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All Journal Kasuari: Physics Education Journal (KPEJ) Jurnal Penelitian Pembelajaran Fisika
Pujianto
Universitas Negeri Yogyakarta
Education Physics

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Integrating STEM in Physics Learning to Improve 21st Century Skills: A Systematic Literature Review Novita Wulandari; Pujianto
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v8i2.952

Abstract

21st century skills need to be mastered by learners for education to be of high quality and relevant to the demands of the times. These skills include critical thinking, creative thinking, the ability to collaborate, as well as effective communication skills, all of which are important in facing global challenges and the complexity of the modern workplace. The purpose of this study was to evaluate article reviews on the incorporation of STEM (Science, Technology, Engineering, and Mathematics) into physics teaching to support the development of these skills. The method used was a systematic literature review with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) design consisting of four main stages, namely identification, screening, validity, and inclusion. The Scopus database was used as a search source for relevant scientific articles. A total of 1613 papers discussing STEM integration in physics education were found from 2018 to 2024. Of these, 25 papers were selected based on screening criteria and topic suitability. Based on the data synthesis of these articles, it can be concluded that the application of the STEM approach in physics learning significantly supports the development of 21st century skills. In addition to the four key skills, this integration also has the potential to strengthen civic values and character education through contextualized and interdisciplinary learning approaches. Collaboration between the STEM approach and other innovative learning models, such as problem-based learning or project-based learning, is considered effective in creating deep and meaningful learning experiences for students.
Development of A Multidimensional Assessment Instrument on the Topic of Torque Lola Ananda; Pujianto; Edi Istiyono
Jurnal Penelitian Pembelajaran Fisika Vol. 16 No. 4 (2025): OCTOBER 2025
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v16i4.2848

Abstract

This research focuses on the development of a multidimensional assessment instrument aimed at evaluating high school students’ learning outcomes in the topic of torque within physics education. The instrument integrates cognitive, affective, and psychomotor domains through a combination of multiple-choice questions for conceptual understanding and Likert-scale questionnaires for assessing students’ interest and communication skills. The development process followed a systematic model consisting of planning, instrument construction, and pilot testing. The trial was conducted with 22 eleventh-grade students from SMAN 1 Dlingo, Bantul, Indonesia, selected via random sampling. Content validity was assessed using Aiken’s V index, while internal consistency reliability was measured using Cronbach’s Alpha with SPSS version 26.0. The results indicated that all items demonstrated high content validity (V > 0.87) and acceptable to excellent reliability coefficients: 0.74 for cognitive, 0.81 for affective, and 0.93 for psychomotor components. These findings affirm that the developed instrument is both valid and reliable, making it suitable for comprehensive evaluation of student learning outcomes in physics. Practically, the instrument enables teachers to diagnose students’ conceptual mastery, motivation, and communication skills in an integrated manner, especially for abstract topics like torque. The novelty of this research lies in its multidomain assessment design tailored to the challenges of physics learning in the Indonesian high school context, supporting differentiated instruction and holistic evaluation aligned with the curriculum.
Co-Authors Edi Istiyono Lola Ananda Novita Wulandari