A Systematic Review of Stem Approaches in Science Education And Their Impact on Critical Thinking Skills Among Elementary School Students

Ahmad Al Hafidz Ibnu Ruhanis, Naja Aliya Ruhanis

Abstract


This study aims to analyze the impact, integration of models, media and STEM-based learning products in science learning in elementary schools through a systematic literature review. The study used the Systematic Literature Review (SLR) method with reference to the PRISMA stages. Data were obtained from articles indexed by Google Scholar and DOAJ in the period 2021–2026. Of the 347 articles found, 5 articles met the inclusion criteria and were analyzed in depth. The results of the study show that: (1) STEM-based learning can significantly improve students' critical thinking skills, as indicated by an increase in critical thinking scores from 68.33 to 82.67 and from 38 to 79.5 in several studies; (2) the success of STEM implementation is supported by the integration of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) models, as well as the use of interactive digital media such as e-worksheets, e-modules, and learning LCDs that can increase student engagement and collaboration; and (3) STEM learning produces simple, innovative technology products and develops 21st-century skills (4C), although it still faces challenges in the form of limited learning time, device readiness, and teacher competence. Thus, STEM has the potential to be an effective approach to improving the quality of science learning and critical thinking skills of elementary school students.

Keywords


STEM, Science, Critical Thinking Skills, Elementary School

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References


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DOI: https://doi.org/10.61590/mad.v3i2.295

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