Smart Laboratory sebagai Ekosistem Pembelajaran STEM dalam Meningkatkan Kompetensi Sains dan Teknologi Peserta DidikKajian Literatur Sistematis
DOI:
https://doi.org/10.63822/z735tt40Keywords:
Internet of Things; science competence; smart laboratory; STEM education ecosystem; systematic literature reviewAbstract
Background: The integration of digital technology into science laboratories has given rise to the concept of the Smart Laboratory, an Internet of Things (IoT)-based learning space that connects sensors, actuators, and cloud platforms to support real-time, data-driven experimentation. Within the framework of Science, Technology, Engineering, and Mathematics (STEM) education, the Smart Laboratory is increasingly positioned not merely as a facility but as part of a broader learning ecosystem that links curriculum, pedagogy, infrastructure, and stakeholders. Objectives: This study aims to synthesize empirical and conceptual evidence on how Smart Laboratory-based learning environments contribute to the development of students' science and technology competence, and to map the opportunities and challenges of their implementation, particularly within the Indonesian STEM education context. Methods: A systematic literature review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guideline. Relevant records were identified through structured searches using combinations of the keywords "smart laboratory", "IoT", "virtual laboratory", "remote laboratory", "STEM education", and "science competence" in international databases and reputable publishers, then screened based on relevance, recency (2014-2026), and methodological clarity. Results: The review indicates that IoT-based and virtual/remote laboratories are consistently associated with improved conceptual understanding, science process skills, and higher-order thinking, while simultaneously fostering technological competencies such as digital literacy, computational thinking, and data-driven reasoning. Implementation success is moderated by teacher digital competence and technology acceptance, infrastructure readiness, and data security and privacy safeguards. Conclusion: Smart Laboratory functions most effectively when designed as an integrated ecosystem-combining sensor-based infrastructure, project-based STEM pedagogy, and institutional support-rather than as an isolated tool, and its adoption in Indonesian schools requires deliberate teacher training, infrastructure investment, and policy alignment with the Kurikulum Merdeka.
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