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181	STEM Education	ABS-63
Developing a STEAM-Based Mathematics Learning Model with Digital Technology to Enhance Cognitive Flexibility and Productive Struggle in Elementary Schools Rosiana Mufliva, Sandi Budi Iriawan, Andhin Dyas Fitriani Universitas Pendidikan Indonesia Abstract This study aims to develop a STEAM-based mathematics learning model (Science, Technology, Engineering, Arts, and Mathematics) assisted by digital technology to enhance cognitive flexibility and productive struggle of elementary school students. Mathematics learning that remains procedural and teacher-centered has resulted in low flexible thinking ability and cognitive perseverance when students face conceptual challenges. The study employs a Design and Development Research (DDR) approach with three phases: (1) Analysis and Exploration, (2) Design and Development, and (3) Implementation and Evaluation. Integrated technologies include GeoGebra, PhET Simulation, and Moodle Learning Management System (LMS). Analysis revealed that elementary mathematics learning is still dominated by procedural approaches with minimal cross-disciplinary exploration. The design and development phase produced the FlexiSTEAM Math Technology model prototype, comprising teacher guides, open-task-based digital student worksheets, GeoGebra and PhET interactive modules, and the Moodle LMS platform. Expert validation from mathematics learning experts, STEAM Education experts, and educational technology experts yielded an average score of 87.4% (highly valid category). This research contributes to SDG 4 (Quality Education) and the strengthening of technology-based pedagogical innovation for 21st-century elementary education. Keywords: mathematics learning model- digital technology- cognitive flexibility- productive struggle- elementary school Share Link | Plain Format | Corresponding Author (Rosiana Mufliva)

182	STEM Education	ABS-64
Pedagogical Innovations in Enhancing Students Mathematical Reflective Thinking: A Systematic Literature Review Indah Frantia Sari, Hepsi Nindiasari, Yuyu Yuhana Universitas Sultan Ageng Tirtayasa Abstract Mathematical reflective thinking ability is an essential higher-order thinking skill that enables students to understand, evaluate, and improve their problem-solving processes in mathematics learning. However, this ability remains relatively low, highlighting the need for effective pedagogical innovation in mathematics education. This study aims to analyze various innovative learning models and approaches used to enhance students^ mathematical reflective thinking ability and to examine their effectiveness based on previous research. This study employs a Systematic Literature Review (SLR) method by analyzing relevant articles published in national and international journals indexed by SINTA and Scopus from 2020 to 2026. Data were collected through databases such as Google Scholar, SINTA, and Scopus. A total of 15 research articles that met the inclusion criteria were selected and analyzed through three stages: planning, conducting, and reporting. The findings indicate that pedagogical innovations, particularly student-centered learning models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Guided Discovery Learning, Brain-Based Learning, Cooperative Learning (FSLC), SSCS, STEAM, metacognitive approaches, and game-based contextual learning, generally have a positive effect on students^ reflective thinking ability. Most studies report significant improvements, although the level of effectiveness varies depending on instructional design and implementation. Furthermore, these pedagogical innovations demonstrate strong potential when integrated with technology-enhanced learning environments. In conclusion, pedagogical innovation plays a crucial role in improving students^ reflective thinking and supports the achievement of Sustainable Development Goal 4 (Quality Education). Keywords: Learning models, learning approaches, mathematical reflective thinking, pedagogical innovation, systematic Literature Review Share Link | Plain Format | Corresponding Author (INDAH FRANTIA SARI)

183	STEM Education	ABS-72
Analysis of Students^ Product Creativity in STEM-ESD Project-Based Learning for SDG 12 Syifa Nur Shadrina (a*), Riandi (a), Rini Solihat (a) a) Biology Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154, Indonesia *syifans010[at]gmail.com Abstract The low level of student creativity in Indonesia limits the ability to generate effective solutions to environmental problems, particularly solid waste from irresponsible consumption. This study aims to analyze student product creativity through STEM-ESD Project Learning related to SDG 12. A quasi-experimental posttest-only control group design was used, involving 86 high school students in Bandung selected through convenience sampling. Student creativity was evaluated using the Creative Product Analysis Matrix (CPAM), which includes the dimensions of novelty, resolution, and elaboration and synthesis. The results showed that the experimental group achieved a higher average score (77) compared to the control group (58). The analysis of creativity dimensions, showed that the experimental group excelled in each dimension, especially in ^resolution^. The experimental group produced functional products such as bioplastics, biodigredible straws, and simple gas biodigesters. Meanwhile, the control group produced products that were mostly decorative or craft products. These findings indicate that STEM-ESD effectively shifts students^ mindset from mere replication to functional innovation. This model is recommended as a strategic learning model to foster student creativity in addressing real-world sustainability challenges. Keywords: responsible consumption and production, SDG-12, solid waste, STEM-ESD project-based learning, student^s product creativity Share Link | Plain Format | Corresponding Author (Syifa Nur Shadrina)

184	STEM Education	ABS-74
Realistic Mathematics Education Model to Improve Mathematical Problem-Solving: A Systematic Review Aulia Urohmah (a*), Yuyu Yuhana (a), Anwar Mutaqin (a), Hepsi Nindiasari (a) a) Department of Mathematics Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia email: auliaurohmah089[at]gmail.com Abstract Mathematical problem-solving remains a fundamental competency in mathematics education, yet many students continue to experience difficulties in developing this skill. The Realistic Mathematics Education (RME) model has been widely recognized as an approach that connects mathematical concepts to real-life contexts, potentially enhancing students^ problem-solving abilities. This study aims to systematically review the effectiveness of the RME model in improving mathematical problem-solving skills. A systematic literature review was conducted by analyzing peer-reviewed articles published between 2021 and 2026, indexed in reputable databases such as Scopus and SINTA. The selection process followed inclusion and exclusion criteria to ensure the relevance and quality of the studies. The findings indicate that the RME model consistently shows a positive impact on students^ mathematical problem-solving, particularly in fostering conceptual understanding, active engagement, and contextual reasoning. Furthermore, several studies highlight its role in reducing students^ anxiety and improving learning motivation. In conclusion, the RME model is an effective and relevant approach for enhancing mathematical problem-solving skills, especially when integrated with contextual and student-centered learning strategies. Keywords: mathematical problem-solving- realistic mathematics education- student engagement- systematic literature review Share Link | Plain Format | Corresponding Author (Aulia Urohmah)

185	STEM Education	ABS-77
DESIGNING A PBL-RME-STEAM LEARNING FRAMEWORK FOR MATHEMATICAL PROBLEM-SOLVING SKILLS IN ELEMENTARY EDUCATION Ratu Asmaarobiyah, Aan Hendrayana, Abdul Fatah Sultan Ageng Tirtayasa University Abstract Mathematical problem-solving ability is a crucial competence in 21st-century education. However, many elementary school students still experience difficulties in connecting mathematical concepts with real-life contexts because classroom instruction often emphasizes procedural knowledge rather than meaningful understanding. This study aims to design a PBL-RME-STEAM learning framework to enhance mathematical problem-solving skills in elementary education. The study employed a design-based research (DBR) approach consisting of four stages: analysis, design, development, and evaluation. The framework integrates the principles of Problem-Based Learning (PBL), Realistic Mathematics Education (RME), and STEAM education to facilitate contextual problem situations, mathematical modeling, and collaborative investigation. The research produced a learning framework and instructional materials, including lesson plans and student worksheets. The design was validated by two mathematics education experts and three mathematics teachers with master^s degrees. The validation results showed that the developed framework and instructional materials achieved a high level of validity and feasibility (M = 4.8/5), indicating that the framework is highly appropriate for implementation in elementary mathematics learning. The proposed framework provides both conceptual and practical guidance for implementing contextual and interdisciplinary mathematics learning. Keywords: elementary education- mathematical problem-solving skills- problem-based learning- realistic mathematics education- STEAM education Share Link | Plain Format | Corresponding Author (Ratu Asmaarobiyah)

186	STEM Education	ABS-82
A Role-Playing Serious Game-Based Mathematics Learning Environment: Development, Validation, and Its Impact on Creative Thinking and Productive Struggle Sugama Maskar, Tatang Herman, Sufyani Prabawanto, Jarnawi Afgani Dahlan Universitas Pendidikan Indonesia Abstract This study aims to develop a mathematics learning medium based on role-playing serious games (RSPG). The developed learning medium is a mathematics learning environment (MLE) that supports students^ creative thinking skills and productive struggle. This study employed a research and development design using agile development methods through several iterative development phases. The game is designed with a challenge module structure, enabling students to solve mathematical problems within a role-playing game (RPG) structure. The game also features a storyline and an open-world mathematics learning environment, a fantasy kingdom setting, and diverse NPC player characters, enabling students to engage in exploration, decision-making, and reasoning within a meaningful context. The development of the MLE game was conducted through a series of processes, including technical validation by professional software quality assurance (QA) professionals to test functionality, compatibility, and performance. Expert validation was also conducted to ensure the developed media aligns with the mathematics content learned by students in school and is used by teachers. Mathematics education experts and mathematics teachers conducted this expert validation. Furthermore, expert validation was also used to test the storyline integrated into the RPSG-based game by language experts. In addition, validation was also conducted through focus group discussions (FGDs) involving the media^s validators. To test its effectiveness and user feedback, beta testing and implementation in a real-world environment were conducted with 133 elementary and junior high school students. This testing aimed to obtain information on the effectiveness of using the MLE game learning media, student engagement, motivation, and perceived impact on mathematics learning in the classroom. The findings indicated that the MLE game can provide meaningful challenges and encourage student productivity and diverse problem-solving strategies. Furthermore, the results of a feasibility study involving the business and industry (DUDI) confirmed the potential for scalability and commercialization of the MLE game system, with promising market potential. Overall, this study demonstrates that the MLE game-based learning media offers significant potential for integrating mathematics learning in schools and as a general learning medium in the business and industry world. Keywords: serious games, mathematics learning environment, role-playing games, productive struggle, creative thinking Share Link | Plain Format | Corresponding Author (Sugama Maskar)

187	STEM Education	ABS-87
TRANSFORMING PRIMARY EDUCATION IN INDONESIA THROUGH TECHNOLOGY-DRIVEN PEDAGOGICAL INNOVATION TO SUPPORT THE ACHIEVEMENT OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) Yayang Karlina1, Dede Margo Irianto2 UNIVERSITAS PENDIDIKAN INDONESIA Abstract This study examines the transformation of primary education in Indonesia through technology-driven pedagogical innovation to support the achievement of Sustainable Development Goals (SDGs). The background of this research is rooted in the need to improve the quality of education and foster sustainability awareness among students in response to global challenges. The objective of this study is to analyze how the integration of digital technology in innovative pedagogical practices enhances students^ learning outcomes and promotes sustainable values. This research employs a qualitative descriptive method with a case study approach conducted in a primary school setting, involving teachers and students as participants. Data were collected through observations, interviews, and documentation, and analyzed using thematic analysis. The results indicate that the use of digital tools combined with student-centered learning approaches significantly improves student engagement, critical thinking skills, and environmental awareness. Furthermore, teachers play a crucial role in designing meaningful learning experiences supported by technology. In conclusion, technology-driven pedagogical innovation contributes positively to the transformation of primary education and supports the achievement of SDGs, particularly in promoting quality education and sustainability awareness. Keywords: digital technology- pedagogical innovation- primary education- SDGs- sustainable development Share Link | Plain Format | Corresponding Author (YAYANG KARLINA)

188	STEM Education	ABS-88
Analysing Teacher-Designed Learning Stimuli for Science Literacy: Implications for Critical Thinking and ESD-Oriented Pedagogy Rini Solihat*, Ari Widodo, Agus Setiabudi, Eliyawati Universitas Pendidikan Indonesia Abstract This study investigates the characteristics and quality of learning stimuli designed by a teacher in science instructional documents, including lesson modules, student worksheets, and assessment instruments. Learning stimuli are essential in promoting students^ cognitive engagement, particularly in fostering critical thinking and problem-solving skills aligned with science literacy and education for sustainability competencies. A qualitative descriptive approach was employed through document analysis using a structured analysis sheet. The analysis focused on key indicators such as contextual relevance, cognitive demand, inquiry orientation, integration of real-world problems, and the potential to stimulate higher-order thinking and reflection. The findings indicate that the instructional documents partially reflect inquiry-based and discovery learning approaches, with activities involving observation, classification, and verification. Some learning stimuli are contextual and connected to students^ daily experiences. However, most stimuli are categorized at low to medium cognitive levels, with limited opportunities for complex problem-solving and critical reasoning. The integration of ESD principles and Sustainable Development Goals is not explicitly addressed, and sustainability aspects remain implicit. Additionally, there is a lack of alignment among modules, worksheets, and assessment components, particularly in reinforcing consistent cognitive and reflective demands. This study highlights the need to enhance teachers^ capacity to design coherent, high-quality learning stimuli that support higher-order thinking and sustainability-oriented learning. Keywords: science literacy, critical thinking- problem solving- instructional science documents- sustainability competencies Share Link | Plain Format | Corresponding Author (Rini Solihat)

189	STEM Education	ABS-92
DESIGN OF A CONTEXTUAL INSTRUMENT FOR MEASURING MATHEMATICAL REASONING ABILITY IN SOCIAL ARITHMETIC Siti Zahrotun, Novaliyosi, Cecep Anwar Hadi Firdos Santosa Sultan Ageng Tirtayasa University, Magister Program Abstract The importance of reasoning ability in children is prioritized due to its urgency in understanding subject matter during the learning process. An appropriate instrument is needed to measure students^ mathematical reasoning skills so that educators can identify the suitable models, methods, and strategies for delivering the material. This study aims to produce a test item development instrument that has been validated and tested for reliability in assessing mathematical reasoning ability, specifically on the topic of Social Arithmetic. The object of this research is one senior high school (SMA) in a city in Serang, involving 41 students from grade XI Science program as test subjects. This study uses a research and development method (Research and Development/R&D) based on the 4D model developed by Thiagarajan, which includes four stages: Define, Design, Develop, and Disseminate. The instrument product was tested by classifying it based on difficulty level, discriminating power, and expert validity. The measurement was conducted using Microsoft Excel software. Five test items were produced, showing a low difficulty level (<1) and medium (<0.7), excellent discriminating power with scores >0.4, and expert validation results indicating a validity rate of 87.2%. Keywords: Instrument, Contextual, Mathematical Reasoning, Social Arithmetic Share Link | Plain Format | Corresponding Author (Siti Zahrotun)

190	STEM Education	ABS-97
A SYSTEMATIC LITERATURE REVIEW OF AUGMENTED REALITY (AR) AS A MATHEMATICS LEARNING MEDIA TO ENHANCE CRITICAL THINKING SKILLS Yuliyanti(a*),Dr. Hepsi Nindiasari, S.Pd., M.Pd.(b),Prof. Dr. Heni Pujiastuti, S.Pd., M.Pd (c),Dr. Aan Hendrayana, S.Si., M.Pd.(d) a)Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia *yuliridho20[at]gmail.com b)Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia hepsinindiasari[at]untirta.ac.id c)Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia henipujiastuti[at]untirta.ac.id d)Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia aanhendrayana[at]untirta.ac.id Abstract This study aims to identify trends and research characteristics of Augmented Reality (AR) use in mathematics learning, describe the implementation of AR in improving students^ critical thinking skills, analyze the effectiveness of AR on mathematical critical thinking abilities, and identify the advantages, challenges, and recommendations for AR implementation in mathematics learning. This research uses a Systematic Literature Review (SLR) method following the PRISMA (2020) procedure, reviewing 23 articles from reputable databases, both international (Scopus) and national (SINTA and Google Scholar), consisting of Q1, Q2, Q3, SINTA 1, SINTA 2, SINTA 3, with articles taken from the last 5 years published between 2022-2026. The quasi-experimental method was more widely used compared to research and development (R&D), qualitative, mixed, and non-empirical methods. The selected articles were analyzed based on research characteristics, methods, subjects, and main findings. The results show that Augmented Reality (AR) has been proven to significantly improve critical thinking skills, spatial visualization, and student learning motivation. Effective AR implementation is generally integrated with constructivist learning models such as Problem-Based Learning (PBL) and Discovery Learning. AR helps bridge theory and practice through interactive 3D visualization, especially for geometry and three-dimensional space topics. In conclusion, AR is highly effective in facilitating mathematical critical thinking skills when implemented with a structured pedagogical design. Keywords: Augmented Reality, Critical Thinking Skills, Mathematics Learning, Systematic Literature Review, Interactive Media. Share Link | Plain Format | Corresponding Author (Yuliyanti Yuliyanti)

191	STEM Education	ABS-101
VALIDATING CREATIVE THINKING IN VOCATIONAL EDUCATION: A SECOND-ORDER CFA APPROACH IN TECHNOLOGY AND CONSTRUCTION Riyan Arthur (a*), Sugeng Priyanto (b), Arris Maulana (c), Happy Karlina Marjo (d), Amelia Vinayastri (e), Ahmad (f), Fathimah Hajar Al Adawiyyah (g), Puput Delia Indriani (c), Alifah Ayra Fauziah (c) a) Educational Research and Evaluation, Universitas Negeri Jakarta, East Jakarta, Indonesia *arthur[at]unj.ac.id b) Manufacturing Engineering Technology, Universitas Negeri Jakarta, East Jakarta, Indonesia c) Building Engineering Education, Universitas Negeri Jakarta, East Jakarta, Indonesia d) Guidance and Counseling, Universitas Negeri Jakarta, East Jakarta, Indonesia e) Early Childhood Education, Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia f) Non-Formal Education, Universitas Negeri Malang, Malang, Indonesia g) Educational Research and Evaluation, Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia Abstract This research aims to develop vocational literacy-based instruments that provide information about the creative thinking skills of Vocational High School (SMK) students in Construction and Building Technology enabling them to solve problems and design innovative solutions in interior design learning. This will prepare students to enter the industrial world. Using the Four-D (Define, Design, Develop, Disseminate) model research and development (R&D) approach. The analysis of creative thinking constructs based on vocational literacy was carried out using a reflective measurement model with the Second-Order Confirmatory Factor Analysis (CFA) method in JASP, using 18 items. The analysis showed that the goodness-of-fit index and several factor loadings did not meet expectations. Therefore, the nine best question items with the highest loading factor value in each indicator were selected. Further testing showed that the selected items exhibited strong correlation with their dimensions. Therefore, the final instrument consists of 9 questions based on vocational literacy to measure the creative thinking abilities of Construction and Building Technology Vocational School students in interior design learning elements. Keywords: Instrument Development, Confirmatory Factor Analysis, Creative Thinking, Vocational High Schools Share Link | Plain Format | Corresponding Author (Puput Delia Indriani)

192	STEM Education	ABS-105
The Effect of Project Base Learning with a STEAM Approach on Students Critical Thinking Skills and Self Regulated Learning Aam Amalia, Hepsi Nindiasari, Heni PujiAstuti, Abdul Fatah Sultan Ageng Tirtayasa University Abstract Twenty-first-century learning requires students not only to master concepts, but also to think critically and manage their learning processes independently. One strategy considered promising in addressing these demands is Project-Based Learning (PjBL) integrated with the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) through authentic tasks, interdisciplinary collaboration, and formative self- and peer-assessment. This study aims to examine the effect of PjBL-STEAM implementation on (1) critical thinking skills and (2) self regulated learning among secondary school students, as well as to explore the relationship between the two by considering potential mediating pathways such as learning motivation/self-regulation. The study employs a quantitative approach with a quasi-experimental Nonequivalent Control Group Design. The sample consists of two classes: an experimental class receiving PjBL-STEAM instruction and a control class receiving conventional instruction, selected purposively based on institutional readiness and teacher capability. Data are collected using a critical thinking test (with a rubric assessing analysis, evaluation, and synthesis of evidence-based arguments) and a self regulated learning scale grounded in self-regulation and metacognition- the instruments are validated through expert review and their reliability is examined through a pilot test. Data analysis is planned using ANCOVA with the pretest as a covariate, as well as path analysis to test mediation if the data and sample size are adequate. The findings are expected to provide empirical support for strengthening curricula and PjBL-STEAM practices to enhance critical thinking and self regulated learning, while considering contextual factors such as teacher readiness, professional development support, and technological infrastructure. Keywords: Project-Based Learning, STEAM,Critical thinking, Self regulated learning, Self-regulation, Self and peer-assessment. Share Link | Plain Format | Corresponding Author (Aam Amalia)

193	STEM Education	ABS-114
EFFECTIVENESS OF STEM-INTEGRATED PROJECT-BASED LEARNING E-WORKSHEETS ON FIFTH-GRADE STUDENTS^ COGNITIVE ACHIEVEMENT Neza Agusdianita, Yusnia, Melisa, Debi Heryanto Universitas Bengkulu Abstract This quantitative study aims to analyze the effectiveness of STEM-integrated Project-Based Learning (PjBL) E-Worksheets on the cognitive learning outcomes of fifth-grade students at SD Negeri 76 Bengkulu City. The research is driven by the dominance of conventional teaching methods and low technology integration, resulting in students^ failure to meet minimum mastery criteria. Using the Research and Development (R&D) method with the ADDIE model, this study specifically focuses on the Evaluation phase to measure the media^s impact. A One-Group Pretest-Posttest experimental design was employed, with data collected through cognitive tests on the perimeter of squares and rectangles and analyzed using the N-Gain formula. The results in the evaluation stage demonstrate that the STEM-PjBL E-Worksheet is highly effective in improving cognitive achievement, evidenced by an N-Gain score of 0.72, categorized as ^High.^ The integration of science, technology, engineering, and mathematics through a photo frame project successfully concretizes abstract concepts for students. In conclusion, the STEM-PjBL E-Worksheet is an effective and feasible innovative tool to support the implementation of the Merdeka Curriculum in elementary schools. Keywords: Effectiveness, Evaluation, E-Worksheets, STEM, PjBL, Cognitive Achievement Share Link | Plain Format | Corresponding Author (Neza Agusdianita)

194	STEM Education	ABS-115
THE SELF CONCEPT OF ELEMENTARY SCHOOL STUDENTS IN LEARNING MATERIALS THROUGH 4C-BASED PROBLEM-BASED LEARNING Marzuki1, Hasratuddin2, Sumarno3 1Universitas Almuslim 2,3State University of Medan Abstract This study was conducted due to the importance of developing affective aspects, particulary self-concept, in mathematics learning which has received little attention. This study aims to analyze the influence of 4C-based Problem-Based Learning model on the self-concept of Madrasah Ibtidaiyah students in geometry subject. This study employs a quantitative research with a pretest-posttest control group design, involving 50 fourth-grade students from MIN 1 Bireuen, which were grouped into a 4C-based PBL experimental group and a PBL control group without the 4C approach. The research instruments are a self-concept questionnaire and post-test questions, both of which had undergone validity and reliability testing. The results of the study indicate a significant difference between the two groups in both learning outcomes and self-concept. The experimental group obtained an average post-test score of 82.19 and a self-concept score of 83.95, which were higher than those of the control group. The t-test results revealed a statistically significant difference (p < 0.05). Therefore, the 4C-based Problem-Based Learning (PBL) model is effective in improving students^ self-concept and learning outcomes in geometry. This study implies that integrating 21st-century skills into mathematics instruction can enhance students^ self-confidence, independence, and collaborative abilities. Keywords: 4C Skills- Self-Concept- Geometry Learning- Elementary Students Share Link | Plain Format | Corresponding Author (marzuki marzuki)

195	STEM Education	ABS-117
DEVELOPING STEAM-PBL BASED INTERACTIVE MULTIMEDIA WITH AUGMENTED REALITY FOR FLOOD MITIGATION: A NEED ANALYSIS OF ELEMENTARY STUDENTS^ ENVIRONMENTAL LITERACY Debi Heryanto1*, Endang Widi Winarni2, Badeni 3 Endina Putri Purwandari4 Neza Agusdianita5 Yusnia6 1,2,5 Master^s Program in Elementary Education, University of Bengkulu, Bengkulu, Indonesia 3Doctoral Program in Education, University of Bengkulu, Bengkulu, Indonesia 4 Department of Information Systems, University of Bengkulu, Bengkulu, Indonesia. 6 Department of Elementary School Teacher Education, University of Bengkulu, Bengkulu, Indonesia. Abstract Flood disasters frequently affect elementary schools in riverbank and lowland areas of Indonesia. However, students^ environmental literacy and practical flood mitigation skills remain limited due to heavy reliance on traditional textbooks and static images. This study aimed to conduct a needs analysis as the initial stage of developing STEAM-PBL based interactive multimedia integrated with Augmented Reality (AR) for flood mitigation education. The research employed the ADDIE development model, focusing specifically on the Analysis phase. Data were collected through a needs analysis questionnaire distributed to 16 fifth-grade students at SDN 89 Bengkulu and analyzed using descriptive quantitative techniques by calculating response percentages. Results showed that 62.5% of students found flood materials difficult to understand when using only books or static pictures, while 87.5% had never experienced Augmented Reality. Notably, 75% expressed strong interest in learning through 3D simulations or interactive games, 62.5% wanted evacuation simulation training, and 68.75% believed that technology-based learning would increase their enthusiasm for maintaining environmental cleanliness. The study concludes that the development of Genially-AR integrated STEAM-PBL multimedia is essential to effectively enhance elementary students^ environmental literacy and flood mitigation awareness in flood-prone regions. Keywords: needs analysis, interactive multimedia, Augmented Reality, STEAM-PBL, flood mitigation, environmental literacy, elementary education Share Link | Plain Format | Corresponding Author (Debi Heryanto)

196	STEM Education	ABS-118
Needs Analysis of STEAM-Integrated Electronic Worksheets Based on Bengkulu Local Wisdom for Enhancing Cultural and Civic Literacy Yusnia, Muhammad Habib Rahmadani, Rafhi Febryan Putera, Debi Heryanto, Neza Agusdianita, Alfian Setiabudi, Aziza Wulandari Universitas Bengkulu Abstract This study aims to describe the results of the needs analysis for developing Electronic Student Worksheets based on Bengkulu^s local wisdom integrated with the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach. This development is focused on improving students^ cultural and civic literacy in elementary schools. The research method used is Research and Development (R&D) with the ADDIE model, but this article is limited to the analysis stage. The research subjects involved 20 students of SDN 41 Bengkulu City, with data collection techniques using a needs questionnaire instrument. The results of the analysis showed that: (1) in the media aspect, 100% of students liked interactive teaching materials and 90% were more enthusiastic about learning with digital devices- (2) in the cultural aspect, although 75% of students realized the importance of cultural preservation, 70% stated that they rarely studied material linked to local wisdom- (3) in the learning approach aspect, 80% of students liked real-world problem-solving and projects (STEAM)- and (4) in the citizenship aspect, 90% of students had a strong desire to contribute actively to society. It is concluded that the development of E-LKPD based on Bengkulu local wisdom integrated with STEAM is urgently needed to create innovative learning that is relevant to the local context and capable of enhancing students^ cultural and civic literacy competencies. Keywords: E-Worksheets, Bengkulu Local Wisdom, STEAM, Cultural Literacy, Civic Literacy. Share Link | Plain Format | Corresponding Author (Yusnia Yusnia)

197	STEM Education	ABS-130
System Quality and Academic Service Quality in Higher Education: The Mediating Roles of Staff Technology Literacy and Organizational Change Readiness Deny Haryadi (a*) Wahyu Widada (a) Sungkem Tri Wahyuni (a) Evi Nurhidayati (a) Intan Dahlia (a) Nurul Astuti Yensy (a) a) FKIP, University of Bengkulu Jl. WR. Supratman, Kandang Limun, Kec. Muara Bangkahulu, Kota Bengkulu, Prov Bengkulu Indonesia *denyllg3[at]gmail.com Abstract Academic information systems play a strategic role in improving academic services in higher education by accelerating information access, data management, and academic administration. However, system quality does not automatically produce optimal academic service quality without users^ technological literacy and organisational readiness to support digital change. This study aims to analyse the direct and indirect effects of System Quality on Academic Service Quality through Staff Technology Literacy and Organisational Change Readiness. A quantitative survey approach was employed involving 235 respondents from higher education users. Data were collected using a 1-5 Likert-scale questionnaire. Reliability testing was conducted using SPSS Statistics 22, while the measurement and structural models were analysed through Path Analysis using LISREL 8.8. The findings show that System Quality positively affects Staff Technology Literacy, Organisational Change Readiness, and Academic Service Quality. Staff Technology Literacy and Organisational Change Readiness also mediate the relationship between system quality and academic service quality, including through a sequential mediation path. The novelty of this study lies in its socio-technical integrative model, which explains that the success of digital academic services depends not only on system quality, but also on users^ technological competence and institutional readiness to manage change. The findings imply that improving academic services requires the integration of system quality, staff technological literacy, and organisational readiness. Keywords: system quality, staff technology literacy, organisational change readiness Share Link | Plain Format | Corresponding Author (Deny Haryadi)

198	STEM Education	ABS-133
E-BIOCARD TNBBS DALAM PROBLEM-BASED LERNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK Wisnu Juli Wiono University of Lampung Abstract Penelitian ini bertujuan untuk mengetahui pengaruh dari penerapan e-Biocard TNBBS dalam model problem-based learning (PBL) terhadap kemampuan berpikir kritis peserta didik. Sampel terdiri dari dua kelas yaitu kelas X.G sebagai kelas eksperimen dan kelas X.F sebagai kelas kontrol di SMA Muhammadiyah 2 Bandar Lampung. Sampel penelitian diambil dengan teknik purposive sampling. Desain penelitian yang digunakan yaitu quasi eksperiment dengan bentuk pretest-posttest non-equivalent control group design. Jenis data pada penelitian ini berupa data kualitatif dan kuantitatif. Instrument yang digunakan yaitu soal pretest dan posttest serta angket tanggapan peserta didik. Hasil penelitian menunjukkan bahwa nilai N-gain kelas eksperimen mencapai 0,77 (tinggi) dan kelas kontrol 0,63 (sedang). Pengujian hipotesis dilakukan dengan uji Independent Sample t-Test, diperoleh nilai sig. (2-tailed) 0,001< 0,05, sehingga H_1 diterima dan H_0 ditolak, hasil tersebut menunjukkan bahwa terdapat pengaruh penerapan PBL pada materi ekosistem terhadap kemampuan berpikir kritis peserta didik. Dilakukan juga uji pengaruh (Effect Size) yang menunjukkan nilai 1,55 (berpikir kritis) dengan interpretasi efektivitas besar. Sedangkan hasil angket tanggapan peserta didik terhadap penerapan e-Biocard dalam PBL juga menunjukkan respon positif sebesar 80,5% dengan kategori sangat tinggi. Dengan demikian, dapat disimpulkan bahwa pembelajaran dengan e-Biocard TNBBS dalam model PBL berpengaruh terhadap kemampuan berpikir kritis peserta didik. Disarankan agar pengembangan materi pembelajaran yang menggunakan e-Biocard ditingkatkan dengan menambahkan lebih banyak studi kasus dan contoh nyata yang relevan agar siswa lebih terlibat dan memahami konteks ekosistem dengan lebih baik. Keywords: e-Biocard, kemampuan berpikir kritis, PBL, TNBBS Share Link | Plain Format | Corresponding Author (Wisnu Juli Wiono)

199	STEM Education	ABS-137
THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND COGNITIVE LOAD AND MATHEMATICAL PROBLEM-SOLVING SKILLS: A SYSTEMATIC LITERATURE REVIEW Heny Wijaya, Hepsi Nindiasari, Syamsuri, Cecep Anwar Firdos Santosa Universitas Sultan Ageng Tirtayasa Abstract Research on cognitive load and problem-solving is extensive, but the relationship with motivation remains incomplete and is often studied in isolation. This study aims to synthesize articles on the relationship between cognitive load and motivation in mathematical problem-solving. The research method employed a systematic literature review (systematic literature review) following the PRISMA 2020 guidelines. Additionally, the search was filtered based on specific criteria: articles were selected from the past 10 years (2016-2026), quantitative research designs, middle school students as the research subjects, and within the context of mathematics learning. The research findings include: 1) there is a positive relationship and influence between cognitive load and problem-solving, 2) there is a positive relationship and influence between motivation and problem-solving, 3) there is a positive relationship between cognitive load and motivation, 4) there is a positive correlation between germane cognitive load (learning effort) and motivation and problem-solving performance. In conclusion, cognitive load (particularly the germane aspect) and motivation have a mutually reinforcing relationship and contribute positively and significantly to the improvement of problem-solving skills. Keywords: cognitive load- motivation- problem-solving- middle school students Share Link | Plain Format | Corresponding Author (Heny Wijaya)

200	STEM Education	ABS-138
Climate Literacy Profiles of Indonesian Secondary Students: Investigation of Knowledge, Attitudes, Efficacy, and Pedagogical Implications for SDG 4.7 and 13.3 Syafira Defni (1*), Rini Solihat (2), Ari Widodo (3),and Ikmanisa Khairati (4) 1,2,3 Universitas Pendidikan Indonesia 4 Universitas Negeri Padang Abstract Climate change education is essential for fostering sustainability literacy- however, students^ perceived competence does not always align with their actual understanding. This study investigates the discrepancy between students^ self-efficacy, attitudes, and conceptual knowledge in climate change education using a convergent mixed-methods design. Data were collected from 66 secondary school students through an online survey consisting of Likert-scale instruments and a knowledge test, complemented by open-ended responses analyzed using thematic analysis. Quantitative results indicate that students demonstrate high self-efficacy despite relatively low attitudes and only moderate levels of knowledge. Qualitative findings reveal deeper issues, including surface-level understanding, widespread conceptual misconceptions (e.g., literal interpretation of the greenhouse effect and confusion with ozone depletion), and domain confusion across environmental, economic, and social dimensions. Furthermore, students frequently reproduced standardized responses, suggesting reliance on memorization rather than conceptual reasoning. Evidence of academic disengagement and limited ability to translate knowledge into practical action further highlight the gap between knowing and doing. The integration of findings exposes a critical phenomenon described as the ^illusion of climate competence,^ where students perceive themselves as capable despite lacking robust conceptual understanding and actionable knowledge. These findings underscore the need for technology-enhanced pedagogical innovations that promote deep learning, critical thinking, and authentic engagement in sustainability education. Keywords: limate literacy, self-efficacy, attitude-knowledge gap, SDG 4, SDG 13 Share Link | Plain Format | Corresponding Author (Syafira Defni)

201	STEM Education	ABS-150
THE EFFECTIVENESS OF MIND MAPPING IN ENHANCING STUDENTS^ INTEREST IN ECONOMICS LEARNING Gayatria Oktalina, Agnisa Widayanti, Dwi Fitra Arreski Universitas Terbuka Abstract The low learning interest of students in Economic^s Studies remains a problem that has a direct impact on learning outcomes. This condition is caused by monotonous teaching methods that do not actively engage students in the learning process. One alternative instructional approach that can enhance students^ learning interest is the mind map method, as it presents learning materials in a visual, structured, and engaging manner. This study aims to examine the effect of using the mind map method on improving the learning interest of eleventh-grade students at SMA Negeri 1 Namang in economics subjects. The research employed a quantitative approach with an experimental design. The research subjects consisted of two classes, divided into an experimental group taught using the mind map method and a control group taught using conventional teaching methods. Data were collected through a learning interest questionnaire and learning achievement tests, and were analyzed using statistical tests to determine differences between the two groups. The results show that students in the experimental group had higher learning interest and learning outcomes than those in the control group. The percentage of learning mastery in the experimental group reached 83%, while the control group achieved a lower mastery rate of 71%. These findings indicate that the mind map method has a positive effect on improving students^ interest in learning economics. Learning through mind maps encourages students to be more active, interested, and involved in the learning process, making it a suitable alternative strategy for economics instruction. Keywords: mind map, learning interest, economics, experimental method Share Link | Plain Format | Corresponding Author (Gayatria Oktalina)

202	STEM Education	ABS-158
Deep Learning-Based STEM: A Time Series Experimental Study of Force Problem-Solving Skills Yunisa Sapphira Titalia & Dede Trie Kurniawan Universitas Pendidikan Indonesia Abstract Problem solving is one of the essential 21st-century skills. Previous research indicates that elementary school students^ problem-solving skills remain low, largely due to learning practices that do not adequately support their development. The STEM approach is considered effective in enhancing these skills, especially when integrated with deep learning to create a meaningful and interdisciplinary learning environment. Therefore, this study aims to determine the effect of a STEM approach based on deep learning on students^ problem-solving skills, as well as to measure the extent of improvement resulting from the treatment. This research employed a time series design with one pretest and three posttests. The participants were 28 fourth-grade elementary school students. The findings revealed that the STEM approach based on deep learning had a significant effect on students^ problem-solving skills. Moreover, the average improvement across the three N-Gain scores was categorized as moderate and quite effective. Furthermore, misconceptions in spring force and gravitational force decreased more consistently after the treatment compared to other force concepts. Keywords: deep learning- problem-solving- STEM Share Link | Plain Format | Corresponding Author (Yunisa Sapphira Titalia)

203	STEM Education	ABS-168
ASSESSING STUDENTS CRITICAL THINKING IN ELEMENTARY SCHOOLS: RELEVANCE TO STEAM LEARNING AND THE SDGS Sheryl Mutiara Putri, Agung Purwanto, Irwanto Universitas Negeri Jakarta Abstract Critical thinking is a crucial competency in 21st-century education. In elementary education, science instruction can serve as a starting point for developing contextual and interdisciplinary learning experiences that support higher-order thinking skills. However, current learning often focuses solely on collaborative processes and problem-solving, without building real-world contexts. Therefore, this study aims to assess elementary school students critical thinking skills and examine their relevance to STEAM learning and the SDGs framework. This study used a quantitative descriptive approach with a survey method involving 328 students in grades 3, 4, and 5 from elementary schools in Sukabumi, Indonesia. Data were collected through a Likert-scale questionnaire and analyzed using descriptive statistics, including mean scores, frequencies, and percentages. The results showed that students had moderate critical thinking skills, with a mean score of 58.72. This condition indicates the need for a more integrative learning approach that connects learning to real-life situations, including social and environmental issues. In this regard, integrating STEAM with the Sustainable Development Goals (SDGs) framework can support critical thinking skills more deeply based on evidence and real-world contexts. In addition, students can also build awareness about sustainability issues and apply their understanding in solving authentic problems related to everyday life. Keywords: steam education- critical thinking- elementary schools Share Link | Plain Format | Corresponding Author (Sheryl Mutiara Putri)

204	STEM Education	ABS-184
NEEDS ANALYSIS OF A GREEN CHEMISTRY-BASED VIRTUAL LABORATORY FOR CATION ANALYSIS INSTRUCTION Marito Evinoel Sambur1* , Manihar Situmorang2 , Jamalum Purba2 1Chemistry Education, Postgraduate Program, Universitas Negeri Medan 2Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan Abstract This study used a descriptive quantitative approach to collect data on students^ needs regarding innovative virtual learning resources based on green chemistry for cation analysis instruction. The study population consisted of all 182 students in the Chemistry Department for the 2025/2026 academic year. A total of 50 students were selected as the research sample. Data were collected using needs analysis questionnaires for both faculty and students, each consisting of 10 statements. The research results based on the faculty needs analysis indicate that conventional learning still faces challenges (75%), yet there is a very strong perception regarding the effectiveness of virtual laboratories (85%), and the importance of integrating green chemistry (87.5%). The student needs analysis also indicates limitations in laboratory practice due to a lack of equipment, materials, and time (80%). Students expressed a high need for innovative digital learning resources (80%) and believed that virtual laboratories can enhance higher-order thinking skills (80%), as well as a high level of interest and urgency (80%) among students for innovative virtual laboratory learning resources based on green chemistry as a safe and environmentally friendly solution for laboratory practice. Keywords: cation analysis- green chemistry- innovative- learning resources- virtual laboratory Share Link | Plain Format | Corresponding Author (Marito Evinoel Sambur)

205	STEM Education	ABS-189
NEED ANALYSIS FOR STEM-BASED PROJECT-BASED LEARNING TEACHING MATERIALS INTEGRATING MANDALING ETHNOSCIENCE Rida Anastasia Nasution, Ani Sutiani, Ratu Evina Dibyantini Chemistry Education, Postgraduate Program, Universitas Negeri Medan Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan Abstract The low level of critical thinking skills among students in high school chemistry classes is often attributed to a lack of connection between abstract concepts and real-world phenomena and local wisdom. This study was aimed to analyze the need for the development of chemistry teaching materials based on Science, Technology, Engineering, and Mathematics - Project-Based Learning (STEM-PjBL) integrated with Mandailing ethnoscience on the topic of acid-base solutions. This study employed a descriptive qualitative method. Data collection was conducted using a needs assessment questionnaire administered to 40 students and in-depth interviews with 3 chemistry teachers in the North Sumatra region. Data analysis results indicated that students demonstrated high levels of social cooperation (average score 3.30), yet remained weak in independent problem-solving strategies, thus requiring a more challenging learning model such as PjBL. Findings from teacher interviews revealed that lecture-based and conventional experimental methods still dominate, while STEM approaches and PjBL have not been implemented in a structured manner due to limitations in facilities and relevant teaching materials. Additionally, there is a high need for contextual materials that highlight Mandailing local wisdom. In conclusion, the development of integrated STEM-PjBL teaching materials incorporating ethnoscience is highly recommended to facilitate Higher Order Thinking Skills (HOTS) and to increase students^ enthusiasm for learning through scientific exploration of local culture. Keywords: teaching materials- STEM-PjBL- ethnoscience- critical thinking- acid-base solutions Share Link | Plain Format | Corresponding Author (RIDA ANASTASIA NASUTION)

206	STEM Education	ABS-192
The Effect of the Use of Learning Technologies on Students^ Mathematical Problem-Solving Skills: A Systematic Literature Review Hanif Roihan Fikri, Hepsi Nindiasari, Aan Hendrayana, Anwar Mutaqin Mastery of modern mathematics requires students to possess profound problem-solving and critical thinking skills- however, its abstract scientific nature often poses a significant cognitive challenge, especially when taught using conventional methods. As a solution, the integration of interactive technologies such as GeoGebra, Desmos, and electronic student worksheets (E-LKPD), combined with appropriate pedagogical approaches-such as Problem-Based Learning (PBL) and the TPACK framework-has proven crucial in visualizing abstract concepts while facilitating student reasoning. Given the lack of comprehensive literature mapping on this matter, this study conducts a Systematic Literature Review (SLR) using the PRISMA protocol to analyze the trends in technology types, the integration of learning models, as well as the opportunities and barriers of their implementation over the past five years, aiming to provide data-driven recommendations for the development of mathematics curricula in the digital era. Abstract Mathematical problem-solving ability is an essential 21st-century competence, yet students^ achievement remains low due to the abstract nature of the subject and the dominance of conventional pedagogy. Digital transformation offers potential solutions, but the effectiveness of various technological instruments needs to be comprehensively synthesized. This study aims to critically evaluate and synthesize the literature regarding the effect of technology on students^ mathematical problem-solving skills. This study employed a Systematic Literature Review (SLR) design following the PRISMA 2020 protocol guidelines. Based on the screening process and eligibility criteria, 24 empirical articles from the 2019-2025 period were critically analyzed. The review results indicate that technology integration, particularly dynamic software (GeoGebra, Desmos) and interactive E-LKPDs, significantly improves mathematical problem-solving skills. The technology operates through cognitive offloading mechanisms and immediate corrective feedback that facilitates self-regulated learning. Furthermore, the effectiveness of technology is proven to be highly dependent on constructivist pedagogical orchestration, where technology functions as scaffolding within Problem-Based Learning (PBL) and Creative Problem Solving (CPS) models. Nevertheless, this review also reveals structural barriers in the form of teachers^ TPACK deficits and the threat of an ^illusion of competence^ among students due to reliance on application automation. In conclusion, technology is not the sole determinant of success, but rather a cognitive reorganization instrument that requires precise instructional design to create meaningful mathematical experimental environments. Keywords: Mathematical Problem-Solving Ability- Learning Technology- E-LKPD- Systematic Literature Review- PRISMA- TPACK. Share Link | Plain Format | Corresponding Author (Hanif Roihan Fikri)

207	STEM Education	ABS-198
THE EFFICACY OF INTERACTIVE APPLICATION BASED MEDIA IN ENHANCING SPATIAL GEOMETRY: A STUDY AT ONE OF THE ELEMENTARY SCHOOL IN BANDUNG Marwan Maulana, Novi Ramdhani, Luthpin Ubaidiah PPG FKIP, Universitas Terbuka, Bandung, Indonesia Abstract Mathematics instruction regarding spatial geometry in elementary education frequently encounters pedagogical hurdles due to the abstract nature of the concepts, the inadequacy of conventional instructional tools, and suboptimal student engagement. This study aims to develop and evaluate the effectiveness of an interactive, application-based learning tool designed to bridge the gap between abstract geometric concepts and student comprehension. Adopting a Design-Based Research (DBR) framework, the study focused on the iterative development of an interactive media product. The research subjects were 29 fifth-grade students at one of the elementary school in Bandung. Data were triangulated through pre-test and post-test assessments, systematic observation of student activities, and user experience (UX) questionnaires. The media was constructed using Smart Apps Creator and Canva for high-fidelity visual design. The findings demonstrate that the developed media significantly improved student learning outcomes, with an N-gain score falling within the ^Moderate^ effectiveness category. Furthermore, the media elicited high positive responses regarding student motivation, aesthetic visual design, and interface usability. Reflective analysis suggests that while effective, future iterations should prioritize enhanced audio synchronization, intuitive navigation, and more robust interactive features to maximize pedagogical impact. Overall, this application-based medium serves as a practical and effective alternative for teaching spatial geometry in primary education. Keywords: Interactive Application-Based Media- Elementary Mathematics- Spatial Geometry- Design-Based Research- Elementary School Bandung Share Link | Plain Format | Corresponding Author (Marwan Maulana)

208	STEM Education	ABS-211
THE EFFECT OF THE CONTEXTUAL TEACHING AND LEARNING APPROACH ON ELEMENTARY SCHOOL STUDENTS^ MATHEMATICAL COMPREHENSION SKILLS Reni Tarmini, Dwi Maulidawanti, Firda Nurul Aulia , Kiki Fitriani, Siti Maulidah, Ahmad Anwar Abidin Universitas Terbuka Abstract The abstract nature of mathematics makes it difficult for students to understand concepts and solve problems. In practice, mathematical understanding has not been a primary focus of instruction, resulting in students^ low proficiency. This study aims to determine whether the Contextual Teaching and Learning (CTL) approach is more effective than the STAD cooperative learning model, as well as to examine the effect of CTL on elementary school students^ mathematical comprehension skills. This study employed a quasi-experimental design with a sample of 40 third-grade students, comprising 20 students in the experimental group (CTL) and 20 in the control group (STAD). The assessment instrument used was an essay test. The results showed that the average score of the experimental group increased from 53.50 to 91.00. The regression test showed that Fcalc > Ftab (26 > 4.41), so H&#8320- was rejected. The coefficient of determination indicated that CTL had a 57.1% effect and STAD had a 22.2% effect. Thus, the CTL approach proved to be more effective in improving students^ mathematical comprehension skills. Keywords: Please JusElementary School Students, Contextual Teaching and Learning, Mathematical Comprehension Skills. Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Reni Tarmini)

209	STEM Education	ABS-212
A Systematic Literature Review of Augmented Reality in Mathematics Education: Effects on Students Conceptual Understanding and Mathematical Abilities Rena Nuralia, Hepsi Nindiasari, Maman Fathurrohman, Syamsuri Pendidikan Matematika, Universitas Sultan Ageng Tirtayasa Abstract This study aims to analyze the use of Augmented Reality (AR) in mathematics education and its effects on students conceptual understanding and mathematical abilities. The method used is a Systematic Literature Review (SLR) based on PRISMA 2020 guidelines. Articles were collected from Sinta-indexed national journals and Scopus-indexed international journals published between 2021-2026 using the keywords Augmented Reality, mathematics education, and earning outcomes. The selection process included identification, screening, eligibility assessment, and inclusion stages. A total of 15 articles met the inclusion criteria and were analyzed. The results indicate that AR is effective in improving students conceptual understanding and various mathematical abilities, including spatial skills, problem-solving, and critical thinking. AR facilitates interactive 3D visualization, helping students better understand abstract mathematical concepts. However, several challenges were identified, such as limited technological resources and teacher readiness. In conclusion, AR is a promising learning tool in mathematics education, but further research is needed to support its broader and long-term implementation. Keywords: augmented Reality, mathematics education, conceptual understanding Share Link | Plain Format | Corresponding Author (Rena Nuralia)

210	STEM Education	ABS-213
INCLUSIVE TEACHING IN VIRTUAL MICROTEACHING FOR STEM EDUCATION An Nuril Maulida Fauziah, Dyah Astriani, Tutut Nurita , Mohamad Arif Mahdiannur, Ahmad Fauzi Hendratmoko Universitas Negeri Surabaya Abstract This study aims to examine the implementation of inclusive teaching in virtual microteaching to improve problem-solving skills of undergraduate students in science education. The background of this study is the limited application of student-centered and differentiated learning practices that accommodate diverse student abilities and learning needs. This study employed a descriptive qualitative approach involving students enrolled in a microteaching course. Learning activities were designed by integrating contextual STEM problems, problem-solving approaches, and inclusive teaching strategies based on differentiated instruction principles. Students were required to design, implement, and reflect on their teaching practices through virtual microteaching sessions. Data were collected through observation, performance assessment, and reflective journals. The results indicate that the implementation of inclusive teaching enhances student engagement, critical thinking, and awareness of equitable learning practices. In conclusion, this approach can support prospective science teachers in designing responsive and meaningful learning experiences. Keywords: differentiated instruction- inclusive learning- microteaching virtual- problem solving- stem education Share Link | Plain Format | Corresponding Author (An Nuril Maulida Fauziah)

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