Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

Penelitian ini menyelidiki tentang pengaruh bahan ajar dalam pembelajaran IPA dan fisika terhadap pemahaman konseptual ditentukan melalui Effect Size (ES). Penelitian ini menggunakan metode studi deskriptif. Data penelitian diperoleh dari 20 jurnal tentang pengaruh bahan ajar fisika dan IPA terhadap pemahaman konsep seswa. Kajian didasarkan pada dua kategori, yaitu tingkat pendidikan dan jenis bahan ajar. Hasil penelitian menunjukkan bahwa; pertama, pengaruh bahan ajar dalam pembelajaran IPA dan fisika terhadap pemahaman konseptual berdasarkan tingkat pendidikan paling efektif di SMA dengan kategori tinggi. Kedua, berdasarkan jenis bahan ajar yang digunakan, pengaruh bahan ajar yang paling efektif adalah modul dengan kategori tinggi.

Model pembelajaran yang dianggap mampu menguatkan pemahaman konsep peserta didik adalah model inkuiri terbimbing. Inkuiri terbimbing (guided inquiry) merupakan model pembelajaran yang dapat melatih keterampilan siswa dalam melaksanakan proses investigasi untuk mengumpulkan data berupa fakta dan memproses fakta tersebut sehingga siswa mampu membangun kesimpulan secara mandiri guna menjawab pertanyaan atau permasalahan yang diajukan oleh guru. Penelitian tentang pengaruh model pembelajaran inkuiri terbimbing pemahaman konsep fisika siswa ditentukan melalui Effect Size (ES). Data penelitian diperoleh dari 10 artikel jurnal nasional dan internasional. Studi meta-analisis didasarkan pada dua kategori, yaitu jenjang kelas dan materi pembelajaran. Hasil penelitian menunjukkan bahwa; Pertama model inkuiri terbimbing memberikan pengaruh yang tinggi pada jenjang kelas X dan XI, sedangkan untuk kelas XII memberikan pengaruh pada kategori sedang. Kedua model inkuiri terbimbing memberikan pengaruh yang tinggi pada materi pembelajran suhu dan kalor, alat-alat optik dan listrik dinamis, dan untuk materi fluida berda pada kategori sedang.

Scientific literacy is one of the most important skills and should be strengthened by students. Students with scientific literacy skills will be able to apply the knowledge learned to solve problems in their everyday lives. This study aims to disclose the empirical validity and reliability of the scientific literacy assessment instrument. It is necessary to use an assessment tool that can measure all aspects of scientific literacy when evaluating students' levels of scientific literacy. This was research and development using the ADDIE model. The stages of the ADDIE model are analysis, design, development, implementation, and evaluation. To gather information on the trial's empirical validity and reliability, a total of 26 students participated. The outcome demonstrates that 21 instrument items were reliable in the high category with a coefficient value of 0.89 and valid with r > 0.388. This implies that assessment instrument can be used to assess students' scientific literacy.