THE IMPACT OF STEM-BASED LEARNING ON STUDENTS’ CRITICAL THINKING SKILLS: A LITERATURE REVIEW

Dzulkifli Nurul Huda, Sri Wahyuni, Rayendra Wahyu Bachtiar

Abstract


Teachers’ abilities play a crucial role in determining the success of STEM-based learning, particularly in implementing creative and innovative teaching models and integrating the fields of a comprehensive approach to STEM subjects. These competencies enable the creation of learning processes that actively engage pupils, foster the development of CTs, and enhance collaborative abilities in learning activities. Teacher-centered learning Potentially inhibits progress pupils’ CTs, which ultimately leads to low learning outcomes. Therefore, the implementation of STEM-based learning aims to optimize CTs through active student engagement, problem solving activities, and collaboration in group work. The method used in this study is a Systematic Literature Review (SLR), which involves careful evaluation, journal selection, and the application of specific guidelines in every process conducted. The article screening process followed the PRISMA guidelines to ensure transparency and accountability in the selection process. The data collected included article identification, publication platform type, and keywords related to CTs and STEM education. Of the total 100 articles obtained (50 from Google Scholar and 50 from Scopus), 15 were selected for further analysis following the screening phase. Based on the research findings, STEM-based learning was proven to be significantly effective in improving pupils’ CTs.

Keywords


STEM; STEM based learning; critical thinking

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.10552

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