REVIEW OF INTERNATIONAL GEOGRAPHICAL EDUCATION

ISSN: 2146-0353 ● © RIGEO ● 11(4), WINTER, 2021

www.rigeo.org Research Article

Literature Review: Development of STEM

Learning in Indonesia Based on Variation of
Subjects, Media, and Strategy of Study from
2015 to 2019
Endang Setyaningsih1 Che Nidzam Che Ahmad2
Department of Biology Education, Faculty of Teacher Training Department of Biology Education, Faculty of Science and
and Education, Muhammadiyah University of Surakarta, Mathematics , Sultan Idris Education University, 35900 Tanjung
Surakarta, Indonesia. Malim, Perak Malaysia
Department of Biology Education, Faculty of Science and
Mathematics , Sultan Idris Education University, 35900 Tanjung
Malim, Perak Malaysia
Mazlini Adnan3 Sofyan Anif4
Department of Mathematics Education, Faculty of Science and Department of Biology Education, Faculty of Teacher Training
Mathematics, Sultan Idris University of Education, 35900 Tanjung and Education, Muhammadiyah University of Surakarta,
Malim, Perak Malaysia Surakarta, Indonesia

1Corresponding author: Email: nidzam@fsmt.upsi.edu.my

Abstract
In the current development era, economic globalization is changing. Many jobs today have been lost
due to automation and new jobs are popping up every day as a result of technological advances. In
fact, technological developments also influence the way students learn, relate and interact. Skills in STEM
provide a solid foundation for individuals to succeed at the school level and beyond. The global demand
for STEM qualifications and skills is currently high and is expected to continue to increase in the future. This
literature review is structured to see the development of STEM learning in Indonesia over the last few years,
from 2015 to 2019. The visible developments are focused on STEM learning based on variations in the
subjects, media, and learning strategy used. This literature review involves 28 articles of STEM field research
results at several school levels, from elementary to tertiary level. From the literature search results obtained
a score of 14.28% for the application of STEM in Biology subjects, 42.86% in Physics, 14.28% in Chemistry,
3.57% in Mathematics, and 25% in Science. Meanwhile, seen from the STEM learning media, it was found
21.43% for the Model, 14.28% for Modules and Media, 35.71% for the Approach, 3.57% for Student
Worksheets (LKS), Student Books, Assessment, and Practical Design. And when viewed from the strategyt
of learning, the results obtained were 10.71% for integrated PjBL, 7.14% for PBL, and 3.57% for integrated
Blended learning. The analysis shows that there is still little application of STEM learning in Indonesia so that
in the future the application of STEM in Indonesia still needs to be developed.

Keywords
STEM, variation of subjects, learning objects, learning subjects

To cite this article: Setyaningsih E, Ahmad C, N, C, Adnan M, and Anif S. (2021). Literature Review: Development of
STEM Learning in Indonesia Based on Variation of Subjects, Media, and Strategy of Study from 2015 to 2019. Review of
International Geographical Education (RIGEO), 11(4), 1023-1033. doi: 10.48047/rigeo.11.04.95

Submitted: 20-03-2021 ● Revised: 15-04-2021 ● Accepted: 25-05-2021

 © RIGEO ● Review of International Geographical Education 11(4), WINTER, 2021

Introduction
In the current era of globalization, technological developments are very rapid. The rapid
development of technology affects performance in all fields, including education. Technological
advances change the way students learn, how students communicate, and how students interact
with their surroundings at school and outside of school. Life skills are needed in this era of
globalization in order to be successful in the school environment and outside of school.
Meanwhile, STEM-based skills (Science, Technology, Engineering, Mathematics) can provide a
strong foundation for students to deal with these situations. Currently the world's demand for STEM
qualifications and skills is very high, and it will be possible to continue to increase in the future (WEF,
2018a). Currently, 75% of jobs in the fastest growing industrial scale require workers with STEM skills
(WEF, 2018b). In facing this, to be competitive, the world's workforce requires people who can
adapt to their new work environment. STEM also can empower individuals with the skills to succeed
and adapt to new work environments. To get individuals with STEM skills, individuals with 21st
century skills are needed. This is because in 21st century skills there are 3 skills that must be fulfilled,
namely learning skills, reading and writing skills, and life skills. In learning skills, individuals are
required to be able to think creatively, think critically, communicate, and collaborate well. As for
literacy skills, each individual has been equipped since he was in elementary school. And for life
skills, they will be obtained when they go directly to the community with the assumption that they
can succeed and may fail. Applications in the community will be maximally successful if
individuals often practice directly. However, direct practice is also not enough, because in order
to make the individual qualified for all possible forms, work experience skills or project-based
learning experiences are needed. This is in line with the opinion of Capraro, Capraro, Morgan, &
Slough (2013) which states that project-based learning is said to be interdisciplinary learning
because it naturally involves many different academic skills, such as reading, writing, and
mathematics so that it is appropriate in building conceptual understanding through assimilation
of different subjects. This thinking is also in line with Baran & Maskan (2010), who found that the
application of Project Based Learning (PjBL) in science learning can improve cognitive learning
outcomes, form attitudes and behaviors that care for the environment (Kılınç, 2010; Tseng, Chang,
Lou, & Chen, 2013), science process skills (Özer & Özkan, 2012), and effective learning (Cook,
Buck, & Park Rogers, 2012; Movahedzadeh, Patwell, Rieker, & Gonzalez, 2012). Based on the
description above, it can be said that to get individuals who can compete in the global market,
individuals who have 21st century character are needed. Individuals with 21st century character
can be obtained if these individuals have STEM skills. Meanwhile, in reality, the application of STEM
in Indonesia is still very minimal or limited. This can be seen from the results of research on STEM in
the last five years, from 2015 to 2019. This literature review aims to collect and identify research
articles on STEM in Indonesia over the past 5 years based on variations in subjects, objects, and
learning subjects.

Literature Review
STEM

STEM (Science, Technology, Engineering, and Mathematic) is a learning approach that integrates
natural knowledge, technology, machines and mathematics in one student learning experience.
Accuracy in selecting and presenting learning materials is currently the key to the success of
achieving the expected learning goals, therefore STEM is an approach that is able to answer these
challenges. The application of the STEM approach in learning today is very much in accordance
with the demands of 21st century competencies and in order to answer the challenges facing the
industrial revolution 4.0, therefore a combination of knowledge (Science), skills in designing a work
(Engineering) and compiling it systematically and logically (Mathematic) can be used to answer

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problems in everyday life by taking advantage of current technological advances (Torlakson,

2014). In STEM, there are 4 elements that are integrated to bring up 21st century capabilities. The
first element, namely Science. Science is a study related to natural events that involves
investigation, research and measurement to explain the cause and effect of a natural
phenomenon. Scientific research and research can be used to identify the evidence needed to
answer scientific questions and answer problems in human life. The second element is Technology.
Technology is an innovation or human invention that can be in the form of software and hardware
as a means to fulfill human wants and needs, so that it can facilitate human work for a more
advanced life. The third element is Engineering which is the knowledge and skills to design, apply,
replicate and engineer a work in the form of equipment, systems and machines that can be used
by humans to speed up and simplify the production process of goods and services. The fourth
element is mathematics. Mathematics is a science that deals with numeration, patterns of change
and relationships, space and form. the skills to think rationally and logically and reason, and use it
in a systematic and structured manner (Laboy Rush, 2011). The STEM-based learning approach
does not have learning implementation steps or better known as "syntax", because STEM is one
type of approach not a learning model. STEM has a pattern known as the EDP (Engineering Design
Process) or the process of designing a work or machine. According to experts, in general EDP has
a pattern that includes formulating problems, designing solutions, creating and developing
models, using models, evaluating, and then communicating and reflecting on them (Laboy Rush,
2011).

The Urgency of STEM Education in Indonesia

The condition of education, especially science education in Indonesia, is still concerning. This can
be seen from the results of thefindings of TIMSS (Trens International Mathematics and Science
Study) and the International Student Assessment Program (PISA) in 2012 which showed that the
science and math scores of secondary schools in Indonesia were low with a mean of 382 for
science and 375 for mathematics (Ministry of Education and Culture of Indonesia, 2012). The next
finding data from the OECD announced the results of the survey again that in Indonesia the
science score was 403 and the math score was 386. Even though there had been an increase
compared to the previous year, this achievement was not optimal. According to the Organization
for Economic Cooperation and Development (OECD) (2016), the inaccuracy or low achievement
in TIMSS and PISA was caused by students not resolving problem-solving questions in real-world
contexts because students still lacked high-order thinking skills, creativity, and innovation. which is
the character of 21st century skills. The low findings of the TIMSS and PISA findings in 2012 were
reinforced by the findings of data from the Ministry of Education and Culture in 2019, which found
that the average score for the Computer-Based National Examination (UNBK) for senior high
schools was 52.43 for the 2018/2019 school year. The UNBK score is still below the average passing
grade. The national average passing grade, from the Ministry of Education and Culture, is 55 on a
scale of 0-100. When viewed from the achievement of the UNBK score, there are 22 provinces with
UNBK scores below the national average and only 12 provinces whose UNBK scores are above
the national figure. So far, the STEM education movement, which has resonated in developed
countries (Japan, Korea, Australia, United Kingdom) or developing countries (Thailand, Singapore,
Malaysia), views STEM education as a solution to problems with the quality of human resources
and national competitiveness. Awareness of the importance of STEM education has also begun
to emerge among education experts in Indonesia, so that many study groups in universities feel
the need to study and develop STEM education at all school levels (Rustamam, 2016).

Methods / Methodology
The method used is the selection and analysis of relevant articles, namely by collecting and
analyzing 28 related research articles. The articles obtained are analyzed based on variations in

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subjects, objects, and learning subjects. The database used is Garuda and Google Scholar using
STEM integrated learning keywords. All keywords are linked "OR" to get as many citations as
possible. And use "AND" which is used to increase the relevance and specification of citations in
the hope of being able to find published research. The articles reviewed are all articles from 2015-
2019 (5 years) that discuss the application of STEM in learning in Indonesia. The literature referred
to is manuscripts of expert exposures journals, proceedings and conference papers, books, full
text journals, and theses selected based on their relevance to the study title.

Result and Discussion

The application of the STEM approach in Indonesia from 2015 to 2019 is still very few. This can be
seen from the results of literature search in the form of research publications related to the
application of STEM in learning in Indonesia. From the results of literature search, there were 28
articles related to the application of STEM in learning in Indonesia, the application of which was
from the elementary school level to the university level. In this literature review, the 28 research
articles are grouped into 3 categories based on the variety of subjects, objects, and learning
subjects used. The results of the literature analysis of STEM learning in Indonesia based on variations
of subjects, objects, and learning the subject can be seen in table 1.

Conclusion
Through this literature review, it was found that the application of the STEM approach in learning
in Indonesia is still very little applied and integrated with various learning models, learning
strategies, and learning media from elementary school to university level. Based on the
presentation of STEM and the description of the application of STEM in Indonesia which is still very
little done, it is necessary that the STEM approach in learning is applied in various secondary
schools so that the acquisition of 21st century skills by school students can be achieved.

Acknowledgments
Author would like to thank Prof. Assoch. Dr. Che Nidzam Binti Che Ahmad, Prof. Assoch Dr Mazlini
Binti Adnan, Prof. Dr. Sofyan Anif, M.Si for guidance and direction in refining this literature review.

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Table 1.
Analysis of a literature review of IndonesiaSTEM Education
Author and Year Article Title Subject Learning Object Learning Objectives
No
1 Ines Dwi Astuti Toto, and Model Project Based Learning (PPA) science Model Project Based
Lia Yulisma Integrated STEM To Increase Mastery of Learning
(2019) Concepts and Activities Student Integration STEM

2 Luthfiyatul Hasanah, Effectiveness of the Implementation IPA Module STEM

Early Aisyafahmi, Ardia Integrated Biotechnology Module STEM
Fauziana, & Suratno (Science, Technology, Engineering, And
(2019) Mathematics) Against Creative Thinking Skills
ofHigh School Students

3 Khoiriyah, Nailul., Implementation of the STEM learning material (Physics) approaching STEM
Abdurrahman, and approach to improve the critical thinking
Wahyudi, Ismu (2018) skills of high school students in sound wave
material sound wave

4 Sudirman, Kristiono, Development of STEM-Based Wave Course Wave(Physics) Module STEM

Taufiq (2018) Modules (Science Technology Engineering
and Mathematics) in thePhysics Education
Study Program

5 Susanti, LY, Hasanah, R., Application of Chemistry Learning Media Reaction Material Learning Media STEM
& Khirzin, MH Based on Science, Technology, Engineering, Redox Reaction
(2018) and Mathematics (STEM) to Improve Material (Chemistry)
Learning Outcomes of High School /
Vocational High School Students on Redox

6 Falentina, CT, Lidinilah, Wind-powered Cars: STEM-Based Media for Nature of Wind Learning Media STEM
D.AM ., & Mulyana, EH Class IV Elementary School Students The (Physics)
(2018)

7 Widya Nessa, Yusuf Development of Distance Material Student Electromagnetic student books STEM
Hartono, & Cecil Books in Space Three Dimensions Based on Induction
Hiltrimartin Science, Technology, Engineering, and (Physics)
(2017) Mathematics (STEM) Problem-Based
Learning in Class X

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8 N. Khaeroningtyas, A. STEM Learning In Material Of Temperature Air pollution (Biology) Approach STEM
Permanasari, & I. And Its Change To Improve Scientific
Hamidah Literacy Of Junior High School Students
(201 7)
9 Jaka Afriana, Anna Application of Integrated STEM Project On temperature and Model Project Based
Permanasari, Any Based Learning to Improve Science Literacy its changes material Learning STEM
Fitriani, Students in terms of Gender (Chemistry) Integration
(2016)
10 Syarifah Rahmiza M, Development of STEM (Science, Technology, Induction (Physics) LKS STEM
Adlim, Mursal, (2015) Engineering, And Mathematics) LKS in
Increasing Motivation and Learning Activities
Beutong State High School 1 Students on
Electromagnetic Induction Electromagnetic

11 Cika Tiar Falentina, Wind Powered Cars: STEM-based Media for Physics StudentsLearning STEM
Dindin Abdul Muiz Class IV Elementary School Media
Lidinillah, Edi Hendri
Mulyana, (2018)

12 Rizki Hananan Sari, The Effect of STEM Learning Implementation Mathematics Approach STEM
(2018) on Perceptions, Attitudes, and
CreativityStudents with

13 Tri Puji Lestari, Sarwi, & Sri STEM-Based Project Based Learning Model IPA Model Problem Based
Susilogati Sumarti to Increase Science Process and Creative LearningSTEM
(2018) Thinking Skills of 5th Grade Integration

14 Irman Artobatama STEM Learning Based on Outbound Science Approach STEM

(2018) TraditionalGames with

15 Alvi Maulidia, Albertus Physics Learning Innovation Through the Physics Model Problem Based
Djoko Lesmono, Application of PBL (Problem Based Learning) Learning STEM
Bambang Supriadi Model with STEM Education Approach to Integration
(2019) Improve Student Learning Outcomes on
Elasticity and Hooke's Law in SMA

16 Juniati Winarni, Siti STEM: What, Why, and How Science / Science Approach STEM
Zubaidah, Soepriyono
Koes (2016)

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17 Lutfi, Ismail, Andi The Effect of Integrated Project Based Biology Model Project Based
Asmawati Azis, (2018) Learning STEM Against Science Literacy, Learning Integ rasi
Creativity and Learning Outcomes STEM
ofStudents

18 Suji Ardianti Dwi Effectiveness of Blended Learning Based on Fluid Dynamics Model Blended
Sulisworo Yudhiakto the STEM Education Approach Aided by (Physics) LearningSTEM
Pramudya, (2019) The Schoology to Improve Critical Thinking Skills Integration
in Material Dynamic

19 Tri Mulyani (2019) STEM Learning Approach to face the Environmental Approach STEM
Industry Revolution 4.0 Pollution (Biology)

20 Nailul Khoiriyah Implementation of the STEM Learning Waves (Physics) Approach STEM
(2018) Approach to Improve High School Students'
Critical Thinking Ability on Sound

21 Indah Wardani Effectiveness of STEM (Science) , Physics Approach STEM

(2018) Technology, Engineering and Mathematics)
on the Understanding of Physics Concepts in
terms of Gender Differences inStudents with

22 Flatya Indah Anggraini, Implementation of STEM in science learning IPA Approach STEM
Siti Huzaifah, inhigh schools.
(2017)junior
23 Anggita Septiani, S.TP Application of Performance Assessment in Biological Assessment Sheet STEM
(2017) the STEM (Science Engineering
Mathematical Technology) Approach to
Reveal Science Process Skills

24 Woro Sumarni, Nanik Cognitive and Thinking Ability Student Chemical Approach STEM
Wijayati, Sri Supanti Creative Through Project-Based Learning
(2019) with aSTEM

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25 Rahmawati Dwi Pratiwi Development of a STEM-Based Practicum Chemical Design Lab STEM
(2019) Design for Making Toothpaste from Chicken
Eggshells in Colloid Materials to Increase
Student Creativity

26 Ahmad Khoiri (2019) IPA Study Meta Analysis STEM

in Meta-Analysis Studies: The Effect of STEM of
(Science, Technology, Engineering and
Mathematic) against the Learning
Outcomes

27 Ziyyan Alieffia Alfika Module STEM-Based Troubleshooting with Physics Module STEM
voila Mayasari Erawan themes Dome House
Kurniadi (2019)

28 Maria Dewati, Yoga Role of Microscope Smartph one as a STEM- Physics Learning Media STEM
Budi Bhakti, Irnin based Physics learning media to improve
Agustina Dwi Astuti understanding of the concept of Optics
(2019)

From the results of the literature analysis above, based on variations in subjects, media, and learning strategy, data is obtained as in table 2.

Table 2.
Implementation of STEM learning in Indonesia
Biology = 4/28 x 100% = 14.28%
Physics = 12/28 x 100% = 42.86 %
Mathematics = 1/28 x 100% =
3.57%
Chemistry = 4/28 x 100% =
14.28%
Science = 7/28 x 100% = 25%
Model = 6/28 x 100% =
21.43%
Modules = 4/28 x 100% =
14.28%
Media = 4/28 x 100% =
14.28%
Approach= 10/28 x 100% = Practical Design x 100% = 3.57%
35.71%
LKS = 1/28 x 100% = 3.57% PjBL STEM = 3/28 x 100% = 10.71%
Student books = 1/28 x 100% = PBL STEM = 2/28 x 100% = 7.14%
3.57%
Assessment = 1/28 x 100% = 3.57% Blended STEM = 1/28 x 100% = 3.57%

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From table 1 it can be concluded that the results of the STEM research literature review relating to
the variation of subjects, mathematics have the lowest percentage, namely 3.57% and followed
by biology and chemistry subjects, namely 14, 28%. The results of the literature review from 28
articles also show that STEM research based on variations in learning media, the lowest
percentage results were obtained in the media in the form of worksheets, student books, and
assessment sheets followed by the lowest followed, namely modules with a percentage of 14.28%.
Meanwhile, when viewed from the application of STEM with a learning strategy, blended learning
has the lowest percentage, namely 3.57%, followed by PBL 7.14%, and PjBL 10.71%. In general, if
you look at the percentage magnitude of the three aspects that are in the purpose of making this
scientific article, each aspect shows that the percentage is still very low because it is still far below
50%. This shows that researches in Indonesia related to an integrated STEM approach with a variety
of subjects, media, and learning strategies are still very low.
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