Physics in integrated STEM education research projects: A systematic review in the secondary school context

Background and Purpose: This review explores the integration of physics into STEM (Science, Technology, Engineering, and Mathematics) education through project-based learning (PjBL) at the secondary school level. It aims to identify common types of integrated STEM projects for physics students and the physics concepts most frequently employed, addressing current gaps in the field. Methodology: Guided by the PRISMA framework, this systematic review analyzed 20 peer-reviewed journal articles published within the last five years and indexed in the Scopus database. Findings: The analysis revealed four main categories of physics-based STEM projects: Inquiry-Based Learning with Technology, Engineering Design Challenge Products, Electronic Module (E-module) Projects, and Abstract Problem-Solving Activities. Physics concepts related to momentum and Newtonian mechanics were most dominant, while thermodynamics, fluid mechanics, electronics, optics, and wave theory were underrepresented. Significant gaps identified include limited interdisciplinary integration, uneven physics content distribution, and inadequate resource availability. Contributions: In response to these findings, a "5-Way Forward" framework is proposed to enhance the quality and impact of STEM project implementation in physics education. This review offers valuable insights for educators, curriculum developers, and policymakers to improve physics engagement in integrated STEM education and suggests directions for future research on long-term impact and teacher training. Keywords: integrated STEM project, physics project, STEM education, physics education, secondary school. Cite as: Nassiri, S. H., Khamis, N., & Bunyamin, M. A. H. (2026). Physics in integrated STEM education research projects: A systematic review in the secondary school context. Journal of Nusantara Studies, 11(1), 64-82. http://dx.doi.org/10.24200/jonus.vol11iss1pp64-82