The DOI matches its Crossref record; 49 of the 50 references it cites were found in a registry or an index, and 1 are not checked yet.
Effectiveness of STEM Learning Based on Design Thinking in Improving Critical Thinking Skills in Science Learning: A Meta-Analysis
Open accessAbstract
This study aims to determine the effectiveness of Design Thinking-based STEM learning in improving students' critical thinking skills in science learning. This research is a type of meta-analysis research. Data sources in the study came from 100 national and international journals published from 2017-2023. Search for data sources through google scholar, Eric, Wiley, Taylor of Francis, Sciencedirect, and ProQuest. Data collection techniques through direct observation through the journal database. The keywords used in the search are STEM model, Design Thinking, Critical thinking skills and Science learning. Data analysis technique is quantitative descriptive analysis with JSAP application. The effect size of each study on the STEM learning model based on design thinking in science learning is 0.84 with large criteria. The results of the study can be concluded that the STEM learning model based on design thinking is effective for improving critical thinking skills in science learning. STEM learning model based on design thinking is very good to be applied in science learning in Indonesia
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“Although several meta-analyses have examined DT interventions, many have not differentiated between formal and informal models.”
From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Zulyusri et al., 2023
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“Similarly, another study conducted by Zulyusri et al., (2023) analyzed DT interventions globally but primarily focused on fostering critical thinking.”
From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Zulyusri et al., 2023
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“Furthermore, there is a lack of studies assessing the impact of DT interventions on creativity on a global scale.”
From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Zulyusri et al., 2023
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“Many of these studies have not conducted moderator variable analysis to better understand the influence of various factors on the strength of the observed effects (Suprapto, 2023;Zulyusri et al., 2023).”
From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Zulyusri et al., 2023
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“Course duration also plays a vital role in informal DT models, influencing the learning outcomes of the students.”
From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Zulyusri et al., 2023
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Cites
Cai, C., Rodet, T., & Lambert, M. (2014) · Journal of Physics Conference Series · doi:10.1088/1742-6596/542/1/012009 · Cited by 12,162
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-102803 · Cited by 2,550
STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review
Aguilera, D., & Ortiz-Revilla, J. (2021) · Education Sciences · doi:10.3390/educsci11070331 · Cited by 455
Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v9i1.2517 · Cited by 166
Self-citationThe Effectiveness of Computer-Based Adult Education: A Meta-Analysis
Kulik, C. C., Kulik, J. A., & Shwalb, B. J. (1986) · Journal of Educational Computing Research · doi:10.2190/02hm-xcwg-q1vy-5emq · Cited by 156
Hacıoğlu, Y., & Gülhan, F. (2021) · Journal of Education in Science Environment and Health · doi:10.21891/jeseh.771331 · Cited by 145
Suparman, S., Juandi, D., & Tamur, M. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1722/1/012103 · Cited by 117
Asigigan, S. İ., & Samur, Y. (2021) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.1157 · Cited by 93
Yaki, A. A. (2022) · European Journal of STEM Education · doi:10.20897/ejsteme/12481 · Cited by 83
Hebebci, M. T., & Usta, E. (2022) · Participatory Educational Research · doi:10.17275/per.22.143.9.6 · Cited by 81
Flagged first, then by citations
Research works printed but not linked: 5
- Daga, A. T., Wahyudin, D., & Susilana, R. (2022). An Investigation of Developing Indonesian Elementary School Students' Critical Thinking Skills: A Literature Review. International Journal of Curriculum and Instruction, 14(3), 1752-1766. Retrieved from http://ijci.wcci- international.org/index.php/IJCI/article/view/93
- Ichsan, Santosa, T. A., Ilwandri, Sofianora, A., & Yastanti, U. (2022). Efektivitas Evaluasi Model CIPP Dalam Pembelajaran IPA di Indonesia: Meta- Analisis. Jurnal Pendidikan Dan Konseling, 5(2), 1349- 1358. https://doi.org/10.31004/jpdk.v5i2.13435 · DOI
- Ichsan, Suhaimi, Amalia Nur Kodzijah, Santosa Tomi Apra, & Yulianti Sisi. (2022). Pengaruh Model Pembelajaran Problem Based Learning Berbasis TPACK Terhadap Ketrampilan Literasi Sains Dalam Pembelajaran IPA Siswa Tingkat SD Sampai SMA: Sebuah Meta-Analisis. Jurnal Pendidikan Dan Konseling, 4(5), 2173-2181. https://doi.org/10.31004/jpdk.v4i5.6931 · DOI
- Kanmaz, A. (2022). Middle School Teachers' Critical Thinking Skills and Awareness Towards Teaching Critical Thinking Skills. International Online Journal of Education and Teaching (IOJET), 9(4), 1648-1671. Retrieved from https://eric.ed.gov/?id=EJ1353469
- Topsakal, İ., Yalçın, S. A., & Çakır, Z. (2022). The Effect of Problem-based STEM Education on the Students' Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills. Science Education International, 33(2), 136-145. https://doi.org/10.33828/sei.v33.i2. · DOI
Cited by
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Items 101–104 of 104
Riduan, A., Murtiharso, Y. D., Santosa, T. A., Mulyadi, M., & Sako, U. (2026) · Discourse · doi:10.69875/djosse.v3i2.566
Self-citationEFFECT OF CANVA-ASSISTED DEEP LEARNING MODEL SIZE ON STUDENTS' CRITICAL THINKING SKILLS
Santosa, T. A., Wisnarni, & Yul, W. (2026) · J-Shelves of Indragiri (JSI) · doi:10.61672/jsi.v8i1.3596
Self-citationTanglaa, T. J., Santosa, T. A., & Dewanto (2026) · J-Shelves of Indragiri (JSI) · doi:10.61672/jsi.v8i1.3601
Self-citationSaryanto, S., Dinata, K. A., Sari, M. R. S., Arivah, N., & Kumalasari, T. F. D. A. (2026) · Jurnal Medika. · doi:10.31004/85v3x378
Metadata
- Authors
- Zulyusri, Z., Santosa, T. A., Festiyed, F., Yerimadesi, Y., Yohandri, Y., Razak, A., & Sofianora, A.
- Affiliations
- Universitas Negeri Padang (ID)
- ORCID
- Venue
- Jurnal Penelitian Pendidikan IPA
- Publisher
- Universitas Mataram
- Published
- 2023-06-25
- Volume
- 9
- Issue
- 6
- Pages
- 112-119
- ISSN
- 2407-795X (ISSN-L)
- 2460-2582
- OpenAlex
- W4382071564
- Cited by
- 48
- References
- 50
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 14 · 2023: 21
- FWCI
- 2.90
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Jurnal Penelitian Pendidikan IPA (publishedVersion, cc-by)
- Funders
- Universitas Negeri Padang
- Topics
- Social Sciences › Education › STEM Education
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Education › Education and Critical Thinking Development
- Keywords
- STEM learning, design thinking, critical thinking skills, science learning, teaching effectiveness, effect size
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