Integration of STEM (Science, Technology, Engineering, Mathematic) Approach on Mathematic Learning in Higher Education Nathasa Pramudita Irianti(a*), Rr. Yudiswara Ayu Permatasari(b), Yayuk Hidayah(c)
a) Sekolah Tinggi Pertanahan Nasional
b) Institut Seni Indonesia Yogyakarta
c) Universitas Negeri Yogyakarta
Abstract
The rapid advancement of science and technology in the 21st century demands a transformation in mathematics learning, particularly at the higher education level. The STEM (Science, Technology, Engineering, and Mathematics) approach has emerged as a promising framework for fostering interdisciplinary, contextual, and student-centered learning that bridges abstract mathematical concepts with real-world applications. This article aims to examine the integration of the STEM approach in mathematics learning within higher education, with a focus on its implementation models, pedagogical strategies, and impacts on student learning outcomes. Through a review of relevant literature, this study identifies that STEM integration in higher education mathematics can be implemented through several models, including the Silo, Embedded, and Integrated approaches, often combined with active learning strategies such as Project-Based Learning (STEM-PjBL) and Problem-Based Learning (STEM-PBL). Findings indicate that STEM-integrated mathematics learning contributes to improvements in students^ mathematical literacy, critical thinking, creative thinking, and problem-solving abilities. Moreover, the use of technology-based media further supports the effectiveness of STEM implementation. Despite its potential, STEM integration at the tertiary level remains limited and under explored compared to primary and secondary education. This article concludes that expanding STEM-integrated mathematics instruction in higher education is essential for preparing graduates with the competencies required by the modern workforce.
