Implementasi STEM-EDP untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Melalui Proyek Konstruksi Jembatan Sederhana

Rudi Hartono

doi:10.67686/didaktika.v10i2.2259

Authors

Rudi Hartono Sekolah Menengah Pertama Negeri 1 Dua Koto, Sumatera Barat, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2259

Abstract

This study aims to analyze the effect of implementing STEM learning based on the Engineering Design Process (STEM-EDP) on junior high school students' critical thinking skills regarding the topic of force. This study used a quasi-experimental, nonequivalent control-group design. The study included 57 students from two classes: the experimental class (n = 29) received STEM-EDP learning, and the control class (n = 28) received conventional learning. The research instrument was a critical thinking skills test developed based on four indicators: interpretation, analysis, evaluation, and inference. The research data were analyzed using prerequisite tests in the form of normality tests and homogeneity tests, followed by hypothesis testing using independent t-tests and N-Gain analysis to see the improvement of students' critical thinking skills. The study found that implementing STEM-EDP learning significantly improved students' critical thinking skills. The independent t-test showed a significant difference between the experimental and control classes (p < 0.001). The N-Gain analysis also showed that the increase in critical thinking skills in the experimental class was higher than in the control class for each measured indicator. STEM-EDP learning provides opportunities for students to be actively involved in the design process, prototyping, testing, evaluation, and design improvement, thus encouraging students to conduct analysis, reflection, and rational decision-making. Thus, STEM learning based on the Engineering Design Process can be an effective alternative learning strategy in developing students' critical thinking skills in science learning at the junior high school level.

References

Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063

Aini, M., Aini, M., Fitrianingrum, A. M., Pamungkas, Z. S., & Rungkat, J. A. (2025). Engineering Design Process (EDP) Learning Model on Learning Outcomes, Critical Thinking and Communication Skills of Science Education Students. Jurnal Iqra’: Kajian Ilmu Pendidikan, 10(2), 16–37. https://doi.org/10.25217/ji.v10i2.6258

AlMuraie, E. A., Algarni, N. A., & Alahmad, N. S. (2021). Upper-Secondary School Science Teachers’ Perceptions of the Integrating Mechanisms and Importance of STEM Education. Journal of Baltic Science Education, 20(4), 546–557. https://doi.org/10.33225/jbse/21.20.546

Arshad, A. M., Halim, L., & Nasri, N. M. (2021). Impact of integrating science and engineering teaching approach on students achievement: A meta analysis. Jurnal Pendidikan IPA Indonesia, 10(2), 159–170. https://doi.org/10.15294/jpii.v10i2.29839

Bamberger, Y. M., & Cahill, C. S. (2013). Teaching design in middle-school: Instructors’ concerns and scaffolding strategies. Journal of Science Education and Technology, 22(2), 171–185. https://doi.org/10.1007/s10956-012-9384-x

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.

Chairunnisya, S., Distrik, I. W., Herlina, K., Rosidin, U., & Rabbani, G. F. (2023). Engineering design process (EDP) strategy integrated PjBL-STEM in learning program: Need analysis to stimulate numeracy literacy skills on renewable energy topic. Jurnal Penelitian Pendidikan IPA, 9(12), 11197–11206. https://doi.org/10.29303/jppipa.v9i12.6088

Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.

Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738–797. https://doi.org/10.1002/j.2168-9830.2012.tb01127.x

Duong, X. Q., Nguyen, N. H., Nguyen, M. T., & Thao-Do, T. P. (2022). Applying stem engineering design process through designing and making of electrostatic painting equipment in two rural schools in Vietnam. Jurnal Pendidikan IPA Indonesia, 11(1), 1–10. https://doi.org/10.15294/jpii.v11i1.31004

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004

English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 3. https://doi.org/10.1186/s40594-016-0036-1

Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 1(1), 1–23. https://api.semanticscholar.org/CorpusID:154805251

Fan, S.-C., & Yu, K.-C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27(1), 107–129. https://doi.org/10.1007/s10798-015-9328-x

Forawi, S. A. (2016). Standard-based science education and critical thinking. Thinking Skills and Creativity, 20, 52–62. https://doi.org/10.1016/j.tsc.2013.12.004

Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill.

Gómez, D. L. J., Álvarez Maestre, A. J., Parada Trujillo, A. E., Pérez Fuentes, C. A., Bedoya Ortiz, D. H., & Sanabria Alarcón, R. K. (2025). Determining Factors for the Development of Critical Thinking in Higher Education. Journal of Intelligence, 13(6), 59. https://doi.org/10.3390/jintelligence13060059

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Iskandar, I., & Murziqin, R. (2024). Upaya Meningkatkan Minat dan Hasil Belajar Sejarah Kebudayaan Islam Melalui Penerapan Student Teams Achievement Divisions (STAD). Jurnal Nispatti, 9(2), 89-112. https://doi.org/10.26811/nispatti.v9i2.210

Jolly, A. (2016). STEM by design: Strategies and activities for grades 4-8. Routledge. https://doi.org/10.4324/9781315679976

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z

Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7(1), 11. https://doi.org/10.1186/s40594-020-00207-6

Lin, K.-Y., Wu, Y.-T., Hsu, Y.-T., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. International Journal of STEM Education, 8, 1–15. https://doi.org/10.1186/s40594-020-00258-9

Marnı, S., Alıman, M., & Harsıatı, T. (2020). Students’ critical thinking skills based on gender and knowledge group. Journal of Turkish Science Education, 17(4), 544–560. https://doi.org/10.36681/tused.2020.44

Nugraha, M. G., Kidman, G., & Tan, H. (2024). Interdisciplinary STEM education foundational concepts: Implementation for knowledge creation. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2523. https://doi.org/10.29333/ejmste/15471

Nugroho, E. (2024). Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas VII Melalui Media Monotangray Produk Ecoenzyme. Jurnal Didaktika Pendidikan Dasar, 8(2), 607–630. https://doi.org/10.26811/didaktika.v8i2.953

OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Panergayo, A. A. E., & Roleda, L. S. (2025). Effects of Engineering Design-Based STEM Approach on Students’ Conceptual Understanding, Engineering Design Performance, and Scientific Creativity. Journal of Baltic Science Education, 24(6), 1208–1220. https://doi.org/10.33225/jbse/25.24.1208

Prayogi, S., & Yuanita, L. (2018). Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking among Prospective Teachers of Physic. Journal of Turkish Science Education, 15(1), 43–56. https://doi.org/10.12973/tused.10220a

Rahman, A. A. (2022). Integrasi computational thinking dalam model EDP-STEM untuk meningkatkan kemampuan berpikir kritis siswa SMP. Jurnal Didaktika Pendidikan Dasar, 6(2), 575–590. https://doi.org/10.26811/didaktika.v6i2.409

Ramadannisa, R. F., Amelia, N. C., Rulifiangga, F., Widayani, W., & Triyanta, T. (2025). Development of a STEM-Based Circular Motion Module Integrated with the Engineering Design Process. Current STEAM and Education Research, 3(2), 53–62. https://doi.org/10.58797/cser.030201

Ramli, M., Sholikhah, S. M. F., Ariani, S. R. D., & Zahro, A. S. (2024). Working as scientist and engineer: A strategy for empowering critical thinking skills through the stem-EDP learning design. IJIS Edu: Indonesian Journal of Integrated Science Education, 6(2), 210–218. https://dx.doi.org/10.29300/ijisedu.v6i2.4435

Safitri, W., Suyanto, S., & Prasetya, W. A. (2024). The Influence of the STEM-Based Engineering Design Process Model on High School Students’ Creative and Critical Thinking Abilities. Jurnal Penelitian Pendidikan IPA, 10(2), 662–673. https://doi.org/10.29303/jppipa.v10i2.4765

Sapphira, A. P. V., & Sari, M. W. (2023). Pengaruh Model Pembelajaran Engineering Design Process (EDP) Berbasis STEM terhadap Keterampilan Berpikir Kritis Siswa SMP. INKUIRI: Jurnal Pendidikan IPA, 13(2), 244–251. https://doi.org/10.20961/inkuiri.v13i2.78369

Shukri, A. A. M., Ahmad, N. J., & Ramly, S. N. F. (2025). The Engagement of Jahai Indigenous Pupils in Integrated STEM-EDP Learning through the Kombucha Tea Fermentation. Asia Pacific Journal of Educators and Education, 40(3), 485–516. https://doi.org/10.21315/apjee2025.40.3.19

Subagiyo, L., Lumowa, S. V. T., Tindangen, M., Hudiyono, Y., & Rambitan, V. M. M. (2025). Development of STEM-EDP-Based Student Worksheets to Improve Students’ Critical Thinking Skills at SMP Negeri 17 Samarinda. Jurnal Penelitian Pendidikan IPA, 11(6), 184–190. https://doi.org/10.29303/jppipa.v11i6.11171

Syukri, M., Haya, F., Maghfirah, S., Herliana, F., Rasul, M. S., & Pratama, H. (2026). STEM-Based Engineering Design Process Models in Physics Learning: Systematic Literature Review. European Journal of STEM Education, 11(1), 4. https://doi.org/10.20897/ejsteme/17784

Syukri, M., Herliana, F., Maryono, M., Ngadimin, N., & Artika, W. (2023). Development of physics worksheet based on stem integrating engineering design process (EDP) through guided inquiry model to improve students’ critical thinking. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 9(2), 225–236. https://doi.org/10.21009/1.09205

Susilawati, S., Supriyatno, T., Yasin, A. F., Tasir, Z., Asmawati, R. I., Chakim, A., & Dalle, A. R. A. (2026). Integrating Computational Thinking and Spirituality in Developing Students’ Critical Thinking: A Comparative Study of Indonesia and Malaysia. Jurnal Ilmiah Peuradeun, 14(1), 413–438. https://doi.org/10.26811/peuradeun.v14i1.2439

Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018). The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education. Teaching and Teacher Education, 71, 190–205. https://doi.org/10.1016/j.tate.2017.12.014

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., & Mourey, F. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054

Tiruneh, D. T., De Cock, M., Weldeslassie, A. G., Elen, J., & Janssen, R. (2017). Measuring critical thinking in physics: Development and validation of a critical thinking test in electricity and magnetism. International Journal of Science and Mathematics Education, 15(4), 663–682. https://doi.org/10.1007/s10763-016-9723-0

Tsai, F.-H. (2025). Fostering Engineering and Computational Thinking Competencies in Pre-Service Elementary Teachers Through an EDP-Based STEM Digital Making Activity. Sustainability, 17(20), 9156. https://doi.org/10.3390/su17209156

Tanipu, Z., Tamu, Y., Mahading, I. H. P., & Win, T. (2026). Scaffolding EFL development through recurrent multi-word sequences in Indonesian primary schools. Jurnal Nispatti, 11(1), 1–22. https://doi.org/10.26811/nispatti.v11i1.225

Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202_1