Integrating STEM, Problem-Based Learning, and Satellite Imagery in Earth and Environmental Physics Education: A Systematic Literature Review
DOI:
https://doi.org/10.47945/create.v1i1.3357Keywords:
STEM integration, problem-based learning, satellite imagery, spatial thinking, Systems Thinking, Earth And Environmental Education, Systematic Literature ReviewAbstract
Earth and environmental education is expected to help students understand complex planetary systems, yet its instruction often remains abstract and disconnected from real spatial data. The integration of STEM, Problem-Based Learning (PBL), and satellite imagery is frequently proposed as a solution, but the empirical basis for integrating all three components has not been systematically examined. This systematic literature review, reported with reference to PRISMA 2020, addresses three questions: how the three components are configured in practice, what outcomes are reported for spatial thinking, systems thinking, and conceptual understanding, and what evidence gaps remain. Peer-reviewed journal articles published from 2016–2026 were searched through Google Scholar, screened according to eligibility criteria, and analyzed through configuration mapping, thematic synthesis, and descriptive comparisons of reported statistics. Eight studies from Indonesia were included. None of the studies integrated all three components. The most frequent configuration was PBL combined with Google Earth imagery (three studies), and only one study explicitly operationalized a STEM design with an engineering component. Spatial thinking was the most frequently measured outcome, and experimental groups were reported to outperform comparison groups (e.g., mean posttest scores of 91.00 vs. 81.39 and 85.64 vs. 74.08; N-gain of 0.52 vs. 0.37). No study measured systems thinking, reported standardized effect sizes, or assessed retention. Several studies also used small samples, designs without control groups, or statistical tests whose appropriateness is questionable. Therefore, this review supports only the cautious conclusion that satellite-imagery-supported PBL is associated with improved spatial thinking. The claim that full STEM–PBL–satellite imagery integration improves systemic problem solving remains untested. This review also proposes a conceptual framework and research agenda to guide more rigorous future studies
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