Abstract
Although the traditional teaching of the course “Atomic Physics” in the educational system is theoretically taught in depth, practical application may be insufficient. By applying the STEM methodology (Science, Technology, Engineering, and Mathematics) when teaching the course “Atomic Physics”, students become more effective in mastering the subject, learn to apply theories in practice and real-life situations. STEM-based learning is very relevant because this methodology, students can gain a deeper understanding of atomic and subatomic processes. The purpose of this research is to analyze the methods of teaching the course “Atomic Physics” based on STEM education and to determine its effectiveness in developing the research abilities of students. In addition, it aims to identify the impact of atomic physics on improving the quality of STEM-based education. The literature review used the PRISMA method and the meta-analysis method to determine the effectiveness and reliability of the reviewed literature. To determine the students’ attitudes toward STEM-based learning education in the course “Atomic Physics”, a survey of university students was conducted. The mathematical and statistical analysis method was used to analyze the survey results. Hypothesis testing was carried out using G*Power software. Teaching the course “Atomic Physics” based on STEM education has enhanced the students’ interest in this course. It was noted that students effectively developed creative thinking and research abilities.