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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
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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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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Self-citation
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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