The STEM Learning Approach in Improving Learning Outcomes of High School Students

Abstract

This study evaluated the impact of an integrated STEM learning approach on the learning outcomes of high school students in Jambi. Employing a quasi-experimental pretest-posttest design, 140 Grade XI students were assigned to either a STEM intervention group or a traditional instruction control group. Post-intervention analysis using ANCOVA and t-tests revealed that the STEM group achieved statistically significant (p < .001) gains in conceptual understanding, critical thinking skills, and problem-solving abilities compared to the control group. These findings provide robust empirical evidence for the effectiveness of constructivist-based STEM pedagogy.