The Impact of STEM Education on Critical Thinking Skills: A Systematic Literature Review
DOI:
10.29303/jppipa.v11i12.13397Published:
2025-12-31Downloads
Abstract
This study aims to systematically examine and synthesize empirical evidence on the impact of Science, Technology, Engineering, and Mathematics (STEM) education on students’ critical thinking skills. A systematic literature review (SLR) was conducted following the PRISMA protocol by initially identifying 200 relevant articles from reputable databases, including Scopus, ERIC, and Google Scholar. Through a rigorous screening and eligibility process, 10 peer-reviewed studies published between 2015 and 2025 were selected for in-depth analysis. The results indicate that STEM-based learning consistently enhances students’ critical thinking skills, particularly through project-based learning, problem-based learning, and inquiry-based instructional approaches. The discussion highlights that the effectiveness of STEM education is strongly influenced by the quality of learning design, interdisciplinary integration, engineering design activities, and the use of higher-order thinking assessments. Differences in implementation quality, teacher competence, and learning contexts contribute to variations in outcomes. In conclusion, STEM education is an effective pedagogical approach for developing students’ critical thinking skills; however, its success depends on well-structured implementation and adequate teacher preparedness to support 21st-century learning demands
Keywords:
Critical thinking skills STEM education Systematic literature reviewReferences
Alsaleh, N. J. (2020). Teaching critical thinking skills: Literature review. Turkish Online Journal of Educational Technology, 19(1), 21–39.
Baharin, N., Kamarudin, N., & Manaf, U. K. A. (2018). Integrating STEM education approach in enhancing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 8(7), 810–822. https://doi.org/10.6007/IJARBSS/v8-i7/4421 DOI: https://doi.org/10.6007/IJARBSS/v8-i7/4421
Becker, K., & Park, K. (2019). Effects of integrative approaches among STEM subjects on students’ learning: A meta-analysis. Journal of STEM Education, 20(2), 23–34.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415 DOI: https://doi.org/10.1080/00098650903505415
Bybee, R. W. (2020). STEM education: Concepts, design, and implementation. Science Education International, 31(1), 10–28. https://doi.org/10.33828/sei.v31.i1.3 DOI: https://doi.org/10.33828/sei.v31.i1.3
Chankseliani, M., Keep, E., & Wilde, S. (2021). Educational outcomes and critical thinking in the 21st century. Oxford Review of Education, 47(3), 347–364. https://doi.org/10.1080/03054985.2020.1842182 DOI: https://doi.org/10.1080/03054985.2020.1842182
Cooper, R. (2023). STEM education for the future workforce: Linking creativity and critical thinking. Education and Information Technologies, 28(4), 5029–5051. https://doi.org/10.1007/s10639-022-11390-5
Davidi, E., Eliterius, S., & Kanisius, S. (2021). Integrasi pendekatan STEM untuk peningkatan keterampilan berpikir kritis siswa sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 7(2), 85–94. DOI: https://doi.org/10.36709/japend.v2i1.15992
Dywan, A. A., & Airlanda, G. S. (2024). Efektivitas model pembelajaran project-based learning berbasis STEM dan tidak berbasis STEM terhadap kemampuan berpikir kritis siswa. Jurnal Inovasi Pendidikan IPA, 10(1), 112–124. https://doi.org/10.29303/jippipa.v10i1.3874
Ekayanti, N. L., Widyastuti, R., & Rahmawati, I. (2025). A systematic review of STEM education and critical thinking development: Trends and effectiveness. Jurnal Pendidikan Sains Indonesia, 13(1), 55–70.
English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(S1), 5–24. https://doi.org/10.1007/s10763-017-9802-x DOI: https://doi.org/10.1007/s10763-017-9802-x
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Fischer, F., Chinn, C. A., Engelmann, K., & Osborne, J. (2014). Scientific reasoning and argumentation: Advancing an interdisciplinary research agenda. Educational Psychologist, 49(3), 165–181. https://doi.org/10.1080/00461520.2014.926558
Gusman, A., Suharti, S., & Hidayat, T. (2023). The implementation of STEM-based learning model to improve students’ critical thinking skills in redox reactions. Journal of Science Education, 7(3), 241–250.
Hacıoğlu, Y., & Gülhan, F. (2021). The effects of STEM education on students’ critical thinking skills and STEM perceptions. Journal of Turkish Science Education, 18(2), 204–220. https://doi.org/10.36681/tused.2021.79 DOI: https://doi.org/10.21891/jeseh.771331
Hao, Y., Zhen, L., & Zhang, X. (2021). Assessing critical thinking in STEM learning: Insights from performance-based assessment. Educational Assessment, 26(4), 345–362. https://doi.org/10.1080/10627197.2021.1932856
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3 DOI: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
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 DOI: https://doi.org/10.17226/18612
Isdianti, R., Nurjanah, L., & Putri, E. (2021). The effectiveness of inquiry-based STEM learning package to improve critical thinking skills in junior high school students. Jurnal Pendidikan Sains, 9(1), 44–54.
Ješková, Z., Babinčáková, M., & Ganajová, M. (2022). STEM education and critical thinking: An analysis of interdisciplinary approaches. European Journal of Science and Mathematics Education, 10(3), 289–300. https://doi.org/10.30935/scimath/11800
Kalogiannakis, M., Papadakis, S., & Zaranis, N. (2021). Challenges of implementing STEM education: Teachers’ perspectives. Education and Information Technologies, 26(2), 1599–1621. https://doi.org/10.1007/s10639-020-10303-6
Keleman, M., Cox, D., & Wang, J. (2022). The role of problem-solving in STEM: Integrating design thinking and inquiry. Journal of Engineering Education Research, 31(1), 77–91.
Lai, E. R. (2020). Critical thinking: A literature review. Pearson Research Reports.
Larkin, K., & Lowrie, T. (2022). Inquiry and integration in STEM learning: A review of pedagogical principles. Research in Science Education, 52(5), 1293–1310. https://doi.org/10.1007/s11165-021-09990-2
Lavi, R., Tal, T., & Dori, Y. J. (2021). How does STEM project-based learning affect students’ innovation and critical thinking? International Journal of Science and Mathematics Education, 19(4), 799–819. https://doi.org/10.1007/s10763-020-10083-6
Li, Y., Wang, K., Xiao, Y., & Froyd, J. (2020). Research and trends in STEM education: A systematic review. International Journal of STEM Education, 7(1), 1–16. https://doi.org/10.1186/s40594-020-00207-6 DOI: https://doi.org/10.1186/s40594-020-00207-6
Margot, K. C., & Kettler, T. (2020). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 7(1), 36–51. https://doi.org/10.1186/s40594-020-00242-8 DOI: https://doi.org/10.1186/s40594-018-0151-2
Mutakinati, L., Anwari, I., & Kumano, Y. (2018). Analysis of students’ critical thinking skills of middle school through STEM education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495 DOI: https://doi.org/10.15294/jpii.v7i1.10495
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. https://doi.org/10.17226/13165 DOI: https://doi.org/10.17226/13165
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en DOI: https://doi.org/10.1787/5f07c754-en
Oktavia, N., & Ridlo, S. (2020). The effect of project-based STEM learning on critical thinking and communication skills in elementary students. Jurnal Pendidikan IPA Indonesia, 9(3), 356–366. https://doi.org/10.15294/jpii.v9i3.24872
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
Partnership for 21st Century Skills. (2019). Framework for 21st century learning.
Rivas, S. F., García, R. G., & Morales, M. L. (2022). Critical thinking, metacognition, and motivation: A conceptual framework for 21st-century education. Journal of Educational Psychology, 114(6), 1123–1138. https://doi.org/10.1037/edu0000675 DOI: https://doi.org/10.1037/edu0000675
Rizqiyana, E., Sutopo, A., & Firmansyah, D. (2022). STEM-based thematic learning media to improve critical thinking of elementary students. Jurnal Inovasi Pendidikan IPA, 8(2), 134–144.
Setyawan, A., Dantes, N., & Gunamantha, M. (2019). Pengaruh model problem based learning berorientasi STEM terhadap kemampuan berpikir kritis dan literasi sains siswa kelas V SD di Gugus I Gusti Ketut Pudja. Jurnal Pendidikan IPA Undiksha, 9(1), 1–13. https://doi.org/10.23887/jpi-undiksha.v9i1.22345
Sumarni, W., & Kadarwati, S. (2020). Ethno-STEM project-based learning: Its impact on critical and creative thinking skills. Journal of Physics: Conference Series, 1567(2), 022040. https://doi.org/10.1088/1742-6596/1567/2/022040 DOI: https://doi.org/10.1088/1742-6596/1567/2/022040
Suryaningsih, S., & Nisa, F. A. (2021). Kontribusi STEAM project-based learning dalam mengukur keterampilan proses sains dan berpikir kreatif siswa. Jurnal Pendidikan Sains Indonesia, 9(3), 432–444. https://doi.org/10.24815/jpsi.v9i3.20903
Takeuchi, M., Sengupta, P., Shanahan, M. C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM education: A critical review. Studies in Science Education, 56(2), 213–253. https://doi.org/10.1080/03057267.2020.1755802 DOI: https://doi.org/10.1080/03057267.2020.1755802
Tytler, R. (2020). A critique of STEM: Issues in integrating STEM education. Science Education, 104(4), 653–673. https://doi.org/10.1002/sce.21578 DOI: https://doi.org/10.1002/sce.21578
Wale, B., & Bishaw, A. (2020). The role of problem-based learning in developing critical thinking skills among university students. Journal of Education and Practice, 11(4), 45–56.
Wan, Z. H., So, W. M. W., & Zhan, Y. (2021). Developing STEM interest through integrated learning: Evidence from secondary education. International Journal of STEM Education, 8(1), 1–17. https://doi.org/10.1186/s40594-021-00274-2
Wu, Y. T., Lin, Y. F., & Hsu, Y. S. (2021). The effects of inquiry-based and reflective STEM learning on students’ metacognitive awareness and critical thinking. Research in Science Education, 51(3), 765–783. https://doi.org/10.1007/s11165-019-9859-1
Zubaidah, S. (2018). Mengenal 4C: Learning and innovation skills untuk menghadapi era revolusi industri 4.0. In Prosiding Seminar Nasional Pendidikan Biologi.
License
Copyright (c) 2025 Kurnia Padmawati, Slamet Suyanto, Kartika Ratna Pertiwi, Ayu Nawang Wulan
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:
- 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.
- 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.
- 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).
