Meta-Analisis Implementasi STEM Education dalam Pembelajaran IPA: Pendekatan Systematic Literature Review
DOI:
https://doi.org/10.53299/diksi.v7i1.3959Keywords:
STEM Education, pembelajaran sains, literasi ilmiah, keterampilan abad ke-21Abstract
Tuntutan penguasaan kompetensi abad ke-21 mendorong perlunya integrasi pendekatan inovatif dalam pembelajaran IPA untuk meningkatkan keterampilan berpikir tingkat tinggi peserta didik. Penelitian ini bertujuan untuk menganalisis secara sistematis efektivitas integrasi STEM (Science, Technology, Engineering, and Mathematics) dalam pembelajaran IPA melalui pendekatan Systematic Literature Review (SLR) berbasis meta-analisis. Studi ini mengikuti prosedur PRISMA dengan menyeleksi 112 artikel yang diterbitkan pada periode 2020–2024 dari basis data Scopus, ERIC, ScienceDirect, dan Google Scholar, sehingga diperoleh 20 artikel empiris yang memenuhi kriteria inklusi. Data dianalisis menggunakan sintesis tematik dan perbandingan effect size (Cohen’s d) untuk mengevaluasi dampak terhadap keterampilan berpikir kritis dan kreatif, literasi sains, kemampuan pemecahan masalah, serta kompetensi abad ke-21 lainnya. Hasil penelitian menunjukkan bahwa integrasi STEM secara signifikan meningkatkan keterampilan berpikir tingkat tinggi dengan kategori effect size sedang hingga sangat tinggi, terutama melalui model Project-Based Learning dan Problem-Based Learning. Literasi sains juga mengalami peningkatan yang konsisten pada implementasi yang kontekstual dan berkelanjutan. Disimpulkan bahwa integrasi STEM yang terstruktur dan interdisipliner berkontribusi positif terhadap pembelajaran IPA yang bermakna. Implikasinya, diperlukan penyelarasan kurikulum, pengembangan profesional guru secara berkelanjutan, serta dukungan institusional untuk mengoptimalkan implementasi STEM secara berkelanjutan.
References
Amelia, R., & Santoso, S. (2021). 21st century skills in project-based learning integrated STEM on science subject: A Systematic Literature Review. Advances in Social Science, Education and Humanities Research, 583–590. https://doi.org/10.2991/assehr.k.210421.085.
Anwar, P., Usmeldi, & Asrizal. (2023). Effects of STEM integration in science learning on critical thinking and creative thinking skills: A meta-analysis. Jurnal Penelitian Pembelajaran Fisika, 9(2). https://doi.org/10.24036/jppf.v9i2.122493.
Anwar, P., Usmeldi, U., & Asrizal, A. (2023). Effects of STEM integration in science learning on critical thinking and creative thinking skills: A meta-analysis. Jurnal Penelitian Pembelajaran Fisika, 9(2). https://doi.org/10.24036/jppf.v9i2.122493.
Arafat, M., Budiyanto, C., Yuana, R., & Fenyvesi, K. (2024). Implementation of integrated STEM learning in educational robotics towards 21st century skills: A systematic review. International Journal of Education in Mathematics, Science and Technology, 12(2). https://doi.org/10.46328/ijemst.4271.
Asrizal, A., Usmeldi, U., & Azriyanti, R. (2023). Meta-analysis of the influence of the STEM-integrated learning model on science learning on 21st century skills. Jurnal Penelitian Pendidikan IPA, 9(8). https://doi.org/10.29303/jppipa.v9i8.3094.
Azizahwati, A., Januarti, J., Sari, S., Sari, R., Ranti, L., & Septyowaty, R. (2023). Meta-analysis of the effect of STEM application on higher order thinking skill in science learning. Momentum: Physics Education Journal, 7(1). https://doi.org/10.21067/mpej.v7i1.7959.
Cheng, L., Wang, X., & Ritzhaupt, A. (2022). The effects of computational thinking integration in STEM on students’ learning performance in K–12 education: A meta-analysis. Journal of Educational Computing Research, 61(2), 416–443. https://doi.org/10.1177/07356331221114183.
Christian, K., Kelly, A., & Bugallo, M. (2021). NGSS-based teacher professional development to implement engineering practices in STEM instruction. International Journal of STEM Education, 8, Article 1–18. https://doi.org/10.1186/s40594-021-00284-1.
Guerzon, J., & Busbus, S. (2023). Systematic Literature Review on the perceptions of teachers of STEM integration. SEAQIS Journal of Science Education, 3(2). https://doi.org/10.58249/sjse.v3i02.115.
Hamad, S., Tairab, H., Wardat, Y., Rabbani, L., Alarabi, K., Yousif, M., Abu-Al-Aish, A., & Stoica, G. (2022). Understanding science teachers’ implementations of integrated STEM: Teacher perceptions and practice. Sustainability, 14(6), 3594. https://doi.org/10.3390/su14063594.
Hamad, S., Tairab, H., Wardat, Y., Rabbani, L., Alarabi, K., Yousif, M., Abu-Al-Aish, A., & Stoica, G. (2022). Understanding science teachers’ implementations of integrated STEM: Teacher perceptions and practice. Sustainability, 14(6). https://doi.org/10.3390/su14063594.
Ichsan, I., Suharyat, Y., Santosa, T., & Satria, E. (2023). Effectiveness of STEM-based learning in teaching 21st century skills in Generation Z students in science learning: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(1). https://doi.org/10.29303/jppipa.v9i1.2517.
Ilma, A., Wilujeng, I., Widowati, A., Nurtanto, M., & Kholifah, N. (2023). A Systematic Literature Review of STEM Education in Indonesia (2016–2021): Contribution to improving skills in 21st century learning. Pegem Journal of Education and Instruction, 13(2). https://doi.org/10.47750/pegegog.13.02.17.
Joseph, O., & Uzondu, N. (2024). Curriculum development for interdisciplinary STEM Education: A review of models and approaches. International Journal of Applied Research in Social Sciences, 6(8). https://doi.org/10.51594/ijarss.v6i8.1371.
Joseph, O., & Uzondu, N. (2024). Curriculums development for interdisciplinary STEM Education: A review of models and approaches. International Journal of Applied Research in Social Sciences, 6(8). https://doi.org/10.51594/ijarss.v6i8.1371.
Lafifa, F., Rosana, D., Suyanta, S., Nurohman, S., & Astuti, S. (2023). Integrated STEM approach to improve 21st century skills in Indonesia: A systematic review. International Journal of STEM Education for Sustainability, 3(2). https://doi.org/10.53889/ijses.v3i2.219.
Le, H., Nguyen, V., & Nguyen, T. (2023). Integrated STEM approaches and associated outcomes of K–12 student learning: A systematic review. Education Sciences, 13(3). https://doi.org/10.3390/educsci13030297.
Mafugu, T., Nzimande, E., & Makwara, C. (2024). Teachers’ perceptions of integrative STEM Education in life sciences classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 20. https://doi.org/10.29333/ejmste/15624.
Martawijaya, M., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. (2023). The effect of applying the Ethno-STEM project-based learning model on students' higher-order thinking skill and misconception of physics topics related to Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1). https://doi.org/10.15294/jpii.v12i1.38703.
Nazifah, N., & Asrizal, A. (2022). The effect of STEM integrated modules on knowledge and students’ 21st century skills in science and physics learning: A meta-analysis. International Journal of Progressive Sciences and Technologies, 34(1). https://doi.org/10.52155/ijpsat.v34.1.4527.
Nazifah, N., & Asrizal. (2022). The effect of STEM integrated modules on knowledge and students' 21st century skill in science and physics learning: A meta-analysis. International Journal of Progressive Sciences and Technologies, 34(1). https://doi.org/10.52155/ijpsat.v34.1.4527.
Nilyani, K., Asrizal, & Usmeldi. (2023). Effect of STEM integrated science learning on scientific literacy and critical thinking skills of students: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(6). https://doi.org/10.29303/jppipa.v9i6.2614.
Nilyani, K., Asrizal, A., & Usmeldi, U. (2023). Effect of STEM integrated science learning on scientific literacy and critical thinking skills of students: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(6). https://doi.org/10.29303/jppipa.v9i6.2614.
Ningtyas, P., Widarti, H., Parlan, P., Rahayu, S., & Dasna, I. (2024). Enhancing students’ abilities and skills through science learning integrated STEM: A Systematic Literature Review. International Journal of Education in Mathematics, Science and Technology, 12(1). https://doi.org/10.46328/ijemst.4292.
Penelitian, J., Santosa, T., Ratih, A., & Azriyanti, R. (2024). The influence of the STEM-based guided inquiry model on students’ creative thinking skills in science learning: A meta-analysis study. Jurnal Penelitian Pendidikan IPA, 10(3). https://doi.org/10.29303/jppipa.v10i3.6777.
Sahito, Z., & Wassan, S. (2024). Literature review on STEM Education and its awareness among teachers: An exploration of issues and problems with their solutions. SAGE Open, 14(1). https://doi.org/10.1177/21582440241236242.
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of problem-based learning (PBL) in STEM Education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10). https://doi.org/10.3390/educsci12100728.
Tenti, N., Asrizal, A., Murtiani, M., & Gusnedi, G. (2021). Meta-analysis of the effect of integration STEM Education in various learning models on student physics learning outcomes. Pillar of Physics Education, 14(1). https://doi.org/10.24036/10331171074.
Usmeldi, & Azriyanti, R. (2023). Meta-analysis of the influence of the STEM-integrated learning model on science learning on 21st century skills. Jurnal Penelitian Pendidikan IPA, 9(8). https://doi.org/10.29303/jppipa.v9i8.3094.
Wahono, B., Lin, P. L., & Chang, C. Y. (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.
Zan, A., Nilyani, K., Azriyanti, R., Asrizal, & Festiyed. (2023). Effect of STEM-based mathematics and natural science teaching materials on students' critical and creative thinking skills: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(6). https://doi.org/10.29303/jppipa.v9i6.2678.
Zan, A., Nilyani, K., Azriyanti, R., Asrizal, A., & Festiyed, F. (2023). Effect of STEM-based mathematics and natural science teaching materials on students' critical and creative thinking skills: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(6). https://doi.org/10.29303/jppipa.v9i6.2678.
Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. (2022). Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. Psychology, Evaluation, and Technology in Educational Research, 5(1). https://doi.org/10.33292/petier.v5i1.144
Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. (2022). Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. Psychology, Evaluation, and Technology in Educational Research, 5(1). https://doi.org/10.33292/petier.v5i1.144.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 DIKSI: Jurnal Kajian Pendidikan dan Sosial
This work is licensed under a Creative Commons Attribution 4.0 International License.
