STEM-Based Microgreen Learning Media to Enhance Senior High School Students’ Science Process Skills

Lidya Vriska Fatimah Azzahra; Endang Susantini; Nensy Eka Selviana; Husfina Lailiyatus Suaidah; Muhammad Shukri

doi:10.57092/ijetz.v5i1.744

Authors

Lidya Vriska Fatimah Azzahra Department of Biology Education, Universitas Negeri Surabaya, Indonesia & Edu STEM Center, Universitas Negeri Surabaya, Surabaya, Indonesia https://orcid.org/0009-0009-0816-3262
Endang Susantini Department of Biology Education, Universitas Negeri Surabaya, Indonesia & Edu STEM Center, Universitas Negeri Surabaya, Surabaya, Indonesia https://orcid.org/0000-0002-0213-4518
Nensy Eka Selviana Department of Biology Education, Universitas Negeri Surabaya, Indonesia & Edu STEM Center, Universitas Negeri Surabaya, Surabaya, Indonesia https://orcid.org/0009-0002-2501-4188
Husfina Lailiyatus Suaidah Biology Education Teacher, SMA Negeri 1 Krian, Indonesia https://orcid.org/0000-0002-8825-6128
Muhammad Shukri Department of Electrical Engineering, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia https://orcid.org/0000-0001-6274-7845

DOI:

https://doi.org/10.57092/ijetz.v5i1.744

Keywords:

STEM-based learning, Microgreen seed paper, Science process skills, Student -engagement, Sustainability education

Abstract

Science process skills are crucial in biology education and benefit from experiential, inquiry-based approaches. However, biology learning often remains abstract and lacks subject-specific media. This study investigated the effectiveness of STEM-based learning using biodegradable microgreen seed paper to enhance eleventh-grade students’ science process skills and learning responses in plant growth and development. Using a one-group pretest–posttest design (n = 36), students engaged in scientific inquiry, engineering-based design of seed paper, and technology-assisted observation. Science process skills were assessed via essays, and student responses via a Guttman-scale questionnaire. Data analysis with N-gain and the Wilcoxon test showed significant improvement in science process skills (pretest mean = 63.19, posttest mean = 89.03, N-gain = 0.71, Z = −5.248, p < 0.05) and very positive student responses (97%). These findings suggest STEM-based microgreen seed paper learning effectively enhances science process skills and engagement, supporting SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production).

Downloads

Download data is not yet available.

References

Adelia, M., & Wandini, R. R. (2023). Media interaktif berbasis kearifan lokal tri hita karana berbantuan articulate storyline untuk meningkatkan hasil belajar PPKn siswa. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 7(3), 528–536. https://doi.org/10.23887/jipp.v7i3.61599

Andini, A. D., & Mahardika, I. K. (2024). Creative problem solving accompanied by wordwall as an assessment media : does it have an impact on students ’ higher level physics thinking abilities ? International Journal of Education and Teaching Zone, 3(2), 152–160. https://doi.org/10.57092/ijetz.v3i2.224

Andriani, A., & Trisnowati, E. (2025). Integrating problem-based learning and the teaching at the right level approach to improve students’ collaboration skills. International Journal of Education and Teaching Zone, 4(3), 406–422. https://doi.org/10.57092/ijetz.v4i3.515

Angelia, Y., Supeno, & Suparti. (2022). Keterampilan proses sains siswa sekolah dasar dalam pembelajaran ipa menggunakan model pembelajaran inkuiri. Jurnal BasicEdu, 6(5), 8296–8303. https://doi.org/10.31004/basicedu.v6i5.3692

Arifin, U. K., Supriyatin, S., & Isfaeni, H. (2025). Improving student’s marine literacy and science process skills through STEM-based discovery learning. Research and Development in Education (RaDEn), 5(1), 463–474. https://doi.org/10.22219/raden.v5i1.39726

Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students’ science process skills through guided inquiry-based laboratory activities in biology. PLOS ONE, 1–18. https://doi.org/10.1371/journal.pone.0320692

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Darmaji, Kurniawan, A., & Rini, E. F. S. (2022). Science processing skill and critical thinking: reviewed based on the gender. Jurnal Pendidikan Indonesia (JPI) Undhiksa, 11(1), 133–141. https://doi.org/10.23887/jpi-undiksha.v11i1.35116

Dosymov, Y., Ergobek, E., Ramankulov, S., Ualikhan, A., Usembayeva, I., & Kurbanbekov, B. (2025). A new approach to development of students’ research abilities in STEM education. Emerging Science Journal, 9(2), 741–763. https://doi.org/10.28991/ESJ-2025-09-02-013

English, L. D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(1), 1–8. https://doi.org/10.1186/s40594-016-0036-1

Fernandu, D. E., Abdurrahman, & Lengkana, D. (2022). Design and validation of STEM integrated e-modules on PjBL to improve problem solving skills. Jurnal Pendidikan MIPA, 23(2), 754–765. http://dx.doi.org/10.23960/jpmipa/v23i2.pp754-765

Firdaus, F., Subchan, W., & Narulita, E. (2020). Developing STEM-based TGT learning model to improve students ’ process skills. Jurnal Pendidikan Biologi Indonesia (JPBI), 6(3), 413–422. https://doi.org/10.22219/jpbi.v6i3.12249

Hake, R. R. (1998). Interactive-engagement versus traditional methods : A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hanum, W. N., Nuha, U., & Ridlo, Z. R. (2024). Development of scaffolding-based science e-modules to improve junior high school students ’ scientific reasoning. ORBITA: Jurnal Pendidikan Dan Ilmu Fisika, 10(2), 185–193. https://doi.org/10.31764/orbita.v10i2.26773

Hartati, H., Azmin, N., Nasir, M., & Andang, A. (2022). Keterampilan proses sains siswa melalui model pembelajaran problem based learning (PBL) pada materi biologi. Jurnal Ilmiah Ilmu Pendidikan (JIIP), 5(12), 5795–5799. https://doi.org/10.54371/jiip.v5i12.1190

Havita, V. nurhikmah, Hamidah, I., & Sriyati, S. (2021). Education sustainable development-integrated organic waste management to improve students’ sustainability literacy. Jurnal Pendidikan MIPA, 22(2), 262–269. http://dx.doi.org/10.23960/jpmipa/v22i2.pp262-269

Heppt, B., Henschel, S., Hardy, I., & Gabler, K. (2023). Instructional support in inquiry‑based elementary school science classes : how does it relate to students’ science content knowledge and academic language proficiency?. European Journal of Psychology of Education, 38(4), 1377–1401. https://doi.org/10.1007/s10212-022-00653-6

Irwanto, I. (2023). Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning. Journal of Technology and Science Education, 13(1), 23–35. https://doi.org/10.3926/jotse.1796

Jehadan, H., Nur, M., & Supardi, Z. A. I. (2020). The development of physics guided inquiry learning package to facilitate the science process skills of senior high school. International Journal for Educational and Vocational Studies, 2(10), 847–852. https://doi.org/10.29103/ijevs.v2i10.3307

Ješkov, Z., & Luk, S. (2022). Active learning in STEM education with regard to the development of inquiry skills. Education Sciences, 12(10), 666. https://doi.org/10.3390/educsci12100666

Kartikasari, S. (2022). STEM-project based learning with learning guides to improve higher order thinking skills. Jurnal Pendidikan MIPA, 23(3), 1214–1223. http://dx.doi.org/10.23960/jpmipa/v23i3.pp1214-1223

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3, 1–11. https://doi.org/10.1186/s40594-016-0046-z

Ku, C. J., Hsu, Y. S., Chang, M. C., & Lin, K. Y. (2022). A model for examining middle school students’ STEM integration behavior in a national technology competition. International Journal of STEM Education, 9(3), 1–13. https://doi.org/10.1186/s40594-021-00321-z

Larkin, K., & Lowrie, T. (2023). Teaching pproaches for STEM integration in pre ‑ and primary school: a systematic qualitative literature review. International Journal of Science and Mathematics Education, 21, 11–39. https://doi.org/10.1007/s10763-023-10362-1

Lestari, D. A., Suwarma, I. R., & Suhendi, E. (2023). Development of STEM-based physics e-module with self- regulated learning to train students’ creative thinking skills. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 9(2), 197–206. https://doi.org/10.21009/1.09202

Lewalter, D., Neubauer, K., & Moser, S. (2025). Self‑regulated STEM learning in museums — the role of learner characteristics and visit ‑ related activities in school. International Journal of STEM Education, 12, 56. https://doi.org/10.1186/s40594-025-00577-9

Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: a systematic review of journal publications. International Journal of STEM Education, 7, 1–16. https://doi.org/10.1186/s40594-020-00207-6

Li, Y., Xiao, Y., Wang, K., Zhang, N., Pang, Y., Wang, R., Qi, C., Yuan, Z., Xu, J., Nite, S. B., & Star, J. R. (2022). A systematic review of high impact empirical studies in STEM education. International Journal of STEM Education, 9(1), 1–18. https://doi.org/10.1186/s40594-022-00389-1

Megawati, R. (2024). Integration of project-based learning in science, technology, engineering, and mathematics to improve students’ biology practical skills in higher education: A systematic review. Open Education Studies, 6(1), 51–65. https://doi.org/10.1515/edu-2024-0049

Nofriadi, N., & Kurnia, Y. (2024). Problem-based learning through outdoor learning or conventional learning : How is it different for science subjects?. International Journal of Education and Teaching Zone, 3(3), 246–259. https://doi.org/10.57092/ijetz.v3i3.315

Novallyan, D., & Nehru. (2025). Optimization of teaching profession courses through project methods : Impact on biology education students. International Journal of Education and Teaching Zone, 4(2), 126–143. https://doi.org/10.57092/ijetz.v4i2.431

Nuraini, A. M., Susantini, E., Indah, N. K., & Ishak, N. A. (2025). Validating a pteridophyta atlas integrated with local wisdom for enhancing science process skills. International Journal of Education and Teaching Zone, 4(2), 144–162. https://doi.org/10.57092/ijetz.v4i2.418

Patresia, I., Silitonga, M., & Ginting, A. (2020). Developing biology students’ worksheet based on STEAM to empower science process skills. Jurnal Pendidikan Biologi Indonesia (JPBI), 6(1), 147–156. https://doi.org/10.22219/jpbi.v6i1.10225

Perdana, F. A., & Sujadi, I. (2017). Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school. International Journal of Science and Applied Science: Conference Series, 1(1), 45–54. https://doi.org/10.20961/ijsascs.v1i1.5112

Rosa, W. F., & Susantini, E. (2020). Validitas pengembangan LKS berbasis CTL pada materi ekosistem untuk melatihkan keterampilan proses sains siswa kelas X SMA. BioEdu: Berkala Ilmiah Pendidikan Biologi, 9(3), 397–405. https://doi.org/10.26740/bioedu.v9n3.p397-405

Rukmana, R., Susantini, E., & Borhan, M. T. (2024). Development of PjBL teaching module based on Jombang’s local wisdom for training science entrepreneurship skills. Edubiotik: Jurnal Pendidikan, Biologi Dan Terapan, 9(02), 154–168. https://doi.org/10.33503/ebio.v9i02.243

Simanjuntak, Y. I. wati. (2024). STEM integrated problem based learning: Procedures and impacts on critical thinking. Jurnal Pendidikan MIPA, 25(2), 686–700. https://doi.org/10.23960/jpmipa/v25i2.pp686-700

Sinta, A. D., & Agustina, P. (2024). Science process skills and biology learning outcomes of high school students through the application of the guided inquiry learning model. Edubiotik: Jurnal Pendidikan, Biologi Dan Terapan, 9(01), 45–53. https://doi.org/10.33503/ebio.v9i01.4021

Stuppan, S., Rehm, M., Schijndel, T. J. P. Van, & Wilhelm, M. (2025). Do STEM education problem ‑ solving tasks trigger learners’ epistemic curiosity ? And why we should be astonished. International Journal of STEM Education, 12, 1–14. https://doi.org/10.1186/s40594-025-00557-z

Subamia, I. D. P. (2023). Keterampilan proses sains dan hasil belajar siswa pada pembelajaran menggunakan pendekatan starter experiment. Jurnal Pendidikan Dan Pengajaran (JPP) Undiksha, 45(1), 2023. https://doi.org/10.23887/jppundiksha.v45i1.1780

Sugiyono. (2019). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif. dan R&D. Alfabeta.

Suraida, Saputra, J., Salahuddin, Syefrinando, B., & Susanti, T. (2025). E-encyclopedia for biology education : Design, development, and evaluation of an innovative learning resource. International Journal of Education and Teaching Zone, 4(2), 223–242. https://doi.org/10.57092/ijetz.v4i2.442

Suryaningsih, S., & Nisa, F. A. (2021). Kontribusi steam project based learning dalam mengukur keterampilan proses sains dan berpikir kreatif siswa. Jurnal Pendidikan Indonesia, 2(6), 1097–1111. https://doi.org/10.59141/japendi.v2i06.198

Syafutri, R., & Soeharto. (2019). Movable book development to improve students’ science process skills. Jurnal Pendidikan Indonesia (JPI Undiksha), 8(1), 141–150. https://doi.org/10.23887/jpi-undiksha.v8i1.15640

Tampubolon, M. L. V., & Sipahutar, H. (2024). Development of project-based modules to improve learning outcomes, critical thinking and problem-solving skills. Jurnal Pendidikan Biologi Indonesia (JPBI), 10(2), 531–541. https://doi.org/10.22219/jpbi.v10i2.32958

Vermehren, J. A. V. (2025). How STEM students think : An AI-powered systematic review of thinking skills in STEM higher education. Discover Education, 4, 1–25. https://doi.org/10.1007/s44217-025-00936-2

Wahono, B., Lin, P., & Chang, C. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7, 1–18. https://doi.org/10.1186/s40594-020-00236-1

Wahyuningtyas, P. A., Wahyuni, S., & Rusdianto. (2025). Pengembangan modul IPA berbasis STEM dalam meningkatkan keterampilan proses sains siswa SMP. JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 5(4), 1335–1347. https://doi.org/10.53299/jagomipa.v5i4.2299

Wang, H. H., Awan, M. K. S., Jenkins, A. R., & Sarkar, S. (2025). Exploring instructional design, occupational interest, and orientation through integrated STEM: A systematic literature review. Canadian Journal of Science, Mathematics and Technology Education, 25(2), 271–291. https://doi.org/10.1007/s42330-025-00362-4

Wardani, N. T., Ismiyati, I., Tusyanah, T., & Sholikah, M. (2025). Evaluating the quality of archival learning programs using the CIPP model : A case study at SMK Negeri 9 Semarang. Jurnal Pendidikan Progresif, 15(01), 516–538. https://doi.org/10.23960/jpp.v15i1.pp

Wu, X. Ben, Sandoval, C., Knight, S., Jaime, X., Macik, M., & Schielack, J. F. (2021). Web-based authentic inquiry experiences in large introductory classes consistently associated with significant learning gains for all students. International Journal of STEM Education, 3. https://doi.org/10.1186/s40594-021-00290-3

Wulanningtyas, M. E., Arfi, & Ramadhan, A. F. (2023). Development of STEM-based learning media using Android and 4D model. Jurnal Pendidikan MIPA, 24(4), 890–900. http://dx.doi.org/10.23960/jpmipa/v24i4.pp890-900

Wulanningtyas, M. E., & Ratnasari, A. S. (2022). Development of STEM-based e-worksheets to improve creative thinking and STEM skills. Jurnal Pendidikan MIPA, 23(4), 1680–1691. http://dx.doi.org/10.23960/jpmipa/v23i4.pp1680-1691

Wyk, L. Van, Ramnarain, U., & Segun, O. (2025). The effects of inquiry-based learning on STEM-related career aspirations of grade 9 natural sciences students. Research in Science Education. https://doi.org/10.1007/s11165-025-10285-7

Yesnazar, A., Zhorabekova, A., Kalzhanova, A., Zhuzimkul, B., & Almukhanbet, S. (2024). Methodological system for the formation of meta-subject skills of primary school students in the context of STEM education. Frontiers in Education, 9, 1–8. https://doi.org/10.3389/feduc.2024.1340361

Zendrato, K. V. F., Lase, S. N., Dohona, W. M., Gea, T. Y., Gulo, V. E. N., Telaumbanua, A., Humendru, N. A., Gulo, E. J. J., & Harefa, E. (2024). Efektivitas model pembelajaran project-based learning terintegrasi STEM dalam peningkatan kemampuan literasi sains peserta didik sekolah dasar effectiveness of STEM-integrated project-based learning model in improving science literacy skills of elementar. Jurnal Riset Pendidikan Dasar, XX(XX), 223–234. https://doi.org/10.30595/jrpd.v5i2.23298

Zulkarnain, T. S., & Tanjung, I. F. (2023). STEM based ecosystem module: An effort to improve students’ science process skill. Jurnal Pendidikan Dan Pengajaran, 56(1), 33–44. https://doi.org/10.23887/jpp.v56i1.59516