Effectiveness of STEM-Based Physics Learning in Fostering Critical Thinking Skills at the Senior High School Level: A Systematic Literature Review

Amanda Manda; Erwina Oktavianty; M. Musa Syarif Hidayatullah

doi:10.23960/jpf.v14i1.19

Authors

Amanda Manda -
Erwina Oktavianty Physics Education, FKIP, University of Tanjungpura, Indonesia
M. Musa Syarif Hidayatullah Physics Education, FKIP, University of Tanjungpura, Indonesia

DOI:

https://doi.org/10.23960/jpf.v14i1.19

Keywords:

STEM Learning, Critical Thinking, Physics Education, SLR

Abstract

21st century competencies require students to develop strong critical thinking abilities, especially in physics education, which emphasizes conceptual understanding and problem solving. The STEM approach has emerged as an innovative solution to connect physics concepts with real world applications through experiments, problem solving, and product design. However, findings from previous studies remain scattered and have not been systematically synthesized regarding their magnitude and specific outcomes. This study therefore aims to analyze the effectiveness of STEM learning in improving students’ critical thinking skills in physics at the senior secondary level, using a Systematic Literature Review following PRISMA guidelines. This study reviewed 20 SINTA indexed national articles published between 2015 and 2025 were reviewed and analyzed. The results show that STEM based learning significantly improves critical thinking skills, with normalized gain (N gain) values ranging from 0.16 to 0.94, falling mostly in the moderate to high category. Effectiveness is strongest when STEM is integrated with Problem Based Learning (PBL) or Project Based Learning (PjBL). These findings provide evidence-based recommendations for curriculum design and instructional strategies in physics education, supporting the development of more effective STEM integrated learning programs to foster higher order thinking skills among secondary students.

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