<![CDATA[Purpose – STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) have been widely adopted as interdisciplinary learning approaches that integrate multiple disciplines to address the challenges of 21st-century education. This study aims to systematically examine research trends in STEM- and STEAM-based science learning at the secondary school level during the period 2021–2025.Methodology – This study employed a systematic literature review using the PRISMA approach. The article search process was conducted through the ERIC and Scopus databases. This study was limited to articles discussing science learning at the secondary school level. Based on the selection and screening process according to the PRISMA approach, 39 articles were obtained for further analysis.Findings – Research indicates that STEM topics are more prevalent than STEAM topics in secondary school science subjects. The dominant science material combined with STEM or STEAM is physics. The cognitive domain frequently appears in both STEM and STEAM research. Empirical research is needed to determine the potential of the STEM or STEAM approach to improve learning skills.Contribution - This research provides a methodological overview of the research patterns that have developed in the STEM and STEAM approach in science learning at the secondary school level in the last five years, so that it can be a reference for future researchers in designing empirical research and further studies]]>
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