The Effect of STEM Integration in Science and Physics Learning on Students' Scientific Attitudes: A Meta-Analysis

Nur Hikmah(1*), Irdes Hidayana Siregar(2), Fatni Mufit(3), Lufri Lufri(4), Andromeda Andromeda(5)

(1) Universitas Negeri Padang
(2) Universitas Negeri Padang
(3) Universitas Negeri Padang
(4) Universitas Negeri Padang
(5) Universitas Negeri Padang
(*) Corresponding Author

Abstract


There has been extensive research on the incorporation of STEM into science/physics education, which has the potential to influence students’ scientific views positively. Previous research has significant limitations in describing the impact of STEM on science and physics education. To address the limitation, this meta-analysis research was carried out to investigate the impact of integrated STEM in science and physics education on students’ scientific attitudes. The samples of this research, namely scientific publications published on a national and international basis via Google Scholar between 2018 and 2024, explore the impact of integrated STEM on students’ science attitudes. The study’s findings demonstrated that incorporating STEM into science and physics instruction significantly influenced students’ scientific attitudes. In terms of educational level, STEM integration in learning science and physics has a significant impact on students' scientific views, particularly at the elementary and high school levels. When science and physics are contrasted, STEM integration in physics learning outperforms STEM application in science education. It has the greatest impact on students' critical thinking and creativity when viewed through the lens of the scientific attitude of incorporating STEM into science and physics education.

Keywords


Meta-Analysis, STEM, Science, Physics, Science Attitude

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References


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DOI: http://dx.doi.org/10.30998/formatif.v15i1.27275

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