The Implementation of Problem-Based Learning to Improve Junior High School Students’ Scientific Thinking Skills on Ecosystem Topics

Abstract

The integration of Science, Technology, Engineering, and Mathematics (STEM) has become a strategic approach in preparing students to face global challenges related to sustainability and technological innovation. In science education, renewable energy topics offer rich opportunities for project-based learning that promotes interdisciplinary understanding and engineering thinking. This study aims to analyze the role of STEM-integrated learning in enhancing senior high school students’ problem-solving skills, creativity, and conceptual understanding through miniature renewable energy engineering projects. This research employs a qualitative library research method by reviewing and synthesizing relevant national and international literature on STEM education, project-based learning, and renewable energy instruction. The data were analyzed using thematic analysis to identify key pedagogical patterns and instructional implications. The findings indicate that STEM-integrated projects effectively improve students’ engineering design skills, collaborative learning, and critical thinking. Furthermore, renewable energy projects encourage students’ awareness of sustainability issues and foster meaningful learning experiences. This study concludes that STEM integration in engineering-based projects is a promising pedagogical strategy for promoting interdisciplinary learning and sustainable education in senior high school contexts.