Vol. 1 No.

2 (2023)

LITERATURE REVIEW: THE EFFECT OF A STEM APPROACH ON

STUDENT COMPETENCIES
Muhammad Dwiki Fillah1 , Fatni Mufit2
1,2
Physics Department, Padang State University, Jl. Prof. Dr. Hamka Air Tawar Padang 25131, Indonesia
Corresponding author. Email:dwikifillah@gmail.com

ABSTRACT
Education plays a central role in building a superior generation that is able to face the challenges of the
era of globalization. Continuous advances in science and technology encourage the need for students to be able
to master various skills. STEM (Science, Technology, Engineering, and Mathematics) has become the main
focus in the development of modern education curricula, integrating science, technology, engineering and
mathematics to help students overcome problems comprehensively. The importance of STEM in education lies in
its ability to train students to become inventors, logical thinkers, innovators, independent and good problem
solvers. STEM not only emphasizes mastery of scientific concepts, but also encourages the development of
creative and critical thinking. In the context of physics learning, the implementation of STEM has a positive
impact on the development of students' creative and critical thinking. Learning models, such as PjBL, PBL, and
Blended Learning, are effective instruments in integrating physics concepts with creative and critical thinking.
The results of the literature review research show that PjBL is the most widely developed learning model,
followed by PBL and Blended Learning. Physics learning materials developed through the STEM approach are
also very varied, from 12 articles there are 8 different learning materials. Thus, the application of STEM in
physics learning provides flexibility and diversity to achieve the goal of developing creative and critical thinking
in students. This research provides a strong basis for improving more effective STEM learning strategies, by
considering the success of certain learning models and diversifying physics learning materials. Thus, STEM
learning is not only a means of understanding scientific concepts, but also a tool for honing students' creative
and critical thinking skills in the future.

Keywords: STEM, creative think, critical think

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I. INTRODUCTION

Education plays a central role in building a superior generation that is ready to welcome and respond to the
influence of the challenges of the times in the current era of globalization. The development of science and
technology is growing very rapidly, students must have the ability to master various skills. Advances in science
and technology also influence various elements in human life, such as in the field of education , efforts to build
community life (Karmila, 2022). As science and technology (IPTEK) develops, education will of course also
develop (Doyan, 2022). High-quality education can produce intelligent thinking skills, broader knowledge,
mastery of technology , and professionalism.
STEM (Science, Technology, Engineering, and Mathematics) has become the main focus in the
development of modern educational curricula (Subroto, 2021). STEM is not only a combination of science,
technology, engineering and mathematics, but also as an interdisciplinary and application of knowledge in
linking the real world with various problem solving (Khairiyah, 2019). Each element in STEM has
characteristics that differentiate it from each other. The integration of these four aspects can help students solve
various aspects of problems in a more comprehensive way . Torlakson (2014) states that these four
characteristics can be described, namely: (1) science represents knowledge from a theory that exists in nature; (2)
technology becomes the skill of a system that is used to organize knowledge or design a tool to help facilitate
performance; (3) technique is knowledge in applying steps to solve problems; and (4) mathematics as a science

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 Muhammad Dwiki Fillah , et al

that combines quantities, numbers and also space which requires logical thinking without including evidence of
the data obtained.
STEM helps students to become inventors, logical thinkers, innovators, self-reliant and better problem
solvers (Rahardhian, 2019). STEM refers to providing practical support in education for each element of STEM
individually, while advancing educational approaches in integrating science, technology, engineering, and
mathematics. STEM emphasizes a more holistic learning process, and can also be thought of as training that
prepares individuals for future careers.
STEM not only emphasizes mastery of scientific concepts, but also encourages the development of
students' creative and critical thinking. Creative thinking involves the ability to produce innovative ideas.
Creativity refers to students' ability to discover new things, including fresh ideas or existing results, either in the
form of innovation or combining existing elements. which has never existed before. Apart from that, creativity
can also be measured through students' ability to solve problems or provide unique answers to a challenge.
Student creativity is very important in supporting success, exploring and also training creative thinking skills
(Surya, 2018). Meanwhile, critical thinking involves rational evaluation of information. Developing critical
thinking skills cannot occur automatically; There needs to be practice so that students can master critical
thinking skills. Although thinking is a natural process, if it is not given attention, it can often result in erroneous
understanding and a lack of information. Students who have critical thinking skills tend to have self-confidence
and can think logically and can solve the problems they face (Lutfhiah, 2022).
In the context of physics learning, STEM implementation includes the application of learning models that
can stimulate these two aspects. Therefore, a deep understanding of effective learning models in integrating
physics concepts with creative and critical thinking is essential in improving the quality of STEM education at
the high school level. In its implementation, STEM teaching is often combined with various other learning
models. A learning model should provide guidance and direction to educators in providing lessons (Alexander,
2023). Physics itself is part of one of the lessons in the field of natural science (IPA). Sani (2013) believes that
physics is a part of science. Physics is a universal science that is the basis for progress in the development of
science and technology and has an important influence in various scientific disciplines and in the learning
process ( Karmila & Dian, 2022).
As one of the main components of STEM (science, technology, engineering and mathematics), science
plays a very important role. It is an important study of natural phenomena that includes observation and
measurement. The aim here is to provide an objective understanding regarding the changes that always occur in
the environment around educators and students. In this case, physics is one of the main fields of science at
primary and secondary school levels . Physics is a study taught at the secondary level which aims to find
knowledge about natural phenomena that occur around us(Rosyidah, 2020)
In this regard, this research will explore these concepts to identify how STEM influences creative and
critical thinking in its application to learning models and physics subjects . Seeing whether the influence of
STEM with learning models in this subject can build creative and critical thinking skills.

II. METHOD

In this research, the method used is a literature review using a quantitative descriptive review. The first step
of this method is selecting manuscripts, where the articles need to be analyzed to consider the influence of
STEM on creative and critical thinking. Then 12 selected articles were collected from international journals
through IOP Publishing as well as national journals recognized through the Google Scholar website. Reducing
the number of articles was carried out based on criteria, 1) articles were searched using the keywords STEM,
creative thinking, critical thinking, 2) articles used as sources for literature reviews were articles published in
2019-2023, 3) articles studied examined the influence of STEM on thinking creative and critical. Apart from
that, this literature review search also used a search for national journal articles in the field of physics education
from the Google Scholar search page with the keywords Learning Models, STEM, Secondary Physics, Creative
Thinking and Critical Thinking in the last 5 years, namely 2019-2023.

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Table 1. Identity of articles for literature review

Author and Year of

No Article Identity Article Code
Publication
1 “The influence of PBL-STEM on students' problem- A1 Parno et al., 2019
solving skills in the topic of optical instruments”
2 “Pengaruh Pembelajaran Pjbl Berbasis Stem A2 Rahardhian, 2019
Terhadap Kemampuan Berpikir Kritis Siswa Pada
Materi Listrik Dinamis”
3 “Kemampuan berpikir kritis pada model project A3 Sumardiana et al., 2019
based learning disertai STEM siswa SMA pada suhu
dan kalor”
4 “Efikasi diri siswa dalam pembelajaran proyek A4 Hasbullah et al., 2020
berbasis STEM pada materi termodinamika”
5 “Penerapan model project based learning berbasis A5 Maulana, 2020
STEM pada pembelajaran fisika siapkan
kemandirian belajar peserta didik”
6 “Kemampuan Berpikir Kritis Siswa melalui Model A6 Rosyidah et al., 2021
STEM PjBL disertai Penilaian Otentik pada Materi
Fluida Statis”
7 “Efektivitas model pembelajaran blended learning A7 Wahyunita & Subroto, 2021
dengan pendekatan STEM dalam upaya
meningkatkan kemampuan berfikir kritis peserta
didik”
8 “Pengaruh Model STEM Terhadap Kreativitas Sains A8 Doyan et al., 2022
Peserta Didik Pada Materi Suhu dan Kalor: Model
STEM, Kreativitas Sains, Suhu dan Kalor”
9 “Pengembangan Perangkat Pembelajaran Fisika A9 Lutfiah et al., 2022
Model STEM Untuk Meningkatkan Kreativitas Sains
dan Kemampuan Berpikir Kritis Peserta Didik Pada
Materi Suhu dan Kalor”
10 “DAMPAK PENERAPAN MODEL PjBL A10 Mahombar et al., 2023
DENGAN STEM PADA KEMAMPUAN
BERPIKIR KREATIF DAN BERPIKIR KRITIS
SISWA”
11 “Pembelajaran Fisika Dengan Model PBL A11 Nuzula & Jatmiko, 2023
BerbasisSTEM Untuk Meningkatkan Keterampilan
Berpikir Kritis Peserta Didik SMA”
12 “Penerapan STEM-PjBL dalam Meningkatkan A12 Pramadina et al., 2023
Keterampilan Berpikir Kreatif Siswa pada Materi
Dinamika Rotasi dan Kesetimbangan Benda Tegar”

The descriptive review is quantitative in nature, codification of the object under study is carried out based
on publication time, theory and results which will later be carried out by frequency analysis with the results of
the codification carried out (Lestari, 2022). The analysis technique used uses a percentage technique which is
analyzed descriptively.

III. RESULTS AND DISCUSSION

Analysis of 12 articles was carried out from 2019 to 2023. These articles came from within and outside the
country and were searched for in international journals via the IOP Publishing website and in domestic journals
via the accredited Google Scholar website. This research refers to 12 relevant articles discussing the influence of
the STEM approach on student competence. The articles are grouped based on the influence of STEM on
learning models, the influence of STEM on learning materials to create creative and critical thinking skills, and
the combined influence of STEM on student competence.
For data on the influence of the STEM approach on student competency based on learning models, see
table 2 below.

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 Muhammad Dwiki Fillah , et al

Table 2 . Data on the influence of the STEM approach on creative and critical thinking
based on learning models
No Learning model Article Code Total Percentage
1 PjBL A2, A3, A4, A5, A6, A10, 7 70%
A112
2 PBL A1, A11 2 20%
3 Blended Learning A7 1 10%

Of the 12 articles used as literature review material regarding the influence of STEM on student
competence, there were several types of learning models developed, namely PjBL, PBL, and Blended Learning.
Where in the PjBL learning model there are 7 articles that develop the influence of STEM PjBL or apply the
STEM-based PjBL learning model to create students' creative and critical thinking skills. Then, from the PBL
learning model, 2 STEM-based articles were developed. Meanwhile, in the Blended Learning learning model, 1
article was developed using the influence of the STEM approach.
For the second grouping, data regarding the influence of STEM on student competency based on subject
matter is presented in table 3.

Table 3. Data on the influence of the STEM approach on student competence

Based on learning material
No Subject matter Article Code Total Percentage
1 Optical Tools A1 1 10%
2 Temperature and Heat A3, A8, A9 3 30%
3 Dynamic electricity A2 1 10%
4 Static Fluid A6 1 10%
5 Thermodynamics A4 1 10%
6 Rotational Dynamics A12 1 10%
7 Equilibrium of Rigid Bodies A12 1 10%
8 Momentum and Impulse A10 1 10%

From a number of literature research articles examining the influence of the STEM approach on student
competence, various physics subject matter has been developed such as optical devices, temperature and heat,
dynamic electricity, static fluids, thermodynamics, rotational dynamics, rigid body equilibrium, and momentum
and impulse. Therefore, it appears that the influence of the STEM approach on student competence can be used
in various types of physics subject matter.
The third data grouping is a combination of STEM approaches to student competencies, which can be seen
in table 4.

Table 4. Data combines STEM approaches to creative and critical thinking

as well as solution to problem
No Approach Ability Article Code Total Percentage
1 Creative Thinking A8, A9, A10, A12 4 40%
2 STEM Critical thinking A2, A3, A6, A7, 6 60%
A10, A11
3 Solution to problem A1, A4, A5 3 30%

This literature review research also examines the effect of a combination of STEM approaches on student
competence in improving creative thinking skills, critical thinking, and also students' problem solving skills. Of
the articles used as literature material for this review, the influence of the STEM approach is very influential in
improving students' creative thinking skills, critical thinking and ability to solve problems. Based on the results
of a literature review of a number of articles used as material in this literature review research, there are 4 articles
that apply the STEM approach in building creative thinking skills, 6 articles that make STEM applicable in
building critical thinking skills, and there are also 3 articles that make STEM in helping students in solving a
problem they face.

IV. CONCLUSION

In this research, analysis of 12 articles from 2019 to 2021 highlights the influence of STEM on student
competence, with a focus on learning models, physics learning materials, as well as the development of creative

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 Muhammad Dwiki Fillah, et al

thinking skills, critical thinking, and also problem solving. The identified learning models, such as PjBL, PBL,
and Blended Learning, have a positive impact in building students' competency abilities, especially when
integrated with a STEM approach. Of the 12 articles that formed the basis of the literature review, PjBL stands
out as the learning model that has been most developed, with 7 articles showing its success in creating creative,
critical thinking and problem solving skills. PBL also makes a significant contribution, followed by Blended
Learning. The importance of STEM influence on physics learning material is also revealed through significant
variations in topics such as Optical Devices, Temperature and Heat, Dynamic Electricity, and others. Thus, it can
be concluded that the application of STEM in physics learning provides diversity and flexibility in achieving the
goals of developing creative and critical thinking, as well as being material in solving problems that students can
learn. The results of this research provide a strong foundation in improving more accurate STEM learning
strategies, by considering the success of certain learning models and diversifying physics learning materials.
This is an important basis for optimizing learning in developing students' competency skills in the future.

ACKNOWLEDGMENT

I thank Him because during the initial process of writing this article, I was still given good health until the
completion of the process of creating this article. We would also like to express our thanks to the lecturer of the
Learning and Publication Seminar course, Mrs. Fatni Mufid, who provided guidance, support and guidance in
making this article, which was created as the final project assignment in the Learning and Publication Seminar
course.

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