Trends in STEM-based physics education research (2016-2025): A systematic literature review

STEM (Science, Technology, Engineering, and Mathematics) education often struggles to develop students' higher-order thinking skills and to address persistent conceptual misconceptions. To overcome these challenges, innovative educational approaches like STEM-PjBL (Project-Based Learning) are crucial for enhancing student learning outcomes. This study aims to critically assess the impact of STEM-PjBL on students' higher-order thinking skills, evaluate the effectiveness of models such as Ethno-STEM and STEM-PjBL Physics Modules in reducing misconceptions and improving conceptual understanding, and formulate strategic recommendations for integrating STEM-PjBL into STEM education curricula. The research employs a systematic literature review combined with meta-analysis, following PRISMA guidelines. The study design includes a rigorous search and critical evaluation of recent studies sourced from leading academic databases, including Web of Science, Scopus, ScienceDirect, and Google Scholar, with the latest search conducted on January 10, 2024. The results show that STEM-PjBL significantly enhances higher-order thinking skills, improves scientific practices and techniques, and fosters positive scientific attitudes, while also enriching cognitive and non-cognitive skills through the integration of entrepreneurial elements in STEM learning. These findings highlight the importance of incorporating STEM-PjBL into educational curricula to better prepare students for complex future careers and to improve overall educational quality. Implementing STEM-PjBL in the classroom can help equip students with the relevant skills needed for success in STEM fields. This study provides valuable insights into the potential of STEM-PjBL to strengthen student competencies and enhance the effectiveness of STEM curricula.

This study presents a bibliometric analysis of research trends in STEM (Science, Technology, Engineering, and Mathematics) education and Higher-Order Thinking Skills (HOTS) within the context of physics learning. The aim is to identify dominant research themes, visualize their development over time, and uncover gaps in the integration of STEM and HOTS in physics education. A total of 147 articles published between 2017 and 2024 were retrieved from the Scopus database, with 96 articles selected for analysis. VOSviewer was used to generate three types of visualizations: network visualization to explore keyword relationships, overlay visualization to track thematic trends over time, and density visualization to examine research concentration. The results reveal that: (1) research on STEM, HOTS, and physics learning has grown significantly, especially since 2021; (2) overlay visualization indicates a shifting research focus toward integrating HOTS through STEM approaches in physics contexts; (3) density mapping shows that the integration of HOTS in STEM-based physics instruction remains relatively underexplored; (4) content analysis highlights that STEM is commonly connected with the development of essential thinking skills, the integration of student-centered learning models such as Project-Based Learning and Problem-Based Learning, and the use of digital learning media; and (5) recent studies have also begun to emphasize the importance of considering affective domains, such as students’ scientific attitudes, motivation, and engagement, in the implementation of STEM-based learning. This study provides a structured overview of the STEM-HOTS research landscape, offering both theoretical insights and practical implications for advancing innovative, skill-oriented physics instruction.

The higher-order thinking ability of students in Indonesia is still in the low category. This research aims to see the effect of the application of a problem-based learning model on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs. This research uses a quasi-experimental design with a Non-Equivalent Control Group Design. Data on students' higher-order mathematical thinking skills were taken using a test instrument. This research was conducted at SMP Negeri 27 Jakarta with a total of 165 students obtained from cluster random sampling. Based on the analysis of the three-way ANOVA test, it was found that the problem-based learning model had a positive effect on students' higher-order thinking skills. Problem-based learning model gives better results than conventional learning models. This also applies to students with the initial ability and mathematical beliefs in the high category. Problem-based learning can be an alternative for teachers to improve students' higher-order mathematical thinking skills.

The initiatives of integrating Science, Technology, Engineering and Mathematics (STEM) in the educational curriculum in schools is one of the efforts of the Ministry of Education to encourage students’ interest and involvement in STEM. 21st century teaching and learning approach to STEM is one of the keys to effective learning, meaningful and deep understanding that can integrate science, technology, engineering and mathematics among students. The process of integrating STEM can be challenging because it requires a new generation that have skills in STEM fields. The approach of STEM education should include elements of problem solving, critical thinking, creative thinking and scientific thinking that can enhance higher order thinking skills (HOTS) among students. This article discusses the importance of STEM approach in the learning and teaching process that is able to enhance thinking skills among students. There are various factors and challenges to be considered in its implementation. The approaches, strategies and models that can be used to improve thinking skills among students are also discussed.

The fields of Science, Technology, engineering, and mathematics (STEM) have advanced significantly in Education. In various research in the world of education, STEM growth is frequently associated with project-based learning (PjBL). Combining STEM learning with PjBL is worth researching. This study’s objective is to comprehensively investigate the link between STEM and PjBL, which covers the most advanced PjBL-STEM idea in academic units, implementation in various nations and educational levels, and the impact of STEM and PjBL relationships on the caliber of students. This analysis identified up to 168 Scopus-recognized papers between 2007 and 2022. This study used a systematic review with a four-step PRISMA-P. Finally, there were 35 articles included in this research. The analysis’s findings demonstrate that STEM PjBL has successfully fostered active learning and student-centered instruction while enhancing 21st-century abilities (creativity, collaboration, problem-solving, creative use of technology, and higher-order thinking). The notion of STEM Subject, or the incorporation of STEM PjBL into activities, is the one that is researched the most in schools. The country that used PjBL STEM learning the most was the United States. In 2018, mixed research methodologies were used to study STEM-PjBL research the most. Secondary education STEM-PjBL studies and teachers are critical for children to become more interested in a STEM profession.

The present learning process should be directed at higher-order thinking skills (HOTS). However, there are still many teachers in elementary schools who have not implemented hots learning as a whole, both in terms of learning models, media, and assessments, because there are no guidelines or modules related to the implementation of HOTS, especially at the elementary school level. This condition certainly requires an adaptation process that is not easy and also includes synthesizing, analyzing, reasoning, comprehending, applying, and evaluating. Therefore, this study aims to determine the implementation of HOTS in elementary schools, using learning models, media, and assessment. In this experiment, a narrative review was used with a database search and thematic analysis. The criteria used also emphasized the articles from various sources, such as national and international scientific journals, related topics, the last 5 years of publication within 2018-2022, and full-text pdf versions in ERIC and Mendeley. From this process, a total of 11 articles were subsequently analyzed. Based on the results, the following was obtained, (1) several learning models stimulated, trained, developed, and improved HOTS in elementary school students, using project and problem-based learning, STEM (Science, Technology, Engineering, and Mathematics), inquiry, problem determination and solution, concept construction and analysis, as well as RADEC (Read, Answer, Discuss, Explain, and Create). (2) Learning media capable of developing HOTS include question-based fun thinkers, Android-based word search educational games, and a related crossword puzzle. (3) HOTS assessments were carried out using the Two-Level Multiple Choices Test (TTMCT) instrument. This led to the establishment of the criteria for students’ product evaluations, using formative and summative assessments, self, peer, and teacher-evaluation incorporation, as well as HOTS question development. From these results, teachers need to use various learning models, media, and assessments. Teacher should also initiate the aspects of higher-order thinking skills, including learning analysis, evaluation, and development.

In this paper we propose an approach to organizing Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students. Adaptability of PBL is expressed by changes in fixed instructor assessments caused by the dynamics of developing HOT skills needed for problem solving, flexible choice of control tests and problems for students, and adaptive formation of HOT skills within heterogeneous collaborative groups. It induces the students to develop HOT skills and collaborative skills through a combination of personalized and collaborative PBL. Adaptability of PBL is realized by taking into account values of the proposed coefficient of HOT skills development. The two-stage process of adaptive PBL allows guided development of HOT skills in students during study of a subject. Attention in the first stage is devoted to development of analytical HOT skills in students through personalized PBL. The main attention on the second stage is devoted to the development of creative HOT skills and collaborative skills in students through collaborative PBL. The proposed approach provides effective development of HOT skills and collaborative skills in students owing to: availability of a two-stage adaptive PBL process, complex and adaptive assessment of HOT skills, dynamic choice of control tests and problems for students, adaptive formation of HOT skills heterogeneous collaborative groups, and management of HOT skills development of students.

The initiatives of green technology module through curriculum is an anticipated outcome of the continuous integration of Science, Technology, Engineering and Mathematics (STEM) into the syllabus of educational curriculum in schools. This attempt is among the accomplishments by the Ministry of Education in promoting enthusiasm and engagement of students in STEM. Critical thinking, innovating thinking, problem solving and scientific thinking are the components that should be present in STEM education to build up students’ higher order thinking skills (HOTS). In this concept paper, green technology implementation along the process of learning which could build up students’ thinking skills is discussed. According to the literature, there are problems that arise due to the lack of understanding to implement green technology that would eventually impact STEM education. Nevertheless, in implementing it, numerous aspects and disputes have to be put into consideration. In this study, the researchers will find practical strategies that are usable in building up higher order thinking skills of students in which they will experience a number of hands-on green projects.

In this paper we propose a method for the adaptive complex assessment (ACA) of the higher-order thinking (HOT)skills needed by students for problem solving, and we examine the impact of the method on the development of HOTskills in a problem- based learning (PBL) environment. Complexity in the assessment is provided by initial,formative, and adaptive assessments of HOT skills; assessments of collaborative skills; and summative assessmentsof HOT skills. Adaptability in the assessment is provided through the dynamics of an instructor’s assessments basedon developing HOT skills; through a flexible choice of control tests and instructional problems for students andcollaborative groups; and through the self-formation of heterogeneous, collaborative HOT skill groups. Theassessment fosters the development of HOT and collaborative skills through a combination of personalized andcollaborative problem-based learning (PBL). The three-stage assessment process guides the development of HOTskills during subject study through PBL. The focus of the first stage is on developing the HOT skills of studentsthrough personalized PBL. The second stage is devoted to developing HOT skills and collaborative skills throughcollaborative PBL. The third stage is devoted to assessing collaborative skills and constructing summativeassessments of students. The proposed calculations for the coefficients of HOT skill development serve as aconstructive means of exploring the impact of the ACA method on the HOT skill development of students.

This study aimed to overview learning strategies to create learning innovation that can improve students' high-order thinking and communication skills in science learning. This research was classified as a systematic review. The data used in this study was secondary. This study's 15 secondary data sources consist of books, proceedings, and scientific articles in reputable journals. The data analysis using Miles & Huberman analysis technique. Data analysis includes data reduction, data presentation, and conclusion. The result of this study is that problem-based learning and inquiry-based instruction is learning strategies that can improve students' high-order thinking skills. The learning strategy that can improve students' communication skills is problem-based learning. High-order thinking skills and communication skills can influence each other. It was hoped that with this research, innovative learning centered on learning models and learning media could be developed so that students have high-order thinking and communication skills with good categories in future education.

This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.

STEM (Science, Technology, Engineering, and Mathematics) education including science learning, is needed to face 21st-century development, especially for training thinking skill. STEM is believed to increase students’ thinking skill, interest, and STEM literacy. This study aims to know the extent of thinking skill trained through science learning in Junior High School and to know challenges and potencies of developing STEM- based science learning. The study was conducted in SMP N 1 Masaran through various data collection methods. Data were collected by in-depth interviews with 7 science teachers, observation, documentation, and literature study about plan and process of the science lesson, also STEM education as an approach. And then, data were analysed reflectively toward various documents and literature. Assessments which categorized "higher order thinking skill" were below 5% of all assessments provided to students. There are potencies that able to develop to train students’ thinking skill through STEM-based science learning which appropriates with national curriculum in Indonesia. Teachers can innovate in developing strategies and lesson plans to incorporate content Technology, Engineering, and Mathematics in science lesson for train students’ thinking skill.

The problem and the aim of the study. Higher-order thinking skills is a very popular concept in education field around the world. Among the broad range of higher-order thinking skills, recent studies are concentrating on fostering higher-order thinking skills in education. The number of related publications demands a bibliometric study for finding the keywords, sources, countries, and research clusters. And the study carried out a bibliometric analysis of the relevant publications on higher-order thinking skills from Scopus database between 2011 and 2020. Research methods. A visual system of top keywords in higher-order thinking skills research has been produced by analyzing of keywords co-occurrence. And by using bibliography inquiry, the most common topic of blended learning has been found. This study also investigates the recent publication trend of higher-order thinking skills in blended learning. Results. The annual number of publications demonstrates an uptrend in the area of higher-order thinking skills, and the publication rates have increased distinctively in 2018 and 2019. Indonesia and the United States have already become the two major research centers while Malaysia and Australia are joining the research circle in the near future. Related publications had been related to the field of education and metacognition from the very beginning in 2016, and then to the field of higher education, critical thinking and assessment, followed by active thinking and learning in 2017, and eventually to blended learning and flipped classroom in 2018. The systematic structure shows that the United States and Korea have more papers from joint efforts than other countries. In particular, Korea became the most collaborative country. The Journal of Physics: Conference series has signified an increasing occurrence in publications on Higherorder thinking skills in blended learning with “student” acting as the most influential word. Fostering higher-order thinking skills cultivation in flipped classroom and scaffolding higher-order thinking skills activities in learning approaches are both crucial areas involved. In conclusion, the quantitative analysis on higher-order thinking skills through bibliometric study has revealed the recent subfield of blende learning. Thus, the dataset is further refined by blended learning, considering publication year, sources, countries and organizations, keywords and topics. The annual output of publications on higher-order thinking in blended learning have risen in the past ten years, showing it is more likely to keep developing in the near future.

The study examines the advantages of the STEM (Science, Technology, Engineering, and Mathematics) educational approach, including improved academic performance, increased motivation, and heightened interest among students, as well as the development of higher-order thinking skills. These benefits significantly rely on teachers' self-efficacy, their innovative teaching methods, and their positive attitudes towards integrating STEM into their curriculum. By examining 163 teachers familiar with STEM, the research utilized an attitude questionnaire to assess their views on STEM implementation, analyzing variables such as teaching experience and grade level through descriptive statistics, t-tests, and ANOVA. Findings revealed no significant differences based on teaching experience or grade level; however, a statistically significant correlation was found between independent variables, such as self-efficacy and creative teaching skills, and teachers' attitudes towards STEM integration. The study aimed to develop a predictive model for teachers' attitudes regarding STEM implementation, highlighting the influence of self-efficacy and innovative teaching practices. Limitations include a small sample size, which raises concerns about the generalizability of the results, and a narrow focus on specific predictive factors without considering broader influences. Consequently, the study offers valuable insights for educators and policymakers on shaping positive attitudes towards STEM in education.

It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st-century skills such as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China’s Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.