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International Journal of Business, Law, and EducationInternational Journal of Business, Law, and Education

This study aims to analyze the effectiveness of the STEM (Science, Technology, Engineering, and Mathematics) approach in improving junior high school students critical thinking skills in mathematics. The STEM approach emphasizes the integration of cross-disciplinary concepts through contextual projects that encourage students to think creatively, reflectively, and analytically. The research employed a quasi-experimental method with a non-equivalent control group design. The sample consisted of 64 eighth-grade students from a public junior high school in East Java. The results indicate that STEM-based instruction significantly enhances students critical thinking skills. These findings reinforce that STEM integration is effective for implementing 21st-century mathematics learning.

Based on the results of the study, it can be concluded that the application of the STEM approach in mathematics learning has a significant effect on improving students critical thinking skills.This is reflected in the N-Gain scores of the experimental class, which were in the medium-high category, far above the control class, which only reached the medium category.STEM learning has been proven to create a more active, collaborative, and student-centered learning environment, enabling students to develop analytical, evaluative, and problem-solving skills through activities integrated with real-world contexts.

Berdasarkan hasil penelitian ini, terdapat beberapa saran penelitian lanjutan yang dapat dilakukan untuk memperdalam pemahaman mengenai efektivitas pendekatan STEM dalam pembelajaran matematika. Pertama, penelitian lebih lanjut dapat dilakukan dengan memperluas cakupan sampel penelitian, melibatkan lebih banyak sekolah dan peserta didik dari berbagai latar belakang sosio-ekonomi untuk menguji generalisasi temuan. Kedua, penelitian dapat difokuskan pada pengembangan dan pengujian model-model STEM yang lebih spesifik dan terstruktur, misalnya dengan membandingkan efektivitas berbagai model STEM seperti project-based learning, problem-based learning, dan engineering design process dalam meningkatkan keterampilan berpikir kritis siswa. Ketiga, penelitian perlu menggali lebih dalam faktor-faktor yang mendukung atau menghambat implementasi STEM di sekolah, termasuk kompetensi guru, ketersediaan sumber daya, dan dukungan dari pihak sekolah, untuk memberikan rekomendasi yang lebih komprehensif bagi pembuat kebijakan dan praktisi pendidikan. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi signifikan dalam upaya meningkatkan kualitas pembelajaran matematika dan mempersiapkan peserta didik untuk menghadapi tantangan abad ke-21.

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