TRENDS IN 10 YEARS OF IMPLEMENTATION OF INQUIRY LEARNING - STEM IN SCIENCE LEARNING: BIBLIOMETRIC ANALYSIS RESEARCH Dwikie Mahendra Sani (a)- Sulistyo Saputro (a*)- Sukarmin (b)- Bowo Sugiharto (c)
a) Doctorate Program on Science Education, Universitas Sebelas Maret, Indonesia
*sulistyo_s[at]staff.uns.ac.id
b) Physics Education Program, Universitas Sebelas Maret, Indonesia
c) Biology Education Program, Universitas Sebelas Maret, Indonesia
Abstract
Learning 21st century skills trigger education to produce a better generation as the nation^s successor. Inquiry-STEM is a project-based learning model to solve problems based on STEM aspects, namely science, technology, engineering, and mathematics. This study aims to analyse the application of the inquiry learning model that integrates STEM in science learning from the bibliometric distribution. The analysis was carried out by taking data sourced from the Scopus database using the keywords ^inquiry, STEM, science education, and learning in 2014-2024^. Data mapping is done using the VOS Viewer software. The data obtained was 320 documents sourced from the Scopus database in the form of articles (not conference papers). So, from the data obtained, the most significant relationship by applying the integrated inquiry learning model in the context of science learning is the topics of critical thinking skills, science literacy, motivation, creativity, problem-solving skills, and cooperation. The subject matter that is widely used is related to the topic of alternative energy. In addition to the discovery-based learning model, other learning models integrated with STEM are problem-based, project-based learning, and discovery. Science learning activities that apply the inquiry-STEM model are experimental activities both in the laboratory and outside the laboratory
