Integration of STEM Approach in Science Education: Enhancing Students' Critical Thinking, Creativity, and Engagement in Elementary Schools in Palembang

Authors

Esti Susiloningsih , Apit Fathurohman , Siti Dewi Maharani , M. Fatih Fathurohman , Suratmi , Dwi Cahaya Nurani

DOI:

10.29303/jppipa.v11i4.10615

Published:

2025-04-25

Issue:

Vol. 11 No. 4 (2025): April

Keywords:

Creativity, Critical thinking, STEM education, Student engagement

Research Articles

Downloads

How to Cite

Susiloningsih, E., Fathurohman, A., Maharani, S. D., Fathurohman, M. F., Suratmi, & Nurani, D. C. (2025). Integration of STEM Approach in Science Education: Enhancing Students’ Critical Thinking, Creativity, and Engagement in Elementary Schools in Palembang. Jurnal Penelitian Pendidikan IPA, 11(4), 10–19. https://doi.org/10.29303/jppipa.v11i4.10615
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study investigates the impact of STEM (Science, Technology, Engineering, and Mathematics) approaches on enhancing critical thinking, creativity, and student engagement in science education among elementary school students in Palembang, Indonesia. A quasi-experimental design with a pretest-posttest control group was employed, involving 120 fifth-grade students from two public elementary schools. The experimental group participated in a 6-week STEM-based science learning program, which included hands-on activities, project-based learning, and collaborative problem-solving tasks, while the control group followed the conventional science curriculum. Data were collected through pre- and post-tests, creativity assessments using the Torrance Test of Creative Thinking (TTCT), observation sheets, and student project evaluations. The results revealed significant improvements in critical thinking (M=85.6, SD=4.2) and creativity (M=82.4, SD=3.8) among students in the experimental group compared to the control group (critical thinking: M=72.3, SD=5.1; creativity: M=68.7, SD=4.5), with p-values of 0.001 and 0.002, respectively. Additionally, observational data indicated higher levels of student engagement, collaboration, and enthusiasm in the experimental group. These findings underscore the effectiveness of STEM-based learning in fostering higher-order thinking skills and innovation, while also highlighting the importance of contextualizing STEM education to local environments. However, challenges such as limited resources, inadequate teacher training, and rigid curricula were identified as barriers to implementation. The study concludes with recommendations for policymakers and educators to invest in STEM infrastructure, provide professional development for teachers, and reform curricula to support the integration of STEM approaches in Indonesian elementary schools.

References

Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2020). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 30(1), 21–37. https://doi.org/10.1007/s10798-018-9491-7

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. Longman. https://doi.org/10.4324/9781315663379

Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2019). Supporting STEM education in secondary science contexts. Interdisciplinary Journal of Problem-Based Learning, 13(2), 1–15. https://doi.org/10.7771/1541-5015.1806

Barcelona, K. (2014). 21st Century Curriculum Change Initiative: A Focus on STEM Education as an Integrated Approach to Teaching and Learning. American Journal of Education Research, 2(10), 862-875. http://doi.org/10.12691/education-2-10-4

Barrett, B. S., Moran, A. L. & Woods, J. E. (2014). Meteorology meets engineering: An interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education, 1(1), 1-6. https://doi.org/10.1186/2196-7822-1-6

Burrows, A. C., Breiner, J. M., Keiner, J. & Behm, C. (2014). Biodiesel and integrated STEM: Vertical alignment of high school biology/biochemistry and chemistry. Journal of Chemical Education, 91(9), 1379-1389. https://doi.org/10.1021/ed500029t

Basham, J. D., Israel, M., & Maynard, K. (2010). An Ecological Model of STEM Education: Operationalizing STEM for all. Journal of Special Educaion Technology, 25(3), 9. http://doi.org/10.1177/016264341002500303

Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education, 12(5). Retrieved from https://www.jstem.org/jstem/index.php/JSTEM/article/download/1509/1394

Bell, D., & Bell, T. (2018). Integrating computational thinking with a music education context. Informatics in Education, 17(2), 151–166. https://doi.org/10.15388/infedu.2018.09

Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35. https://doi.org/10.1080/21532974.2010.10784651

Chai, C. S., & Lim, C. P. (2021). Teacher professional development for STEM education: A systematic literature review. Educational Technology Research and Development, 69(1), 1–22. https://doi.org/10.1007/s11423-020-09841-7

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2018). Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education, 5(1), 1–19. https://doi.org/10.1186/s40594-018-0101-z

Dinas Pendidikan Palembang. (2022). Laporan tahunan pendidikan Kota Palembang. Pemerintah Kota Palembang.

Drigas, A., & Kefalis, C. (2024). Streaming: A Comprehensive Approach to Inclusive STEM Education. Scientific Electronic Archives, 17(5), 1-7. http://dx.doi.org/10.36560/17520241984

El-Deghaidy, H. & Mansour, N. (2015). Science Teachers’ Perceptions of STEM Education: Possibilities and Challenges. International Journal of Learning and Teaching, 1(1), 51-54. https://doi.org/10.18178/ijlt.1.1.51-54

English, L. D. (2019). Learning while designing in a fourth-grade integrated STEM problem. International Journal of Technology and Design Education, 29(5), 1011–1032. https://doi.org/10.1007/s10798-018-9472-1

Falloon, G., Forbes, A., Stevenson, M., Bower, M., & Hatzigianni, M. (2020). STEM in the making? Investigating STEM learning in junior school makerspaces. Research in Science Education, 50(1), 1–22. https://doi.org/10.1007/s11165-018-9792-x

Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publications.

Guzey, S. S., Moore, T. J. & Harwell, M. (2016). Building up STEM: An Analysis of Teacher-Developed Engineering Design-Based STEM Integration Curricular Materials. Journal of Pre-College Engineering Education Research, 6(1), 11-29. https://doi.org/10.7771/2157-9288.1129

Han, S., Capraro, R., & Capraro, M. M. (2018). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 16(3), 1–18. https://doi.org/10.1007/s10763-017-9849-8

Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press. https://doi.org/10.17226/18612

Hsu, Y. S., Lin, Y. H., & Yang, B. (2021). The impact of collaborative problem-solving on students’ critical thinking: A meta-analysis based on empirical literature. Educational Research Review, 33, 100391. https://doi.org/10.1016/j.edurev.2021.100391

Hwang, J., & Taylor, J. (2016). Stemming on STEM: A STEM education framework for students with disabilities. Journal of Science Education for Students with Disabilities, 19(1), 39–49. https://doi.org/10.14448/jsesd.08.0004

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0046-z

Kijima, R., Yang-Yoshihara, M., & Maekawa, M. S. (2021). Using design thinking to cultivate the next generation of female STEM thinkers. International Journal of STEM Education, 8(1), 1–15. https://doi.org/10.1186/s40594-021-00271-6

Lasekan, O., Pena, M.T.G., Odebode, A., & Mabica, A. (2024). Fosterng Sustainable Female Participation in STEM Through Ecological Systems Theory: A Comparative Study in Three African Countries. MDPI, 16(21). http://dx.doi.org/10.3390/su16219560

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). Design and Design Thinking in STEM Education. Journal for STEM Education Research, 2(2), 93–104. https://doi.org/10.1007/s41979-019-00020-z

Lin, K. Y., & Williams, P. J. (2020). The impact of a STEM-Based Engineering Design Process on Student Problem-Solving Skills and Attitudes toward STEM. International Journal of Technology and Design Education, 30(3), 1–22. https://doi.org/10.1007/s10798-019-09539-z

Lou, S. J., Shih, R. C., Diez, C. R., & Tseng, K. H. (2021). The Impact of Problem-Based Learning Strategies on Stem Integration and Students’ Critical Thinking. Journal of STEM Education: Innovations and Research, 22(2), 195–215. http://dx.doi.org/10.1007/s10798-010-9114-8

Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 1–16. https://doi.org/10.1186/s40594-019-0191-2

Permanasari, A., Rubini, B., & Nugroho, O. F. (2021). STEM education in Indonesia: Science teachers’ and students’ perspectives. Journal of Physics: Conference Series, 1806(1), 012021. https://doi.org/10.1088/1742-6596/1806/1/012021

Rahmawati, Y., Ridwan, A., & Hadinugrahaningsih, T. (2021). Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Science Learning, 4(2), 185–194. https://doi.org/10.17509/jsl.v4i2.31867

Raudathul, U., Hafsi, R., Bari, H., & Rifanda, A. R. (2025). STEM: Project Based Learning to Enhance Conceptual Understanding of two-Dimensional Shapes and Develop the Pancasila Student Profile. Premiere Educandum Jurnal Pendidikan Dasar dan Pembelajaran, 14(2), 138-155. http://dx.doi.org/10.25273/pe.v14i2.21314

Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice. Elsevier. https://doi.org/10.1016/C2012-0-06920-5

Sari, R. N., Suryadi, A., & Supriyadi, T. (2021). The effect of STEM-based learning on students' problem-solving skills in science education. Journal of Physics: Conference Series, 1806(1), 012034. https://doi.org/10.1088/1742-6596/1806/1/012034

Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584–594. https://doi.org/10.1177/003172170208300806

Sokolova, E., & Blaginin, V. (2025). Evolution and Current Trends in STEM Education A Retrospective and Bibliometric Analysis. Journal of Hypermedia & Technology-Enhanced Learning, 3(1), 90-107. http://dx.doi.org/10.58536/j-hytel.169

Sukiyani, F. F. (2023). Investigaring Elementary School Teachers' Challenges and Needs in Implementing STEM Education: the Case of Nusa Tenggara Barat Indonesia. In 7th International Symposium on Mathematics Education and Innovation (ISMEI 2022) (pp. 77-84). Atlantis Press. http://dx.doi.org/10.2991/978-94-6463-220-0_9

Suryadi, A., Kaniawati, I., & Hernani, H. (2020). Challenges and opportunities for STEM education in Indonesia: A literature review. Journal of Physics: Conference Series, 1521(4), 042051. https://doi.org/10.1088/1742-6596/1521/4/042051

Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 1–12. https://doi.org/10.20897/ejsteme/85525

Torrance, E. P. (1974). Torrance Tests of Creative Thinking. Scholastic Testing Service.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2021). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1–13. https://doi.org/10.5703/1288284314636

Wijaya, T. T., Purnama, A., & Tanuwijaya, H. (2022). The impact of STEM-Based Learning on Students' Mathematical Problem-Solving Abilities. Journal of Physics: Conference Series, 2157(1), 012045. https://doi.org/10.1088/1742-6596/2157/1/012045

Author Biographies

Esti Susiloningsih, Universitas Sriwijaya

Apit Fathurohman, Universitas Sriwijaya

Siti Dewi Maharani, Universitas Sriwijaya

M. Fatih Fathurohman, Universias Komputer Indonesia

Suratmi, Universitas Sriwijaya

Dwi Cahaya Nurani, Universitas Sriwijaya

License

Copyright (c) 2025 Esti Susiloningsih, Apit Fathurohman, Siti Dewi Maharani, M. Fatih Fathurohman, Suratmi, Dwi Cahaya Nurani

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).