STEM Integration in Biology Learning: A Systematic Literature Review

Novi Padilla; Ellianawati; Novi Ratna Dewi; Dyah Rini Indriyanti

doi:10.21831/j.sc.edu.research.v10i2.97426

Authors

Novi Padilla Universitas Negeri Semarang
Ellianawati Universitas Negeri Semarang
Novi Ratna Dewi Universitas Negeri Semarang
Dyah Rini Indriyanti Universitas Negeri Semarang

DOI:

https://doi.org/10.21831/j.sc.edu.research.v10i2.97426

Abstract

STEM integration in Biology learning has attracted growing research attention, yet a comprehensive, discipline-specific synthesis of its trends, challenges, and implications has remained unavailable. This study addresses that gap by mapping research trends, identifying implementation challenges, and deriving implications of STEM integration in Biology learning published between 2015 and 2025. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework, encompassing identification, screening, eligibility, and inclusion stages, with searches conducted across Scopus, Web of Science, and Google Scholar. Fifty-five articles meeting the inclusion criteria were analyzed thematically. The results show a significant upward trend in publications, rising from one article in 2019 to seventeen in 2025, with Indonesia as the largest contributor (49.1%), Project-Based Learning as the most widely applied approach (52.7%), and Ecology and Environment as the most frequently studied Biology topic (40.0%). Four major implementation challenges were identified: limited teacher competency in designing interdisciplinary learning, misalignment between curriculum structures and STEM principles, inadequate facilities and resources, and low student motivation and STEM literacy. These findings indicate that advancing STEM-Biology integration requires sustained teacher professional development, broader research coverage across underexplored educational levels and Biology topics, curriculum reform, and more equitable implementation across Indonesia’s regions.

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