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Nowadays, STEM education plays an essential role in the economic growth and competitiveness of nations. This systematic review was aimed to reveal research trends in STEM education over the last 10 years. A total of 336 studies published in the Journal of Science Education and Technology, Research in Science Education, Journal of Science Teacher Education, International Journal of Science Education, Journal of Research in Science Teaching, and Science Education were selected for analysis. The time span was limited to the period between 2011 to late 2020. All sample papers were then examined to capture the latest research trends and status regarding STEM education that included the number of papers by year, research types, countries’ rank, and the number of authors. To collect data, the formula proposed by Howard et al. [1] was employed to determine the most productive countries in terms of STEM education scholarships. Findings revealed that STEM education has garnered greater attention and it grew rapidly within this period. The most frequent research type used in STEM education were quantitative studies. In addition, the US, Australia, and the Netherlands were the most productive countries in STEM education research. During these ten years, most papers published in selected journals were written by three authors. This indicates that STEM education is an attractive topic to explore collaboratively by researchers and educators around the world.

All religions in the world, including Islam, prohibit corruption and the likes. However, apart from the majority of the Muslim population, many religious figures were found to be involved in corruption. A question arises about whether Islam has taken adequate prevention. Thus, the study aims to explore teachers' perceptions of the need to include anti-corruption education even if they have already had Islamic religious education. The research applied a qualitative descriptive method and took the settings of Islamic education institutions, particularly early childhood education. Participants were 58 female early childhood education teachers from 58 Indonesian schools on Bawean Island. The collected data were analyzed using the Dev and Qayyum (2017) feedback technique. The results show that 71.30% of all teachers in Bawean had a positive perception of the importance of anti-corruption education, while the rest, 28.37%, had a negative impression. Therefore, it is necessary to align the understanding of the people before implementing the mentioned education. The results can be the reference for other researches that fail to reach the goal of anti-corruption education due to the different perceptions.

Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

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