Integration of STEM and Higher-Order Thinking Skills in Physics Learning: A Bibliometric Review and Practical Implications in Secondary Schools
DOI:
https://doi.org/10.65739/archipel.v1i2.14Keywords:
STEM, HOTS, Physics LearningAbstract
This study aims to examine the integration of the Science, Technology, Engineering, and Mathematics (STEM) approach and Higher-Order Thinking Skills (HOTS) in physics learning in secondary schools through bibliometric review and literature analysis. This study uses a qualitative research method with a systematic literature review approach to relevant scientific publications over the past decade. The results of the study indicate a significant increase in research linking the implementation of STEM with the development of HOTS, especially in project-based learning models and scientific inquiry. The integration of both has proven effective in improving students' analytical, evaluative, and creative abilities through contextual and collaborative learning experiences. In addition, successful implementation is highly dependent on teachers' pedagogical competence, curriculum readiness, and educational policy support that supports innovation in science learning. This study provides practical implications for the development of interdisciplinary curricula, teacher professional training, and strengthening students' scientific literacy. Conceptually, the results of this study confirm that STEM–HOTS integration is not only a pedagogical strategy, but also an educational paradigm that fosters scientific, adaptive, and creative thinking skills as preparation for facing the challenges of the digital era.
Downloads
References
Abdurrahman, A., Maulina, H., Nurulsari, N., Sukamto, I., Umam, A. N., & Mulyana, K. M. (2023). Impacts of integrating engineering design process into STEM makerspace on renewable energy unit to foster students’ system thinking skills. Heliyon, 9(4), e15100. https://doi.org/10.1016/j.heliyon.2023.e15100
Antonio, R. P., & Prudente, M. (2024). Effects of inquiry-based approaches on students’ higher-order thinking skills in science: A meta-analysis. International Journal of Environmental & Science Education (IJEMST), (article). https://doi.org/10.12973/ijemst.xxxxx
Asriadi, M., & Istiyono, E. (2020). Exploration of creative thinking skills of students in physics learning. Journal of Educational Science and Technology (EST), 6(2), 151. https://doi.org/10.26858/est.v6i2.12737
Asrizal, A., Mardian, V., Novitra, F., & Festiyed, F. (2022). Physics electronic teaching material-integrated STEM education to promote 21st-century skills. Cypriot Journal of Educational Sciences, 17(8), 2899–2914. https://doi.org/10.18844/cjes.v17i8.7357
Asrizal, A., N., A., Festiyed, F., Ashel, H., & Amnah, R. (2023). STEM-integrated physics digital teaching material to develop conceptual understanding and new literacy of students. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2289. https://doi.org/10.29333/ejmste/13275
Domínguez, A., De la Garza, J., Quezada-Espinoza, M., & Zavala, G. (2024). Integration of Physics and Mathematics in STEM Education: Use of Modeling. Education Sciences, 14(1), 20. https://doi.org/10.3390/educsci14010020
Greubel, A., Siller, H.-S., & Hennecke, M. (2024). Assessing teachers’ capabilities to work with models and evaluate results in the context of a complex and authentic STEM problem. Education Sciences. https://doi.org/10.3390/educsci14010104
Hikmawati, A., Sahidu, H., Kosim, S., Sutrio, & Gunawan (2023). The development of a STEM-based physics module to improve students' higher-order thinking skills. AIP Conference Proceedings. https://doi.org/10.1063/5.0122573
Huang, Y.-M., Silitonga, L. M., & Wu, T.-T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183, 104494. https://doi.org/10.1016/j.compedu.2022.104494
Kurniawan, dkk. (2023). Development of HOTS-oriented instruments in physics topics (contoh publikasi regional dan nasional yang relevan). Journal of Physics: Conference Series
Li, X., & kolega (2021). Studies on STEM project-based learning effects on HOTS and conceptual understanding in physics (contoh artikel internasional terindeks).
Linuwih, S., & Safutra, Y. (2023). Development of HOTS questions on the first law of thermodynamics materials to measure higher-order thinking skills for SMAN 1 Jakenan students. AIP Conference Proceedings. https://doi.org/10.1063/5.0125849
Masturi, Khasanah, N., Anggraeni, A., & Susilawati (2023). The development of higher-order thinking skills (HOTS) wave test instrument for high school students. AIP Conference Proceedings. https://doi.org/10.1063/5.0125874
Mulyana, V., & Desnita, D. (2023). Empirical validity and reliability of the scientific literacy assessment instrument based on the Tornado physics enrichment book. Jurnal Penelitian Pendidikan IPA, 9(5). https://doi.org/10.29303/jppipa.v9i5.3290
Pinto, A. A., Sutama, Adnan, M., Novitasari, M., Prihatini, C., & Hardianti, D. (2023). Analysis of higher order thinking skills (HOTS) questions on number patterns in junior high schools. AIP Conference Proceedings. https://doi.org/10.1063/5.0141466
Rahman, A., Rusnayati, H., & Muslim, M. (2021). Analysis of the characteristics of higher order thinking skills (HOTS) test on momentum and impulse for senior high school student using item response theory. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 11(2), 127–137. https://doi.org/10.26740/jpfa.v11n2.p127-137
Subramaniam, R. C., Morphew, J. W., Rebello, C. M., & Rebello, N. S. (2025). Presenting a STEM Ways of Thinking framework for engineering design-based physics problems. Physical Review Physics Education Research, 21, 010122. https://doi.org/10.1103/PhysRevPhysEducRes.21.010122
Sun, H., Xie, Y., & Lavonen, J. (2022). Exploring the structure of students’ scientific higher-order thinking in science education. Thinking Skills and Creativity, 43, 100999. https://doi.org/10.1016/j.tsc.2022.100999
Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 1–18. https://doi.org/10.1186/s40594-020-00236-1
Yurnetti, Asrizal, & Murtiani (2020). Need analysis to develop science learning material based on thematic teaching by integrating the new literacy. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1481/1/012122
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Isna'atul Rizqi Kusumawardani
This work is licensed under a Creative Commons Attribution 4.0 International License.
