Effectiveness of STEM-Based Differentiated Learning in Enhancing Elementary Students' Critical Thinking Skills

Dewi Kristyowening, Idam Ragil Widianto Atmojo, Matsuri Matsuri

Abstract


Developing critical thinking is essential in contemporary schooling to prepare students to analyze, evaluate, and solve complex problems. This study examined the effectiveness of STEM-based differentiated instruction in enhancing the critical thinking of elementary students. A quasi-experimental design assigned intact classes to an experimental group receiving STEM-differentiated lessons and a control group receiving traditional cooperative instruction. Critical thinking was assessed through essay-type pretests and posttests, which were aligned with analytic rubrics. Independent t-tests revealed significantly greater gains for the experimental group compared to the control (t = 11.76, p = 1.99 × 10−17). N-Gain analysis revealed a moderate improvement in the experimental group (0.47) compared to a low improvement in the control group (0.19). These results suggest that integrating differentiation strategies—readiness-based tasks, choice of process and product, and flexible grouping—within STEM contexts strengthens conceptual understanding, increases cognitive engagement, and fosters inquiry-driven exploration tailored to individual needs. The findings support the pedagogical value of STEM-based differentiated instruction for cultivating higher-order thinking in the elementary grades. Practical implications include sustained teacher professional development, curriculum resources that enable tiered tasks and authentic problems, and supportive scheduling to facilitate iterative design and reflection. Future research should examine longer-term retention, classroom implementation fidelity, and differential effects across student subgroups.

Keywords


STEM; differentiated instruction; critical thinking; elementary education

Full Text:

PDF
rticle

References


Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally.

Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3

Facione, P. A. (2020). Critical thinking: What it is and why it counts (2020 update). Insight Assessment. https://insightassessment.com/wp-content/uploads/2023/12/Critical-Thinking-What-It-Is-and-Why-It-Counts.pdf

Fajari, L. E. W., Sarwanto, & Chumdari. (2020). The effect of problem-based learning multimedia and picture media on students’ critical-thinking skills viewed from learning motivation and learning styles in elementary school. Elementary Education Online, 19(3), 1797–1811. https://doi.org/10.17051/ilkonline.2020.735165

Fuad, N. M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving junior high schools’ critical thinking skills based on test three different models of learning. International Journal of Instruction, 10(4), 101–116. https://doi.org/10.12973/iji.2017.1017a

Gheyssens, E., Consuegra, E., Engels, N., & Struyven, K. (2020). Good things come to those who wait: The importance of professional development for the implementation of differentiated instruction. Frontiers in Education, 5, 96. https://doi.org/10.3389/feduc.2020.00096

Haetami, H. (2023). Effect of STEM-based differentiated learning to improve students’ critical thinking skills: A meta-analysis study. Jurnal Penelitian Pendidikan IPA, 9(9), 655–663. https://doi.org/10.29303/jppipa.v9i9.5084

Karim, N., & Normaya. (2015). Kemampuan berpikir kritis siswa dalam pembelajaran matematika dengan menggunakan model JUCAMA di sekolah menengah pertama. EDU-MAT: Jurnal Pendidikan Matematika, 3(1), 92–104. https://doi.org/10.20527/edumat.v3i1.634

Mater, N., Hussein, M. H., Salha, S., Draidi, F., Shaqour, A., Qatanani, N., & Affouneh, S. (2020). The effect of the integration of STEM on critical thinking and the technology acceptance model. Educational Studies, 48, 642–658. https://doi.org/10.1080/03055698.2020.1793736

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through STEM education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495

Nababan, T. S. (2019). Development analysis of global competitiveness index of ASEAN-7 countries and its relationship to gross domestic product. International Journal of Business and Economics (IJBE), 3(1), 1–8. https://doi.org/10.33019/ijbe.v3i1.108

Noufal, P. (2022). Effectiveness of STEM approach on enhancing critical thinking skill of secondary school students. International Journal of Humanities, Social Sciences and Education (IJHSSE), 9(5), 79–87. https://arcjournals.org/pdfs/ijhsse/v9-i5/8.pdf

OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Puspita, A. S., & Aloysius, S. (2019). Developing students’ critical thinking skills through implementation of problem-based learning approach. Journal of Physics: Conference Series, 1241, 012020. https://doi.org/10.1088/1742-6596/1241/1/012020

Saragih, S., & Zuhri, D. (2019). Teacher behavior in students’ critical thinking ability development. Journal of Physics: Conference Series, 1320, 012006. https://doi.org/10.1088/1742-6596/1320/1/012006

Sarwanto, S. (2021). Analysis of the implementation of the independent learning curriculum (Merdeka Belajar) in science learning in elementary schools. Indonesian Journal of Instruction, 1(1), 37–46. https://doi.org/10.33503/iji.v1i1.37

Sen, C., Ay, Z. S., & Kiray, S. A. (2021). Computational thinking skills of gifted and talented students in integrated STEM activities based on the engineering design process: The case of robotics and 3D robot modeling. Thinking Skills and Creativity, 42, 100931. https://doi.org/10.1016/j.tsc.2021.100931

Setiawati, H., & Corebima, A. D. (2017). Empowering critical thinking skills of students having different academic ability in biology learning of senior high school through PQ4R–TPS strategy. The International Journal of Social Sciences and Humanities Invention, 4(5), 3521–3526. https://doi.org/10.18535/ijsshi/v4i5.09

Shanta, S., & Wells, J. (2022). T/E design-based learning: Assessing student critical thinking and problem-solving abilities. International Journal of Technology and Design Education, 32, 267–285. https://doi.org/10.1007/s10798-020-09608-8

Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D (Cet. 26). Alfabeta.

Tomlinson, C. A. (2021). So each may soar: The principles and practices of learner-centered classrooms. ASCD. https://www.ascd.org/books/so-each-may-soar

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Widjajarto, A., Lubis, M., & Lubis, A. R. (2024). Service level agreement (SLAs) model for disaster recovery center (DRC) based on computational resource model of virtual machine. Procedia Computer Science, 234, 1476–1483. https://doi.org/10.1016/j.procs.2024.03.148




DOI: https://doi.org/10.20961/ijpte.v9i2.100389

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Dewi Kristywening, Idam Ragil Widianto Atmojo, Matsuri Matsuri

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

  

International Journal of Pedagogy and Teacher Education

Print ISSN: 2597-7792
Online ISSN: 2549-8525
Website: https://jurnal.uns.ac.id/ijpte/index
Email: ijpte@mail.uns.ac.id
Published by: Faculty of Teacher Training and Education, Universitas Sebelas Maret
Ir. Sutami Street, No. 36A, Surakarta, Jawa Tengah Indonesia