researchers would like to express gratitude to the research and community service institution of Universitas PGRI Semarang, which provided the grant in 2021. REFERENCES Adiwiguna, P.S., dan Gunamantha, M. (2019). Pengaruh Model Problem Based Learning Berorientasi STEM Terhadap Kemampuan Berpikir Kritis dan Literasi Sains Siswa Kelas V SD di Gugus I Gusti Ketut Pudja. Jurnal Pendidikan Dasar Indonesia. 3(2): 94- 103. Afni, N.A., dan N, Ilmiyati. (2019). Model Project Based Learning (PjBL) Berbasis STEM untuk meningkatkan Penguasaan Konsep dan Keterampilan Berpikir Kritis Siswa. Jurnal Pendidikan dan Biologi. 11(2): 73-78. https://doi.org/10.25134/quagga.v11i2.1910 Afriana, J., Permanasari, A., & Fitriani, A. (2016) Penerapan Project Based Learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender. Jurnal Inovasi Pendidikan IPA. 2(2), 202-212. https://doi.org/10.21831/jipi.v2i2.8561 Akerson, V. L., Pongsanon, K., Park Rogers, M. A., Carter, I., and Galindo, E. (2017). Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science. International Journal of Science and Mathematics Education. 15(2), 293– 312. https://doi.org/10.1007/s10763-015-9690-x Almahida, A.D., dan Gamaliel, S.A. (2020). Efektivitas Model Pembelajaran Project Based Learning Berbasis STEM dan Tidak Berbasis STEM Terhadap Keterampilan Berpikir Kritis Siswa. Jurnal Basicedu. 4(2): 344-354. https://doi.org/10.31004/basicedu.v4i2.353 Amiruddin, Arna, J., dan Subhan. (2019). STEM Education in Integrative Thematic Learning to Improve Students Creative Thinking Abilities in Elementary School. National Scientific Journal of UNNES. 4(2): 210-218. https://doi.org/10.25134/quagga.v11i2.1910 https://doi.org/10.21831/jipi.v2i2.8561 https://doi.org/10.1007/s10763-015-9690-x https://doi.org/10.31004/basicedu.v4i2.353 Nursyahidah, & Mulyaningrum 135 Ariyana, Yoki, R. Bestary, and R. Mohandas. (2018). Buku pegangan pembelajaran berorientasi pada keterampilan berpikir tingkat tinggi. Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Hak. Astuti, N.H., Rusilowati, A., and Subali, B. (2021). STEM-Based Learning Analysis to Improve Students’ Problem-Solving Abilities in Science Subject: a Literature Review. Journal of Innovative Science Education (JISE). 10(1). 79-86. https://doi.org/10.15294/jise.v9i2.38505 Aykan, A., & Yildirim, B. (2021). The Integration of a Lesson Study Model into Distance STEM Education during the COVID-19 Pandemic: Teachers’ Views and Practice. Technology, Knowledge, and Learning. https://doi.org/10.1007/s10758-021-09564-9. Boran, E., Tarım, K., Özsezer, M. S. B. (2018). The Effect of Lesson Study on the Perceptions of Mathematics Teachers about Subject Area Competencies. European Journal of Education Studies. 5(8), 371-394. https://doi.org/10.5281/zenodo.2529510. Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM?: A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x Cerbin, Bill & Kopp, Bryan. 2015. Lesson Study Project. [online] Tersedia di http://www.uwlax.edu/sotl/lsp/overview.htm. La Crosse: University of Wisconsin. Doust, J.A., Pietrzak, E., Sanders, S. and Glasziou, P. P. (2005). Identifying studies for systematic reviews of diagnostic tests was difficult due to the poor sensitivity and precision of methodologic filters and the lack of information in the abstract. Journal of clinical epidemiology, 58(5), 444-449. https://doi.org/10.1016/j.jclinepi.2004.09.011 Eckman, E. W., Williams, M. A. and Silver-Thorn, M. B. (2016). An integrated model for STEM teacher preparation: The value of a teaching cooperative educational experience. Journal of STEM Teacher Education, 51(1), 71-82. https://doi.org/10.30707/JSTE51.1Eckman https://doi.org/10.15294/jise.v9i2.38505 https://doi.org/10.1007/s10758-021-09564-9 https://doi.org/10.5281/zenodo.2529510 https://doi.org/10.1111/j.1949-8594.2011.00109.x https://doi.org/10.1016/j.jclinepi.2004.09.011 https://doi.org/10.30707/JSTE51.1Eckman 136 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 Evcim, I., & Arslan, M. (2021). An Investigation into the Development of the Force and Energy Unit through STEM Integration in Science Course and its Effects on Students' Critical Thinking Skills. International Journal of Psychology and Educational Studies, 8(3), 128-139. https://doi.org/10.52380/ijpes.2021.8.3.398 Furner, Joseph M. (2018). Using Children's Literature to Teach Mathematics: An Effective Vehicle in a STEM World. European Journal of STEM Education 3.3. 14. https://doi.org/10.20897/ejsteme/3874 Genc, M., & Erbas, A. K. (2019). Secondary Mathematics Teachers’ Conceptions of Mathematical Literacy. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(3), 222-237. Gopalakrishnan, S. and Ganeshkumar, P. (2013). Systematic reviews and meta-analysis: understanding the best evidence in primary healthcare. Journal of family medicine and primary care, 2(1), 9-14. https://doi.org/10.4103/2249-4863.109934 Hendayana, dkk, 2006. Lesson Study: Suatu Strategi Untuk meningkatkan Keprofesionalan Pendidikan (Pengalaman IMSTEP-JICA). Bandung: UPI Press. Hidayat, Boby. 2015. Micro Teaching Berbasis Lesson Study. Laboratorium Micro Teaching: FKIP UM Metro. Hwang, J. & Ham, Y. (2021). Relationship Between Mathematical literacy and Opportunity to Learn with Different Types of Mathematical Tasks. Journal on Mathematics Education, 12(2), 199-222. https://doi.org/10.22342/jme.12.2.13625.199-222. Ilma, A.M., Badarudin., Pratik, H.Y. (2019). The Implementation of Science, Technology, Engineering, and Mathematics (STEM) Learning to Improve Basic Asking Skills and Learning Achievements Students of Elementary School. Al-Islah: Jurnal Pendidikan. 11(2) : 210-222. https://doi.org/10.35445/alishlah.v11i2.133 Ismail, Zenobia. Benefits of STEM education. 2018. https://doi.org/10.52380/ijpes.2021.8.3.398 https://doi.org/10.20897/ejsteme/3874 https://doi.org/10.4103/2249-4863.109934 https://doi.org/10.22342/jme.12.2.13625.199-222 https://doi.org/10.35445/alishlah.v11i2.133 Nursyahidah, & Mulyaningrum 137 Irmita, L., & Atun, S. (2018). The Influence of Technological Pedagogical and Content Knowledge (TPACK) Approach on Science Literacy and Social Skills. Journal of Turkish Science Education, 15(3), 27-40. Jannah, R. D., Putri, R. I. I., & Zulkardi. (2019). Soft Tennis and volleyball Contexts in Asian Games For PISA-Like Mathematics Problems. Journal on Mathematics Education, 10(1), 157-170. https://doi.org/10.22342/jme.10.1.5248.157-170 Julià, C., Antolí, J.Ò. (2019). Impact of implementing a long-term STEM-based active learning course on students’ motivation. Int J Technol Des Educ 29, 303–327. https://doi.org/10.1007/s10798-018-9441-8 Jung, Y.K., Hong, H., (2020). A Theoretical Need for Applying Flipped Learning to STEAM Education. Problem Based Learn. 7(1), 42-49. https://doi.org/10.24313/jpbl.2020.00213 Jung, K., & Shin, Y. (2018). A Case Study on STEAM Lesson through the Teachers’ Learning Community. Journal of the Korean Association for Science Education, 38 (2),147-160. https://doi.org/10.14697/jkase.2018.38.2.147. Khaeroningtyas, N., Permanasari, A., & Hamidah, I. (2016). STEM Learning in Material of Temperature and its Change to Improve Scientific Literacy of Junior High School. Jurnal Pendidikan IPA Indonesia. 5(1), 94–100 Kim, S. W., & Lee, Y. (2018). An investigation of teachers’ perception on STEAM education teachers’ training program according to school level. Indian Journal of Public Health, 9(9), 256-263. https://doi.org/10.5958/0976-5506.2018.01076.8 Kim, M. K., Lee, J. Y., Yang, H., Lee, J., Jang, J. N., & Kim, S. J. (2019). Analysis of elementary school teachers’ perceptions of mathematics-focused STEAM education in Korea. EURASIA Journal of Mathematics, Science and Technology Education, 15(9), 1- 13. https://doi.org/10.29333/ejmste/108482 https://doi.org/10.22342/jme.10.1.5248.157-170 https://doi.org/10.1007/s10798-018-9441-8 https://doi.org/10.24313/jpbl.2020.00213 https://doi.org/10.14697/jkase.2018.38.2.147 https://doi.org/10.5958/0976-5506.2018.01076.8 https://doi.org/10.29333/ejmste/108482 138 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 Knowles, J., Kelley T., and Holland, J. (2018). Increasing teacher awareness of STEM careers. Journal of STEM Education 19.3. Kusumaningrum, R. W. (2020). Pengembangan bahan ajar dengan model Project Based Learning-STEM (PjBL-STEM) untuk meningkatkan kemampuan berpikir kreatif siswa SMA materi gerak melingkar beraturan. Dissertation. Universitas Negeri Malang. Lewis, C. & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261 Mahardika, Dinda, and R. I. I. Putri. (2020). Design division mixed fractions materials using PMRI and lesson study. Journal of Physics: Conference Series. 1470(1) IOP Publishing, https://doi.org/10.1088/1742-6596/1470/1/012016 Milaturrahmah N, Mardiyana, Pramudya I. (2017). Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century In AIP Conference Proceedings 1868 1 050024. https://doi.org/10.1063/1.4995151 Miles, M. B.and Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks, CA: SAGE. Nadelson, L. S. and Seifert, A. L. (2017). Integrated STEM defined: Context, challenges, and the future. The Journal of Educational Research, 110(3), 221-223. https://doi.org/10.1080/00220671.2017.1289775 Nina, N.A., Jufri, W. & Gunawan (2020). Pengembangan LKPD Berbasis Blended Learning untuk Meningkatkan Literasi Sains Peserta Didik. Jurnal Pijar MIPA, 15(3): 192-199. https://jurnalfkip.unram.ac.id/index.php/JPM/article/view/1880 https://doi.org/10.5951/jresematheduc.48.3.0261 https://doi.org/10.1088/1742-6596/1470/1/012016 https://doi.org/10.1063/1.4995151 https://doi.org/10.1080/00220671.2017.1289775 https://jurnalfkip.unram.ac.id/index.php/JPM/article/view/1880 Nursyahidah, & Mulyaningrum 139 Nirmalasari, MA Yohanita. (2021). Evaluation of Student Ability through Independent Inorganic Chemistry Practicum Project During Pandemic Period. IJIS Edu: Indonesian Journal of Integrated Science Education 3.2. 133-140. Nugrahanto, S., & Zuchdi, D. (2019). Indonesia PISA Result and Impact on The Reading Learning Program in Indonesia. In International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018). Atlantis Press. http://dx.doi.org/10.2991/icille-18.2019.77. Nuha, M. A., Waluya, S. B., & Junaedi, I. (2018). Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach. International Journal of Instruction, 11(2), 527–538. OECD. (2019). PISA 2018: Insights and interpretations. Paris: OECD Publishing. Oonsim, W. & Chanprasert, K. (2017). Developing Critical Thinking Skills of Grade 11 Students by STEM Education: A Focus on Electrostatic in Physics. Rangsit Journal of Educational Studies, 4(1), 54-59. Park, H. J., Byun, S. Y., Sim, J., Han, H., & Baek, Y. S. (2016). Teachers’ perceptions and practices of STEAM education in South Korea. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1739–1753. https://doi.org/10.12973/eurasia.2016.1531a Prasetyo, D., Marianti, A., and Alimah, S. (2021). Improvement of Students' Science Literacy Skills Using STEM-Based E-Modules. Journal of Innovative Science Education (JISE). 10(2). 216-221. Purwaningsih, E., Sari, S.P., Sari, A.M., Suryadi, A. (2020). The Effect of STEM-PjBL and Discovery Learning on Improving Students Problem Solving Skill of Impuls and Momentum Topic. Indonesian Journal of Science Education. 9(4), 465-476. https://doi.org/10.15294/jpii.v9i4.26432 http://dx.doi.org/10.2991/icille-18.2019.77 https://doi.org/10.12973/eurasia.2016.1531a https://doi.org/10.15294/jpii.v9i4.26432 140 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142 Rosikhoh D, Mardhiyatirrahmah L, Abdussakir A, Abtokhi A, Rofiki I. (2019). Experienced teachers’ perceptions: Math-focused steam learning Abjadia: International Journal of Education4 2 118-28. https://doi.org/10.18860/abj.v4i2.8123 Stacey, K. (2011). “The PISA View of Mathematical Literacy in Indonesia”. Journal on Mathematics Education., 2(2). Sumarni, W. & Kadarwati, S. (2020). Ethno-STEM Project-Based Learning: Its Impact to Critical and Creative Thinking Skills. Indonesian Journal of Science Education. 9(1), 11-21. https://doi.org/10.15294/jpii.v9i1.21754 Suprapto, N., and C. H. Ku. (2019). Implementation of KS-STEM Project: Bridging the STEM curriculum into Science education. Journal of Physics: Conference Series. Vol. 1417. No. 1. IOP Publishing. https://doi.org/10.1088/1742-6596/1417/1/012087 Susilo H, Sudrajat A.K. (2020). STEM Learning and its Barrier in Schools: The Case of Biology Teachers in Malang City In Journal of Physics: Conference Series1563 1 012042. https://doi.org/10.1088/1742-6596/1563/1/012042 Suwarma IR, Kumano Y. (2019). Implementation of STEM education in Indonesia: teachers’perception of STEM integration into curriculum. Journal of Physics: Conference Series 1280 5 052052. https://doi.org/10.1088/1742-6596/1280/5/052052 Thibaut, Lieve, et al. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education 3.1.2. https://doi.org/10.20897/ejsteme/85525 Tunkham, P. Donpudsa, S. Dornbundit, P. (2016). Development of STEM activities in Chemistry on “Protein” to enhance 21st century learning skills for senior high school students. Journal of Social Sciences, Humanities, and Arts. 15(3), 217-234. https://doi.org/10.18860/abj.v4i2.8123 https://doi.org/10.15294/jpii.v9i1.21754 https://doi.org/10.1088/1742-6596/1417/1/012087 https://doi.org/10.1088/1742-6596/1563/1/012042 https://doi.org/10.1088/1742-6596/1280/5/052052 https://doi.org/10.20897/ejsteme/85525 Nursyahidah, & Mulyaningrum 141 Uman, L. S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 57-59. Van Laar, E., van Deursen, A.J.A.M., van Dijk, J.A.G.M., & de Haan, J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. SAGE Open, 10 (1). https://doi.org/10.1177/2158244019900176 Wahono, B., & Chang, C.Y. (2019). Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education. Sustainability, 11(4): 950. https://doi.org/10.3390/su11040950. Widarti, H. R., D. A. Rokhim, and A. B. Syafruddin. (2020). The development of electrolysis cell teaching material based on STEM-PjBL approach assisted by learning video: A need analysis. Jurnal Pendidikan IPA Indonesia 9.3: 309-318. Winangun MM, Kurniawan D. (2019). The Barriers of School Using Subject Design Curriculum in Implementing STEM Education: Perspectives of Science Teacher. In Proceedings of the 2019 International Conference on Modern Educational Technology, 66-70. https://doi.org/10.1145/3341042.3341053 Wulandari, N., & Sholihin, H. (2016). Analisis kemampuan literasi sains pada aspek pengetahuan dan kompetensi sains siswa smp pada materikalor. Edusains, 8(1), 66-73. http://journal.uinjkt.ac.id/index.php/edusains/article/view/1762 Wisudawati, Asih Widi. (2018). Science technology engineering and mathematics (STEM) education approach against a microscopic representation skill in atom and molecule concept. International Journal of Chemistry Education Research 2.1. 1-5. https://doi.org/10.20885/ijcer.v2i1.10067 https://doi.org/10.1177/2158244019900176 https://doi.org/10.3390/su11040950 https://doi.org/10.1145/3341042.3341053 http://journal.uinjkt.ac.id/index.php/edusains/article/view/1762 https://doi.org/10.20885/ijcer.v2i1.10067 142 KALAMATIKA, Volume 7, No. 2, November 2022, pages 125-142