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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan IPA Indonesia
Bintan Nuril Irvaniyah
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Menjembatani Pemikiran: Tinjauan Pustaka Sistematis tentang Pendekatan STEM dalam Menumbuhkan Berpikir Kritis pada Pendidikan Sains Bintan Nuril Irvaniyah; Parno; Marlina Ali
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12646

Abstract

This study systematically reviews STEM-based learning models and media designed to enhance students’ critical thinking skills. A total of 27 Scopus-indexed articles published between 2020 and 2024 were analyzed using a systematic literature review (SLR) approach. The analysis focused on publication trends, thematic emphases, key findings, and implementation challenges. Results indicate that STEM integration through models such as Problem-Based Learning (PBL) and Inquiry-based learning supports the development of several critical thinking indicators, especially explanation, inference, and decision-making. Quantitative findings from some studies show that improvements are often moderate, with the indicator of advance clarification consistently emerging as the weakest. Media such as worksheets and e-modules are found to facilitate structured inquiry and independent learning, yet their effectiveness remains constrained by limited teacher readiness, short implementation cycles, and challenges in interdisciplinary integration. STEM-based learning contributes positively to critical thinking development, though its impact varies across indicators and contexts. Future studies are recommended to design and evaluate targeted learning models, such as the Clarity Learning Model (CLM), which focuses on strengthening advance clarification while supporting other critical thinking dimensions.
Integrating the Clarity Learning Model with STEAM and Digital Mind Mapping to Enhance Students’ Conceptual Mastery Bintan Nuril Irvaniyah; Parno; Marlina Ali
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 3 (2026): September 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i3.49641

Abstract

Newton's laws are fundamental physics concepts that form a crucial basis for understanding more complex subjects. However, many students still struggle to understand and apply these concepts, particularly in interpreting force diagrams, vector representation, mathematical relationships, and diverse problem situations. This study evaluates the effect of a STEAM-integrating Clarity Learning Model (STEAM-integrating CLM) supported by digital mind mapping (DMM) on students’ conceptual mastery. A mixed-method approach with an embedded experimental design was used, and samples were selected using cluster random sampling. The experimental group was taught using the STEAM-integrating CLM with DMM, while the control group received instruction using CLM. Data were collected using a conceptual mastery (CM) test. The data were analyzed using an independent-samples t-test, normalized gain, and effect size. The results show that students in the experimental group achieved significantly higher CM than those in the control group. The normalized gain was large, with an effect size of 1.6. These findings indicate that integrating STEAM and DMM within CLM effectively improves students’ CM.
Co-Authors Marlina Ali Parno