Muji Sri Prastiwi
@unesa.ac.id
Biologi Department/Mathematics and Natural Sciences Faculty
universitas negeri surabaya
RESEARCH INTERESTS
Education Biology, Assessment
Scopus Publications
Scopus Publications
Pramita Yakub, Amelia Putri Fahira, Rinie Pratiwi Puspitawati, Muji Sri Prastiwi, and Prasetyo Listiaji
EDP Sciences
This study represents a bibliometric analyze comparing research trends on critical thinking in STEM education that support Sustainable Development Goals (SDGs) using Scopus and Dimensions data from 2019 to 2024. The results reveal differences in author collaboration patterns, publication volumes, and research focuses. Scopus emphasizes keywords such as learning, sustainability, and systems thinking, indicating an orientation toward global educational transformation to meet SDG 4 (Quality Education) and SDG 13 (Climate Action). Dimensions highlights practical implementation through student skills development and teacher competence, reflecting attention to educational practice and human development. Both databases confirm that critical thinking is a central component in promoting STEM learning to address complex global challenges. The integration of technology and systems thinking in STEM learning is increasingly seen as essential for achieving SDG 9 (Industry, Innovation, and Infrastructure). This study concludes that combining technological innovation with critical thinking-based STEM education is fundamental for preparing future generations capable of solving sustainability issues. These findings can guide educators and researchers in designing curricula and learning strategies aligned with the SDGs, particularly emphasizing the development of higher-order thinking skills in students.
Fida Rachmadiarti, Ika Diyah Candra Arifah, Felix Tan, Arif Hidayat, Muji Sri Prastiwi, Dwi Anggorowati, and Enny Susiyawati
IEEE
Ulfi Faizah, Endang Susantini, Muji Sri Prastiwi, Raharjo Raharjo, Sifak Indana, Nur Kuswanti, and Marliana Ali
EDP Sciences
Integrating the material of the Sustainable Development Goals (SDGs) includes the values of sustainability needed for quality education. In the Learning Planning course, prospective biology teachers learn to compile biology learning modules. Currently, there is limited information about the profile of potential biology teachers in developing learning modules. The study aims to describe the profile of potential biology teachers in developing learning modules that support the SDGs and provide sustainability values. The research uses descriptive methods and instruments to assess the suitability of learning modules for integrating sustainable values, implementing biological learning contextually, innovative learning, developing 21st-century skills, using appropriate technology, evaluating and reflecting on activities, and collaborating with relevant communities and stakeholders. The study focuses on 12 learning modules developed by 25 students in a learning planning course. Data analysis used qualitative descriptive analysis The results show that prospective biology teachers can develop modules that provide sustainable values, but collaboration with the appropriate community and stakeholders is needed for improvement. The conclusion shows the profile of prospective biology teachers who have been able to develop learning modules so that they can support the realization of quality education by the SDG 4 target.
Muji Sri Prastiwi, Badrun Kartowagiran, and Endang Susantini
International Association of Online Engineering (IAOE)
This study used a sequential exploratory mixed method to examine the effectiveness of using an electronic portfolio to assess the scientific literacy of evolution theory. As much as 135 university students majoring in biology education were involved as research participants. They were asked to create the electronic portfolio by using any learning artifacts produced during the classroom activities including direct and virtual practicums, reading activities, direct and online discussions, quizzes, and formative examinations. Evolutionary Scientific Literacy by electronic portfolio consists of Scientific Literacy skills namely Nominal, Functional, Conceptual, Multidimensional levels, and electronic portfolios skills namely beginner, intermediate, proficient and advanced level. The results depicted that the Evolutionary Scientific Literacy skills of students were at the beginner-nominal level (71.4%) and the advanced-multidimensional level (9.5%). Another finding disclosed was that students showed a positive response to the electronic portfolio creation. This study suggests that an electronic portfolio can be used as an assessment tool of the scientific literacy of evolution theory relevant to industrial revolution 4.0.