Article Per Year (5 Year)
p-Index From 2021 - 2026
1.532
P-Index
This Author published in this journals
All Journal Phi : Jurnal Pendidikan Fisika dan Terapan JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI JURNAL PENDIDIKAN FISIKA JIPF (Jurnal Ilmu Pendidikan Fisika) JPF : JURNAL PENDIDIKAN FISIKA KARST : Jurnal Pendidikan Fisika dan Terapannya Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Islamic Journal of Integrated Science Education PPSDP International Journal of Education
Tri Hastiti Fiskawarni, Tri Hastiti
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
STEAM-Based Authentic Assessment in Improving Physics Students’ Critical Thinking Skills: A Systematic Literature Review Fiskawarni, Tri Hastiti; Bancong, Hartono; Sukmawati, Sukmawati
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.733

Abstract

This study examines the effectiveness of authentic assessment based on STEAM (Science, Technology, Engineering, Arts, and Mathematics) in improving physics students’ critical thinking skills through a PRISMA-based systematic literature review (SLR) of publications from 2020–2025. The search was conducted in Scopus, Web of Science, DOAJ, and Google Scholar using the keywords: (“STEAM” OR “STEM+Arts”) AND (“authentic assessment” OR “performance assessment” OR “project-based assessment” OR “rubric”) AND (“critical thinking”) AND (“physics education” OR “physics students”). After removing duplicates and screening titles/abstracts according to inclusion criteria (peer-reviewed empirical studies, STEAM-based assessment in physics or closely related science-physics contexts, reporting critical thinking outcomes), 58 eligible articles were retained for full analysis. The final corpus consisted of quasi-experimental/intervention studies, classroom action research, and mixed-methods designs, predominantly at undergraduate and upper-secondary levels, with most studies conducted in Asia (especially Indonesia) and Europe. The synthesis shows that authentic STEAM-based assessments significantly improve critical thinking skills, especially in analysis (28%), evaluation (32%), and creation (35%), with effective strategies including interdisciplinary projects, technology-supported simulations, and collaborative teamwork. Across studies reporting effect sizes, the mean effect was in the moderate-to-large range (Cohen’s d = 0.72). This approach aligns with Vygotsky’s constructivism and Bloom’s taxonomy by promoting contextual learning and active student engagement. Nevertheless, implementation faces challenges such as limited resources, uneven student readiness, and potential subjectivity in scoring. The study recommends lecturer training, rubric development, and the use of accessible technologies to strengthen STEAM assessment practices in Indonesia and comparable contexts. Further experimental validation and local adaptation are recommended.
Co-Authors Ana Dhiqfaini Sultan, Ana Dhiqfaini Andi Arie Andriani, Andi Arie BAHARUDDIN, FITRIANI Binongko, Wa Sarnia Hartono Bancong Kasmiryanti Ar, Siti Nurcahya Misa, Yulianti Ratte Nurazmi Nurazmi, Nurazmi Park, Jisun Rahmawati, Rahmawati Rezkawati Saad, Rezkawati Salwa Rufaida Sindi, Sindi Sukmawati Sukmawati Widiasih, Widiasih Yusri Handayani