Integrative STEM-R Pedagogy and Students’ Critical Thinking: A Study in Physics Learning at Madrasah Aliyah

Authors

  • Muhammad Abror Muzakkir Muda Universitas Jambi
  • Sri Purwaningsih Universitas Jambi
  • Nazarudin Universitas Jambi
  • Musli Universitas Islam Negeri Sultan Thaha Saifudin Jambi

DOI:

https://doi.org/10.58230/27454312.3692

Keywords:

STEM-R Approach, Problem-based Learning, Critical Thingking, Physics Learing, Science Learning

Abstract

Developing students’ critical thinking skills remains a central challenge in contemporary science education, especially in physics learning that demands analytical reasoning and reflective understanding. Integrative pedagogical models such as the STEM-R (Science, Technology, Engineering, Mathematics, and Religious Values) approach have emerged to promote deeper engagement by connecting scientific inquiry with moral reflection. This research aimed to analyze the influence of STEM-R-based Problem-Based Learning (PBL) on students’ critical thinking skills compared with conventional PBL. A quasi-experimental design with a nonequivalent control group was employed, involving 46 students from MAN 2 Kota Jambi, consisting of 24 in the experimental class and 22 in the control class. The experimental group received PBL integrated with STEM-R, while the control group was taught using standard PBL without reflective or integrative elements. Data were collected through validated critical thinking assessments and analyzed using the Shapiro–Wilk test, Wilcoxon Signed Rank Test, and Mann–Whitney U Test. The findings indicated significant improvement in both groups, with a higher increase in the experimental class (Z = 4.108, p < 0.001) than in the control class (Z = 2.944, p = 0.003). The between-group comparison showed no significant difference (p = 0.288), although the experimental class achieved a higher mean trend. These results suggest that embedding reflective and scientific integration through STEM-R can enhance students’ analytical and evaluative reasoning in physics learning.

Downloads

Download data is not yet available.

References

Afikah, A., Astuti, S. R. D., Suyanta, S., Jumadi, J., & Rohaeti, E. (2022). Mobile Learning in Science Education to Improve Higher-Order Thinking Skills (HOTS) and Communication Skills: A Systematic Review. International Journal of Advanced Computer Science and Applications, 13(7), 3277–3283. https://doi.org/10.14569/IJACSA.2022.0130782

Afikah, A., Rohaeti, E., & Jumadi, J. (2024). Measuring Critical Thinking Skills in Science Learning: Students’ Perception Versus Actual Performance. TEM Journal, 13(4), 3266–3275. https://doi.org/10.18421/TEM134-61

Aguiar-Castillo, L., Clavijo-Rodriguez, A., Hernández-López, L., De Saa-Pérez, P., & Pérez-Jiménez, R. (2021). Gamification and deep learning approaches in higher education. Journal of Hospitality, Leisure, Sport and Tourism Education, 29(October 2020). https://doi.org/10.1016/j.jhlste.2020.100290

Agustini, K., Santyasa, I. W., Tegeh, I. M., Santyadiputra, G. S., & Mertayasa, I. N. E. (2022). Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning. International Journal of Emerging Technologies in Learning (IJET), 17(18), 4–25. https://doi.org/10.3991/ijet.v17i18.32101

Agustini, K., Wahyuni, D. S., Mertayasa, I. N. E., Wedhanti, N. K., & Sukrawarpala, W. (2021). Student-centered learning models and learning outcomes: meta-analysis and effect sizes on the students’ thesis. Journal of Physics: Conference Series, 1810(1), 012049. https://doi.org/10.1088/1742-6596/1810/1/012049

Andayani, Y., Zulkarnain, Z., & Hadisaputra, S. (2020). Promoting critical thinking skills of chemistry learning students using preparing doing concluding (PDC) learning models. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042116

Andriani, P., Ali, M., & Jarnawi, M. (2021). The influence of science, technology, engineering, and mathematics (STEM) learning approaches on learning outcomes. Journal of Physics: Conference Series, 2126(1), 012017. https://doi.org/10.1088/1742-6596/2126/1/012017

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206

Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. In H. Salmon, C. Neve, M. O’Heffernan, D. C. Felts, & A. Marks (Eds.), Writing Center Talk over Time (5th ed.). SAGE. https://doi.org/10.4324/9780429469237-3

Dessie, E., Gebeyehu, D., & Eshetu, F. (2024). Motivation, conceptual understanding, and critical thinking as correlates and predictors of metacognition in introductory physics. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290114

Di, C., Zhou, Q., Shen, J., Li, L., Zhou, R., & Lin, J. (2021). Innovation event model for STEM education: A constructivism perspective. STEM Education, 1(1), 60–74. https://doi.org/10.3934/steme.2021005

Dou, Y., Wongpakaran, T., Wongpakaran, N., O’Donnell, R., Bunyachatakul, S., & Pojanapotha, P. (2022). Bullying Victimization Moderates the Association between Social Skills and Self-Esteem among Adolescents: A Cross-Sectional Study in International Schools. Children, 9(11), 1606. https://doi.org/10.3390/children9111606

Facione, P. A. (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic, 20(1), 61–84. https://doi.org/10.22329/il.v20i1.2254

Fajari, S. L. E. W., & Chumdari. (2021). Critical Thinking Skills And Their Impacts On Elementary School Students. Malaysian Journal of Learning and Instruction, 18(2), 161–187. https://doi.org/10.32890/mjli2021.18.2.6

Hidayah, H., Muchtarom, M., & Rejekiningsih, T. (2021). Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill. Academic Journal of Interdisciplinary Studies, 10(3), 264. https://doi.org/10.36941/ajis-2021-0082

Hughes, B. S., Corrigan, M. W., Grove, D., Andersen, S. B., & Wong, J. T. (2022). Integrating arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States. International Journal of STEM Education, 9(1), 58. https://doi.org/10.1186/s40594-022-00375-7

Jordan, P. N. (2023). The Theological Significance of the History of Science: John Templeton and the Promotion of Science and Religion. Journal of the American Academy of Religion, 91(3), 542–560. https://doi.org/10.1093/jaarel/lfae021

Karami, B., Gashool, M., Tayarani, A., & Qasemi, S. (2014). The Matson Evaluation of Social Skills with Youngsters-II ( MESSY-II ) and Its Adaptation for Iranian Children and Adolescents with Intellectual Disability. Iranian Journal of Clinical Psychology (IJCP), 2(1), 36–41.

Kulgemeyer, C., & Geelan, D. (2024). Towards a constructivist view of instructional explanations as a core practice of science teachers. Science Education, 108(4), 1034–1050. https://doi.org/10.1002/sce.21863

Leow, F. T., & Neo, M. (2023). Critical Factors for Enhancing Students’ Collaborative Learning Experiences in a Project-based Connectivism Learning Environment. International Journal of Learning, Teaching and Educational Research, 22(7), 388–410. https://doi.org/10.26803/ijlter.22.7.21

Li, X., & Liu, J. (2021). Mapping the taxonomy of critical thinking ability in EFL. Thinking Skills and Creativity, 41(March), 100880. https://doi.org/10.1016/j.tsc.2021.100880

Liu, Z., Li, S., Shang, S., & Ren, X. (2021). How Do Critical Thinking Ability and Critical Thinking Disposition Relate to the Mental Health of University Students? Frontiers in Psychology, 12(August), 1–8. https://doi.org/10.3389/fpsyg.2021.704229

Matson, J. L., Heinze, A., Helsel, W. J., Kapperman, G., & Rotatori, A. F. (1986). Assessing Social Behaviors in the Visually Handicapped: The Matson Evaluation of Social Skills with Youngsters (MESSY). Journal of Clinical Child Psychology, 15(1), 78–87. https://doi.org/10.1207/s15374424jccp1501_9

Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2302308

Mukhlis, H., Haenilah, E. Y., Sunyono, Maulina, D., Nursafitri, L., Nurfaizal, & Noerhasmalina. (2024). Connectivism and digital age education: Insights, challenges, and future directions. Kasetsart Journal of Social Sciences, 45(3), 803–814. https://doi.org/10.34044/j.kjss.2024.45.3.11

Mustadi, A., Ghufron, A., & Fakhrudin, A. (2024). Promoting students’ critical thinking and creativity through TPACK based flipped classroom learning model in higher education. Edelweiss Applied Science and Technology, 8(5), 1249–1259. https://doi.org/10.55214/25768484.v8i5.1828

Nawawi, N. M., Sout, N. M., Hassan, K. B., Samah, N. N. A., Kamaruddin, H. H., Khalid, R. M., & Azman, H. H. (2021). The perception of pre-university students on STEM. Journal of Physics: Conference Series, 1882(1). https://doi.org/10.1088/1742-6596/1882/1/012155

Pramasdyahsari, A. S., Setyawati, R. D., Aini, S. N., Nusuki, U., Arum, J. P., Astutik, L. D., Widodo, W., Zuliah, N., & Salmah, U. (2023). Fostering students’ mathematical critical thinking skills on number patterns through digital book STEM PjBL. Eurasia Journal of Mathematics, Science and Technology Education, 19(7). https://doi.org/10.29333/ejmste/13342

Rahmat, A. D. (2023). Improve critical thinking skills using traditional musical instruments in science learning. International Journal of Evaluation and Research in Education, 12(4), 2165–2175. https://doi.org/10.11591/ijere.v12i4.25753

Salavera, C., & Usán, P. (2021). Relationship between Social Skills and Happiness: Differences by Gender. International Journal of Environmental Research and Public Health, 18(15), 7929. https://doi.org/10.3390/ijerph18157929

Sandopa, A., Doyan, A., & Ardhuha, J. (2022). The effect of reciprocal teaching-learning model on the mastery of physics concepts and creativity of senior high school. Journal of Physics: Conference Series, 2165(1). https://doi.org/10.1088/1742-6596/2165/1/012011

Sarwi, S., Marwoto, P., Susilaningsih, E., Lathif, Y. F., & Winarto, W. (2024). Science learning STEM-R approach: A study of students’ reflective and critical thinking. Journal of Education and Learning, 18(2), 462–470. https://doi.org/10.11591/edulearn.v18i2.21080

Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing. https://www.sciencedirect.com/science/article/pii/S1557308720301049

Setiana, D. S., Purwoko, R. Y., & Sugiman. (2021). The application of mathematics learning model to stimulate mathematical critical thinking skills of senior high school students. European Journal of Educational Research, 10(1), 509–523. https://doi.org/10.12973/EU-JER.10.1.509

Suciati, R., Susilo, H., Gofur, A., Lestari, U., & Rohman, I. (2022). Millennial Students’ Perception on The Integration of Islam and Science in Islamic Universities. Indonesian Journal of Islam and Muslim Societies, 12(1), 31–57. https://doi.org/10.18326/ijims.v12i1.31-57

Sugrah, N., Suyanta, & Wiyarsi, A. (2023). Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom. Lumat, 11(1), 140–165. https://doi.org/10.31129/LUMAT.11.1.1856

Suprapto, P. K., Norawi, M., Hernawati, D., & ... (2020). Integration of STEM approach in teaching science to Indonesian Islamic boarding school students (Malaysian pre-service teachers’ experience). In International Journal of …. ijicc.net. https://www.ijicc.net/images/vol10iss11/101136_Suprapto_2020_E_R.pdf

Suwardika, G., Sopandi, A. T., Indrawan, I. P. O., & Masakazu, K. (2024). A flipped classroom with whiteboard animation and modules to enhance students’ self-regulation, critical thinking and communication skills: a conceptual framework and its implementation. Asian Association of Open Universities Journal, 19(2), 135–152. https://doi.org/10.1108/AAOUJ-10-2023-0115

Treve, M. (2024). Comparative analysis of teacher-centered and student-centered learning in the context of higher education: A co-word analysis. Iberoamerican Journal of Science Measurement and Communication, 4(2), 1–12. https://doi.org/10.47909/ijsmc.117

Utami, N. S., & Nurlaela, A. (2021). The influence of STEM (science, technology, engineering, and mathematics) learning approach on students’ learning outcomes on newton’s law concept. Journal of Physics: Conference Series, 1836(1), 012066. https://doi.org/10.1088/1742-6596/1836/1/012066

Wibowo, F. X. P. (2023). Pengolahan dan Analisa Data Statistika dengan SPSS (C. Mitak, Ed.; I). CV Andi Offset Yogyakarta. https://books.google.co.id/books/about/Pengolahan_dan_Analisa_Data_Statistika_d.html?id=X8zmEAAAQBAJ&redir_esc=y

Zamata, P. M. C., Saavedra, L. R., & López, R. M. G. (2023). Educational Program to Strengthen School Coexistence and Social Skills in Student. International Journal of Instruction, 16(3), 77–94. https://doi.org/10.29333/iji.2023.1635a

Downloads

Published

2026-02-18

Issue

Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan

Section

Articles

License

Dengan mengirimkan naskah artikel, berarti penulis setuju dengan segala kebijakan yang ditetapkan oleh jurnal dan penerbit.

Penulis menyatakan bahwa:

  • kebijakan ini telah diketahui dan disetujui bersama oleh semua penulis;
  • naskah artikel belum dipublikasikan secara resmi sebelumnya di media ber-ISSN atau ber-ISBN yang terdaftar, kecuali dalam bentuk abstrak atau sebagai bagian dari materi kuliah, atau skripsi/tesis/disertasi yang tidak diterbitkan;
  • naskah tidak sedang dalam proses editorial dan dipertimbangkan untuk publikasi di tempat lain;
  • publikasi naskah ini telah disetujui oleh semua penulis, institusi afiliasi penulis, otoritas yang bertanggung jawab, dan lembaga di mana kegiatan telah dilakukan;
  • naskah berisi materi yang aman dari pelanggaran hak cipta;

Perjanjian Hak Cipta dan Lisensi

  • Penulis memiliki hak cipta dan hak kepemilikan lainnya yang terkait dengan artikel.
  • Penulis memiliki hak dan diizinkan untuk menggunakan substansi artikel untuk karya-karya penulis berikutnya, termasuk untuk keperluan bahan/materi kuliah dan buku.
  • Penulis menyerahkan hak publikasi pertama kepada jurnal dengan di bawah Lisensi Creative Commons (CC BY 4.0).

Pernyataan Lisensi CC BY 4.0

Anda diperbolehkan:

  • Berbagi — menyalin dan menyebarluaskan kembali materi ini dalam bentuk atau format apapun;
  • Adaptasi — menggubah, mengubah, dan membuat turunan dari materi ini untuk kepentingan apapun, termasuk kepentingan komersial.

Pemberi lisensi tidak dapat mencabut ketentuan di atas sepanjang Anda mematuhi ketentuan lisensi berikut ini.

  • Atribusi — Anda harus mencantumkan nama yang sesuai, mencantumkan tautan terhadap lisensi, dan menyatakan bahwa telah ada perubahan yang dilakukan. Anda dapat melakukan hal ini dengan cara yang sesuai, namun tidak mengisyaratkan bahwa pemberi lisensi mendukung Anda atau penggunaan Anda.
  • Tidak ada pembatasan tambahan — Anda tidak dapat menggunakan ketentuan hukum atau sarana kontrol teknologi yang secara hukum membatasi orang lain untuk melakukan hal-hal yang diizinkan lisensi ini.

How to Cite

Abror Muzakkir Muda, M., Purwaningsih, S., Nazarudin, & Musli. (2026). Integrative STEM-R Pedagogy and Students’ Critical Thinking: A Study in Physics Learning at Madrasah Aliyah . Didaktika: Jurnal Kependidikan, 15(1 Februari), 735-748. https://doi.org/10.58230/27454312.3692