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This study sought to analyze the impact of the Science, Technology, Engineering, and Mathematics (STEM) approach on student learning outcomes and gender differences in senior high school. In this meta-analysis, the period for searching relevant articles was set between 2018 and 2023. The literature search was conducted through the Google Scholar database and assisted by the Publish or Perish (PoP) software program. A total of 827 papers were initially evaluated, with 14 articles meeting the criteria for inclusion in the meta-analysis from 24 studies. The analysis focused on the dimensions of learning outcomes, including knowledge, problem-solving, creativity, achievement, critical thinking, higher-order thinking skills (HOTS), science literacy, system thinking skills, self-efficacy, and cognitive. The results demonstrated that STEM education significantly enhanced student learning outcomes, with positive effects observed across both genders. However, the intensity of these effects differed between the two groups. This study offers valuable insights into the implementation of STEM in senior high schools. It also highlights the need for further research to gain a more comprehensive understanding of the impact of STEM on various dimensions, including HOTS, science literacy, and cognitive abilities. It will deepen our understanding of the overall impact of STEM.
Fadillah et al. (Thu,) studied this question.