Abdurrahman. (2017). Efektivitas dan kendala pembelajaran sains berbasis inkuiri terhadap capaian dimensi kognitif siswa: Meta analisis [The effectiveness and constraints of inquiry-based science learning on the achievement of students' cognitive dimensions: Meta-analysis]. Tadris: Journal of Teacher Training and Education/ Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 2(1), 1–9.

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Penerapan project based learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender [Implementation of STEM integrated project based learning to improve students' science literacy in terms of gender]. Journal of Science Education Innovation/ Jurnal Inovasi Pendidikan, 2(2), 202-212.

Ajizi, I., Pursitasari, I. D., & Ardianto, D. (2018). Pembelajaran inkuiri berbasis multimedia interaktif pada materi optik untuk meningkatkan penguasaan konsep dan sikap belajar siswa [Interactive multimedia-based inquiry learning on optical materials to improve students' concept mastery and learning attitudes]. Journal of Science Education and Practice, 2(1), 44–57.

Anggraeni, A. Y., Wardani, S., & Hidayah, A. N. (2020). Profil peningkatan kemampuan literasi kimia siswa melalui pembelajaran inkuiri terbimbing berbasis kontekstual [The profile of increasing students' chemical literacy skills through contextual-based guided inquiry learning]. Journal of Chemical Education Innovation/ Jurnal Inovasi Pendidikan Kimia, 14(1), 2512–2523.

Anwar, C., Saregar, A., & Widayanti, W. (2018). The effectiveness of Islamic religious education in the universities: The effects on the students’ characters in the era of industry 4.0. Tadris: Journal of Teacher Training and Education/ Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 3(1), 77–87.

Anwar, C., Saregar, A., Yuberti, Y., Zellia, N., Widayanti, W., Diani, R., & Wekke, I. S. (2019). Effect size test of learning model ARIAS and PBL: Concept mastery of temperature and heat on senior high school students. Eurasia Journal of Mathematics, Science and Technology Education, 15(3), 1-9. https://doi.org/10.29333/ejmste/103032

Arisman, A., & Permanasari, A. (2015). Penerapan pembelajaran kooperatif tipe STAD dengan metode praktikum dan demonstrasi multimedia interaktif (MMI) dalam pembelajaran IPA terpadu untuk meningkatkan literasi sains siswa [The application of STAD cooperative learning with the practical method and interactive multimedia demonstration (MMI) in Integrated Science learning to improve students' scientific literacy]. Edusains, 7(2), 179–184.

Budiarti, A., Rusnayati, H., Siahaan, P., & Wijaya, A. F. C. (2018). Profil hambatan belajar epistimologos siswa pada materi momentum dan impuls kelas X SMA berbasis analisis tes kemampuan responden [The profile of students' learning barriers epistemologos on material momentum and encouragement of class X SMA based on the analysis of the respondent's ability test]. Journal of Wahana Physics Education/ Jurnal Wahana Pendidikan Fisika, 3(1), 35-42.

Bybee, R. W. (2011). Scientific and Engineering Practices in K-12 Classroom: Understanding a framework for K-12 Science Education. The Science Teacher, 35(4) 10–16.

Changtong, N., Maneejak, N., & Yasri, P. (2020). Approaches for implementing STEM (Science, Technology, Engineering & Mathematics) activities among middle school students in Thailand. International Journal of Educational Methodology, 6(1), 185-198. https://doi.org/10.12973/ijem.6.1.185

Corder, G. W., & Foreman, D. I. (2009). Nonparametric Statistics for Non-Statisticians (A Step-by-Step Approach). Wiley.

Dewi, M., Kaniawati, I., & Suwarma, R. (2018). Penerapan pembelajaran fisika menggunakan pendekatan STEM untuk meningkatkan kemampuan memecahkan masalah siswa pada materi listrik dinamis [The application of physics learning using STEM approach to improve students' problem-solving skills in dynamic electricity material]. Proceeding of the Quantum National Seminar/ Prosiding Seminar Nasional Quantum.25(1), 381–385.

Diani, R., Saregar, A., & Ifana, A. (2016). Perbandingan model pembelajaran problem-based learning dan inkuiri terbimbing terhadap kemampuan berpikir kritis peserta didik [Comparison of problem based learning and guided inquiry learning model on students' critical thinking skills]. Journal of Physics Learning Research/ Jurnal Penelitian Pembelajaran Fisika, 7(7), 147–155.

Diani, R., Yuberti, Y., & Syafitri, S. (2016). Uji effect size model pembelajaran scramble dengan media video terhadap hasil belajar fisika peserta didik kelas X MAN 1 Pesisir Barat [Effect size test on the scramble learning model with video media on the physics learning outcomes of class X students of MAN 1 Pesisir Barat]. Al-Biruni Journal of Physics Education/ Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(2), 265-275.

Ekawati, M. (2015). Pembelajaran menemukan unsur-unsur instrinsik hikayat melalui model student teams achievement divisions (STAD) [Learning finds the intrinsic elements of the saga through student teams achievement divisions learning model (STAD)]. Journal of Pesona/ Jurnal Pesona, 1(1), 50–58.

Elyusra, & Saputra, R. (2019). Capaian pembelajaran apresiasi prosa fiksi yang berorientasi pada lapangan kerja di era revolusi industri 4.0 [Learning achievements in the appreciation of fictional prose that are oriented towards employment in the era of the industrial revolution 4.0]. Literation/ Lateralisasi, 7(2), 1-16.

English, L. D., Hudson, P., & Dawes, L. (2013). Engineering-based problem-solving in the middle school: Design and construction with simple machines. Journal of Pre-College Engineering Education Research, 3(2), 43–55. https://doi.org/10.7771/2157-9288.1081

Fisher, A. (2009). Berpikir kritis: Sebuah pengantar [Critical thinking: An introduction]. Erlangga.

Fitriani, D., Kaniawati, I., & Suwarma, I. R. (2017). Pengaruh pembelajaran berbasis STEM (science, technology, engineering, and mathematics) pada konsep tekanan hidrostatis terhadap causal reasoning siswa SMP [The effect of STEM-based learning (science, technology, engineering, and mathematics) on the concept of hydrostatic pressure on the causal reasoning of junior high school students]. Physics National Seminar/ Seminar Nasional Fisika, 6(1), 47–52.

Hendri, S., & Faradhillah. (2020). Pengembangan lembar kerja siswa listrik dinamis (LKS) berbasis inkuiri [Development of inquiry-based dynamic electricity student worksheets]. IJIS Edu: Indonesian Journal of Integrated Science Education, 2(1), 1–6.

Herzon, H. H., Utomo, D. H., & Malang, G. U. N. (2018). Pengaruh problem-based learning (PBL) terhadap keterampilan berpikir kritis [The effect of problem-based learning (PBL) on critical thinking skills]. Journal of Educational Theory, Research, and Development/ Jurnal Pendidikan Teori, Penelitian, dan Pengembangan, 3(1), 42–46.

Irwandani, I., & Rofiah, S. (2015). Pengaruh model pembelajaran generatif terhadap pemahaman konsep fisika pokok bahasan bunyi peserta didik MTs al-hikmah Bandar Lampung [The effect of generative learning model on physics concept understanding on the subject of sound on students at MTs al-hikmah Bandar Lampung]. Al-Biruni Journal of Physics Education/ Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 165–177.

Ismayani, A. (2016). Pengaruh penerapan STEM project based learning terhadap kreativitas matematis siswa SMK [The effect of the application of STEM project-based learning on mathematical creativity of SMK students]. Indonesian Digital Journal of Mathematics and Education, 3(4), 264–272.

Jahanbakhsh, A. A., Aliasgarizamani, M., & Garman, Z. (2019). CIRC and STAD in Iranian context: Through the five elements to cooperative learning of lexical collocations. Cogent Arts & Humanities, 6(1), 1–17. https://doi.org/10.1080/23311983.2019.1692469

Khasanah, N., Ellianawati, E., & Yulianto, A. (2019). Pengembangan program pembelajaran berbasis aktivitas pada materi momentum dan impuls untuk meningkatkan keterampilan berpikir kritis siswa [Development of activity-based learning programs on momentum and impulse materials to improve students' critical thinking skills]. Unnes Physics Education Journal, 8(3), 272-279

Khoiriyah, N., Wahyudi, I., Fisika, P., Keguruan, F., Lampung, U., Prof, J., Brojonegoro, S., & Lampung, G. B. (2018). Implementasi pendekatan pembelajaran STEM untuk meningkatkan kemampuan berpikir kritis siswa SMA pada materi gelombang bunyi [mplementation of the STEM learning approach to improve high school students' critical thinking skills in sound wave material]. Journal of Physics Education Research and Studies/ Jurnal Riset dan Kajian Pendidikan Fisika, 5(1), 53–62.

Krajcik, J., & Delen, I. (2017). How to support learners in developing usable and lasting knowledge of STEM. International Journal of Education in Mathematics, Science and Technology, 5(1), 21–28. https://doi.org/10.18404/ijemst.16863

Kusuma, A. P. (2017). Implementasi model pembelajaran student teams achievement division (STAD) dan Team assisted individualization (TAI) ditinjau dari Kemampuan spasial siswa [Implementation of the learning model student teams achievement divisionand Team assisted individualization reviewed from students' spatial abilities]. Al-Jabar: Journal of Mathematics Education/ Al-Jabar: Jurnal Pendidikan Matematika, 8(2), 135–144.

Kusumastuti, I., Anggraeni, S., & Surakusumah, W. (2020). Penerapan asesmen kinerja dalam meningkatkan kemampuan inkuiri melalui pembelajaran levels of inquiry siswa SMA [Implementation of performance assessment in improving inquiry abilities through learning levels of inquiry for high school students]. Syntax Literate: Indonesian Scientific Journal/ Syntax Literate: Jurnal Ilmiah Indonesia, 5(1), 101–116.

Latifah, S. (2015). Pengaruh model pembelajaran kooperatif tipe time token berbantu puzzel terhadap kemampuan berpikir kritis peserta didik kelas X pada materi gelombang [The effect of the puzzel-assisted time token type cooperative learning model on the critical thinking skills of class X students on wave material]. Al-Biruni Journal of Physics Education/ Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 3(1), 14.

Lutfi, Ismail, & Azis, A. A. (2017). Pengaruh project-based learning terintegrasi stem terhadap literasi sains, kreativitas dan hasil belajar peserta didik [Effect of project-based learning integrated STEM towards scientific literacy, creativity and learning outcomes on environmental pollution]. In M. I. Azhim (Ed.), Proceedings of the National Seminar on Biology and Learning/ Prosiding Seminar Nasional Biologi dan Pembelajarannya, (pp. 189–194). Universitas Negeri Makassar.

Mahbub, M. Z., Kirana, T., & Poedjiastoeti, S. (2016). Development of STAD Cooperative based learning set assisted with animation media to enhance students’ learning outcome in MTS. Indonesian Journal of Science Education/ Jurnal Pendidikan IPA Indonesia, 5(2), 247–255. https://doi.org/10.15294/jpii.v5i2.6004

Nasution, S. R. A. (2020). Peningkatan aktivitas dan hasil belajar tematik dengan strategi inkuiri pada tema lingkungan di kelas III SDN 1001004 Sitinjak [Increasing activities and thematic learning outcomes with inquiry strategy on environmental theme in grade III SDN 1001004 Sitinjak]. Journal Education and Development, 8(1), 267–271.

Nasution, S. W. R. (2018). Penerapan model inkuiri terbimbing (guided inquiry) dalam meningkatkan kemampuan berpikir kritis pada pembelajaran fisika [The application of the guided inquiry model in improving critical thinking skills in learning physics]. Journal Education and Development, 3(1), 1–5.

Parmin, P., Saregar, A., Deta, U. A., Ahmad, R., & Islami, Z. E. L. (2020). Indonesian science teachers’ views on attitude, knowledge, and application of STEM. Journal for the Education of Gifted Young Scientists, 8(1), 17–31.

Piaget, J., & Inhelder, B. (2008). The psychology of the child. Basic Books.

Purnamawati, D., Ertikanto, C., & Suyatna, A. (2017). Keefektifan lembar kerja siswa berbasis inkuiri untuk menumbuhkan keterampilan berpikir tingkat tinggi [The effectiveness of inquiry-based student worksheets for fostering higher order thinking skills]. Al-biruni Journal of Physics Education/ Jurnal Ilmiah Pendidikan Fisika al-biruni, 6(2), 209–219.

Sanjaya, W. (2013). Penelitian pendidikan jenis, metode, dan prosedur [Educational research types, methods, and procedures]. Kencana

Sapitri, U. E., Kurniawan, Y., & Sulistri, E. (2016). Penerapan model discovery learning untuk meningkatkan keterampilan berpikir kritis siswa kelas X pada materi kalor [Application of discovery learning model to improve critical thinking skills of class X students on heat material]. Journal of Physics Education/ Jurnal Ilmu Pendidikan Fisika, 1(2), 64–66.

Silaban, A., & Simanjuntak, M. P. (2018). Pengaruh model pembelajaran inkuiri terbimbing terhadap ketrampilan proses sains dan pemahaman konsep fisika [The effect of guided inquiry learning models on science process skill and understanding of physics concepts]. Journal of Physics Education/ Jurnal Pendidikan Fisika, 7(1), 20–24.

Siregar, S. (2015). Metode penelitian kuantitatif dilengkapi dengan perbandingan perhitungan manual dan SPSS [Quantitative research methods equipped with comparison of manual and SPSS calculations]. Prenada MediaGroup.

Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R & D [Quantitative, qualitative, and R & D research methods]. Alfabeta.

Suryani & Azlim. (2018). The use of STAD to improve students' writing skills. Journal of ELT Research, 3(1), 38-42.

Susilowati, E., Rusdiana, D., & Kaniawati, I. (2017). Efektivitas perkuliahan gelombang dan optika berbasis scaffolding terhadap peningkatan kebiasaan berpikir kritis [The effectiveness of scaffolding-based wave and optics lectures on increasing critical thinking habits]. Journal of the Forum for Physics Education/ Jurnal Wahana Pendidikan Fisika, 2(2), 68–70.

Suwardana, H. (2017). Revolusi industri 4. 0 berbasis revolusi mental [4. 0 industrial revolution based on mental revolution]. Scientific Journal of Industri Enginering and Management Universitas Kadiri/ Jati Unik: Jurnal Ilmiah Teknik dan Manajemen Industri Universitas Kadiri, 1(2), 102–110.

Van den Hurk, A., Meelissen, M., & van Langen, A. (2018). Interventions in education to prevent STEM pipeline leakage. International Journal of Science Education, 41(2), 150–164. https://doi.org/10.1080/09500693.2018.1540897

Venti, E. S. (2018). Kajian singkat terhadap isu aktual dan strategis strategi indonesia menghadapi industri 4.0 [A brief study of the actual and strategic issues of Indonesia's strategy in facing Industry 4.0]. Journal of Economics and Public Policy/ Jurnal Bidang Ekonomi dan Kebijakan0 Publik, 10(9), 19-24.

Widayanti, Abdurrahman, A., & Suyatna, A. (2019). Future physics learning materials based on STEM education: analysis of teachers and students perceptions. Journal of Physics: Conference Series, 1155(1), 1-9.

Yahaya, F. S. L., & Lajium, D. A. D. (2018). "STEMINO Robot” infusion of critical thinking skills through a STEM learning approach in secondary school students: A preliminary study. National Education Inquiry Seminar/ Seminar Penyelidikan Pendidikan Kebangsaan, 2018, 1–8.

Yani, L. A. F., Widodo, E., & Nurohman, S. (2018). Pemahaman nature of science (NOS) pada siswa kelas VIII di SMPN kota Yogyakarta ditinjau dari tingkat kefavoritan sekolah [Understanding of nature of science (NOS) in class VIII students at Yogyakarta City Junior High School is viewed from the level of popularity of the school]. Journal of Science Education/ Jurnal Pendidikan IPA Indonesia, 7(1)1–6.

Yuberti. (2014). Suatu pendekatan pembelajaran; Quantum teaching [A learning approach; Quantum teaching]. Al-biruni Journal of Physics Education/ Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 3(1), 1-19.

Yuliati, D. I., Yulianti, D., & Khanafiyah, S. (2011). Pembelajaran fisika berbasis hands on activities untuk menumbuhkan kemampuan berpikir kritis dan meningkatkan hasil belajar siswa SMP [Physics learning based on hands-on activities to foster critical thinking skills and improve learning outcomes for junior high school students]. FMIPA UNNES Semarang Journal of Physics/ Jurnal Fisika FMIPA UNNES Semarang, 7(1), 23–27.

Zamista, A. A. (2018). Increasing persistence of college students in science technology engineering and mathematic (STEM). Curricula, 3(1), 22–31.