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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan IPA Indonesia
Marlina Ali
Universiti Teknologi Malaysia
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.
Berpikir Kritis dalam Pembelajaran Fluida Dinamis: Tinjauan Sistematis Model Pembelajaran Cindy Tyas Harvina; Parno; Ahmad Taufiq; Marlina Ali
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13935

Abstract

This study aims to identify learning models implemented to promote student’s critical thinking skills in fluid dynamics learning and synthesize evidence regarding their reported effectiveness. Using the PRISMA framework, seven empirical studies published between 2021 and 2025 and focusing on senior high school students were selected according to predefined inclusion criteria. The review examined student’s initial critical thinking conditions, instructional approaches, and reported learning outcomes. The findings indicate that student’s initial critical thinking skills in fluid dynamics were generally low to moderate, suggesting persistent difficulties in higher-order thinking processes. The reviewed studies implemented five instructional approaches, namely Problem-Based Learning, Guided Inquiry, RADEC, Metacognition Based Discovery Learning, and Think Pair Share, all of which were reported to support student’s critical thinking development. Several studies employing pretest–posttest measures reported moderate to high learning gains, while posttest-based studies showed higher critical thinking performance among students receiving innovative instruction. The reviewed evidence also suggests that students often experience difficulties in relating relationships among pressure, velocity, and flow rate to mathematical representations and scientific reasoning. Overall, student-centered instructional approaches contribute positively to critical thinking development in fluid dynamics learning, although their effectiveness varies across learning contexts and assessment indicators.
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 Ahmad Taufiq Bintan Nuril Irvaniyah Cindy Tyas Harvina Parno