PATTERNS AND GAPS INTEGRATION OF PBL, STEAM, AND METACOGNITIVE PROMPTS TOWARDS STUDENTS' CRITICAL THINKING

Novemia Maharani; Parno Parno; Purbo Suwasono; Hartatiek Hartatiek

doi:10.59052/bjvbrs47

Penulis

Novemia Maharani Universitas Negeri Malang
Parno Parno Universitas Negeri Malang
Purbo Suwasono Universitas Negeri Malang
Hartatiek Hartatiek Universitas Negeri Malang

DOI:

https://doi.org/10.59052/bjvbrs47

Kata Kunci:

Integrasi PBL-STEAM, Petunjuk Metakognitif, Berpikir Kritis

Abstrak

Tinjauan literatur sistematis ini memetakan, mengkarakterisasi, dan mensintesis bukti empiris tentang Pembelajaran Berbasis Masalah (PBL), STEAM, dan petunjuk metakognitif dalam kaitannya dengan keterampilan berpikir kritis siswa. Dipandu oleh PRISMA 2020, tinjauan ini memeriksa studi yang diambil dari Scopus dan memilih 31 artikel yang diterbitkan antara tahun 2021 dan 2025 melalui identifikasi, penyaringan, penilaian kelayakan, dan inklusi akhir. Sintesis ini menunjukkan tren publikasi yang meningkat, mencapai puncaknya pada tahun 2024, dengan sebagian besar penelitian dilakukan di tingkat sekolah menengah dan paling sering menggunakan desain eksperimen semu. PBL adalah pendekatan yang paling umum diselidiki (64,5%), diikuti oleh STEAM (41,9%) dan strategi metakognitif (12,9%). Meskipun pendekatan ini secara konsisten menunjukkan kontribusi positif terhadap pemikiran kritis, tidak ada penelitian yang mengidentifikasi yang mengintegrasikan PBL, STEAM, dan dorongan metakognitif secara bersamaan dalam satu desain pembelajaran yang koheren. Ketidakhadiran ini merupakan kebaruan utama dari tinjauan ini dengan mengungkap kesenjangan empiris yang jelas antara potensi teoretis dari integrasi tiga komponen dan implementasinya yang terbatas dalam penelitian yang ada. Temuan ini menyiratkan perlunya mengembangkan dan memvalidasi secara empiris model pembelajaran PBL-STEAM terintegrasi yang didukung oleh dorongan metakognitif, khususnya untuk pendidikan sains dan fisika.

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