The Influence of Integrated STEM Learning on Students' Critical Reasoning Skills

Muhammad Ridwan Nur Cholis; Bambang  Subali; Masturi Masturi

doi:10.71435/742759

Authors

Muhammad Ridwan Nur Cholis Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang
Bambang Subali Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang
Masturi Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

DOI:

https://doi.org/10.71435/742759

Keywords:

Teaching at The Right Level, STEM, Critical Thinking

Abstract

This study aims to determine the effect of STEM-integrated Teaching at the Right Level (TaRL) on students' critical reasoning skills. The background of this study is rooted in the incomplete implementation of differentiated instruction in schools, particularly regarding process differentiation, which has failed to adequately accommodate students' varying levels of cognitive understanding. This study employed a quantitative approach with a quasi-experimental, pretest-posttest control group design. The sample consisted of two Grade X classes at SMA Negeri 1 Kendal and two Grade X classes at SMA Negeri 2 Kendal, selected through purposive sampling. The research instrument was a critical reasoning skills test developed based on the indicators proposed by Trilling and Fadel (2009). Data were analyzed using N-Gain, independent sample t-tests, and ANCOVA. The results demonstrated that the N-Gain scores of the experimental classes (0.47 and 0.33) were higher than those of the control classes (0.27 and 0.31). Independent sample t-tests yielded significance values of 0.000 and 0.006 (p < 0.05), indicating a significant effect of STEM-integrated TaRL on the improvement of critical reasoning skills. Furthermore, the ANCOVA results showed significance values of 0.001 and 0.000 (p < 0.05), confirming a significant influence of the TaRL approach on the differences in mean scores between student groups. These findings indicate that STEM-integrated TaRL is more effective than conventional instruction in developing critical reasoning skills, such as identifying, reasoning, analyzing, providing effective justifications, applying systems thinking, and drawing conclusions. This instructional approach is not only pedagogically effective but also relevant in preparing students to meet the demands of 21st-century skill development

References

Ahyar., Nurhidayah, N., & Saputra A. (2022). Implementasi Model Pembelajaran TaRL dalam Meningkatkan Kemampuan Literasi Dasar Membaca Peserta Didik di Sekolah Dasar Kelas Awal. Jurnal Ilmiah Ilmu Pendidikan, 5(11), 5241-5246. DOI:10.54371/jiip.v5i11.1242

Andriani, A., & Trisnowati, E. (2025). Integrating problem-based learning and the teaching at the right level approach to improve students’ collaboration skills. International Journal of Education and Teaching Zone, 4(3), 406-422.

Ardana, D. A., Mawarsari, V. D., & Sulistyaningsih, D. (2026). Systematic literature review: Integrating problem-based learning with teaching at the right level to enhance problem solving skills. Jurnal THEOREMS (The Original Research of Mathematics), 11(1), 1-15. https://doi.org/10.31949/th.v11i1.16985

Ariadila, S. N., Silalahi, Y. F. N., Fadiyah, F. H., Jamaludin, U., & Setiawan, S. (2023). Analisis Pentingnya Keterampilan Berpikir Kritis Bagi Siswa. Jurnal Ilmiah Wahana Pendidikan, 9(20), 664-669. DOI: https://doi.org/10.5281/zenodo.8436970

Bhakti, Y. B., Astuti, I. A. D., Okyranida, I. Y., Asih, D. A. S., Marhento, G., Leonard, L., & Yusro, A. C. (2020, February). Integrated STEM project based learning implementation to improve student science process skills. In Journal of Physics: Conference Series (Vol. 1464, No. 1, p. 012016). IOP Publishing.

Bordoh, A. (2025, May). Social studies teachers' knowledge and criteria for selecting and utilizing instructional materials in teaching and learning. In Frontiers in Education (Vol. 10, p. 1560679). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1560679

Cahyani, C. P. N., & Setiawan, E. P. (2024). How motivation mediated science achievement of Indonesian students: A path analysis on PISA 2018 data. Jurnal Penelitian Pendidikan IPA, 10(12), 10493-10501. https://doi.org/10.29303/jppipa.v10i12.10012

Cahyono, S. D. (2022). Melalui Model Teaching at Right Level ( TARL ) Metode Pemberian Tugas untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik Perencanaan Usaha Pengolahan Makanan Awetan dari Bahan Pangan Nabati di Kelas X . MIA . 3 MAN 2 Payakumbuh Semester. Jurnal Pendidikan Tambusai: 6(2) 12407 12418.

Casmini, N. L., Redhana, I. W. ., & Suma, I. K. (2024). Exploring the Impact of Teaching Strategies on Students’ Critical Thinking Skills in Chemistry. Mimbar Ilmu, 29(3), 422–431. https://doi.org/10.23887/mi.v29i3.90701

Davidi, E. I. N., Senen, E., & Supardi, K. (2021). Integrasi Pendekatan STEM (Science, Technology, Enggeenering, and Mathematic) untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Jurnal Pendidikan dan Kebudayaan, 11(1), 11-22. https://doi.org/10.24246/j.js.2021.v11.i1.p11-22

Fachrunnisa, R., Suwono, H., Yuenong, C., Sutaphan, S., & Praipayom, N. (2021). Eco-friendly fashion: A STEM Sandpit Project in Indonesia Senior High School. Journal of Physics: Conference Series 1835. doi:10.1088/1742-6596/1835/1/012046

Gaybullaevna, D. N., & Jonpulatovna, S. M. (2021). Innovative approach to education is a factor for developing new knowledge, competence and personal qualities. Asian Journal of Multidimensional Research (AJMR), 10(1), 148-153. http://dx.doi.org/10.5958/2278-4853.2021.00014.8

González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493

Haryani, S., Masfufah, Wijayati, N., & Kurniawan, C. (2018, March). Improvement of metacognitive skills and students’ reasoning ability through problem-based learning. In Journal of Physics: Conference Series (Vol. 983, No. 1, p. 012174). IOP Publishing. https://doi.org/10.1088/1742-6596/983/1/012174

Ivanka, T. A., & Setiawan, E. P. (2025). Factors Affecting Indonesian Students’ Science Achievement: A Multilevel Analysis of the PISA Dataset. Jurnal Penelitian Pendidikan IPA, 11(12), 249-260. https://doi.org/10.29303/jppipa.v11i12.11602

Jannah, E. U., Fathani, A. H., & Fuady A. (2022). Analisis Kemampuan Berpikir Kritis Peserta Didik dalam Memecahkan Masalah Matematis ditinjau dari Mathematical Belief. JPM UIN Antasari¸09(2).

Jazuli, L. (2022). Teaching At The Right Level (Tarl) Through The All Smart Children Approach (Sac) Improves Student’s Literature Ability. Progres Pendidikan, 3(3), 156–165. https://doi.org/10.29303/prospek.v3i3.269

Karahan, E., Bozan, M. A., Akcay, A. O., & Akcay, I. M. (2023). An Investigation of Primery School Students’ Critical Thinking Dispositions and Decision-Making Skills. International Journal of Educational Research Review, 8(2), 137-150. https://doi.org/10.24331/ijere.1205285

Kurniati, P., Kelmaskouw, A. L., Deing, A., Bonin, B., & Haryanto, B. A. (2022). Model proses inovasi kurikulum merdeka implikasinya bagi peserta didik dan guru abad 21. Jurnal Citizenship Virtues, 2(2), 408–423.

Lianawati, D., Utami, B., & Rahmawati, I. (2025). Analisis Keterampilan Berpikir Kritis Siswa Kelas X MIPA 3 SMAN 4 Kediri. Prosiding Seminar Nasional Hayati, 3(1), 211-215. https://doi.org/10.29407/fngx7z61

Mahartika, I., Aisyah, S. N. I., Meisyalla, L. N., & Ilhami, A. (2023). What are the Characteristics of Learners and the Variations of Non-Electronic Learning Media?. JPI (Jurnal Pendidikan Indonesia), 12(2), 305-316. https://doi.org/10.23887/jpiundiksha.v12i2.51325

Mollick, E. (2022). Embracing Generative AI for Authentic Learning. Creative Education, 15(1), 1-6.

Muin, F. (2023). Adapting Teaching at The Right Level (TaRL) in English Instruction. The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO), 11(1), 1–10. Retrieved from http://prosiding.unirow.ac.id/index.php/retco/article/view/1712

Nikmah, N., Musbikhin, & Mandala, A. S. (2024). Development of STEM-Collaborative Learning Based Arithmetic Teaching Material for Enhancing Students’ Critical Thinking. Jurnal Pengembangan Pembelajaran Matematika (JPPM), 6(2), 94–107. https://doi.org/10.14421/jppm.2024.62.94-107

Ningrum, M. C., Juwono, B., & Sucahyo, I. (2023). Implementasi Pendekatan TaRL untuk Meningkatkan Motivasi Belajar Peserta Didik pada Pembelajaran Fisika. PENDIPA Journal of Science Education, 7(1), 94-99. DOI: https://doi.org/10.33369/pendipa.7.2.94-99

Nurdianti, Rizky., Atmojo, I.R.W., Sularmi. (2020). Penerapan Metode Edutainment berbasis Guided Discovery Learning (GDL) untuk Meningkatkan Keterampilan Menyimpulkan pada Pembelajaran IPA Kelas III Sekolah Dasar. Didaktika Dwija Indria, 8(4), 47-53. DOI: https://doi.org/10.20961/ddi.v8i04.42294

Pandu, R., Purnamasari, I., & Nuvitalia, D. (2023). Pengaruh Pertanyaan Pemantik Terhadap Kemampuan Bernalar Kritis dan Hasil Belajar Peserta Didik. Pena Edukasia, 1 (2): 127-134.

Salim, Rodia., Adam, Adiyana., Silawane, Nurjannah., Ali, R.R., Mayabubun, Yayan., & Dahlan, Albar. (2023). Tingkat Keberhasilan Pembelajaran di Perguruan Tinggi: (Analisis Metode Diskusi untuk Meningkatkan Keterampilan Berpikir Kritis). JUANGA: Jurnal Agama dan Ilmu Pengetahuan, 9(2). DOI : 10.59115/juanga.v9i0

Sapia, P., Napoli, F., & Bozzo, G. (2022). The Lawson’s test for scientific reasoning as a predictor for University formative success: A prospective study. Education Sciences, 12(11), 1–15. https://doi.org/10.3390/educsci12110814

Solihin, R. R., Susanto, T. T. D., Fauziyah, E. P., Yanti, N. V. I., & Ramadhania, A. P. (2024). The efforts of Indonesian government in increasing teacher quality based on PISA result in 2022: A literature review. Perspektif Ilmu Pendidikan, 38(1), 57-65.

Stevenson, E., van Driel, J., & Millar, V. (2026). How to support teacher learning of integrated STEM curriculum design. Journal for STEM Education Research, 9(1), 59-84. https://doi.org/10.1007/s41979-024-00133-0

Sugiyono. (2023). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: ALFABETA.

Sundayana, H Rostina. (2018). Statistika Penelitian Pendidikan. Bandung: Penerbit Alfabeta.

Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117-138.

Trilling, B., and Fadel, C. (2009). 21st Century Skills Learning for Life in Our Times. San Fransisco: Jossey-Bass A Wiley Imprint.

Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components?. Thinking skills and creativity, 27, 114-122.

Widodo, S. A. (2018). Selection of Learning Media Mathematics for Junior School Students. Turkish Online Journal of Educational Technology-TOJET, 17(1), 154-160.

Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers. Infinity Journal, 13(1), 139-156. https://doi.org/10.22460/infinity.v13i1.p139-156

Wulandari, Mursali, S., & Dewi, I. N. (2025). Pengaruh Model Pembelajaran Guided Inquiry Berbantuan Virtual Laboratory Terhadap Keterampilan Berpikir Kritis Peserta Didik. Biocaster: Jurnal Kajian Biologi, 5(3), 202-216. https://doi.org/10.36312/biocaster.v5i3.441

Yan, L., Greiff, S., Teuber, Z., & Gašević, D. (2024). Promises and challenges of generative artificial intelligence for human learning. Nature human behaviour, 8(10), 1839-1850.

Zeichner, K. M. (2017). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the US 1. In The struggle for the soul of teacher education (pp. 40-62). Routledge. https://doi.org/10.4324/9781315098074