The Impact of the Science-Technology-Society Model on the Enhancement of Student’s HOTS: A Systematic Literature Review

Abstract

The Science Technology Society (STS) model is a contextual approach that
links science concepts with social issues to encourage higher order thinking
skills (HOTS). This study aims to systematically review various empirical
studies related to the application of STS in Biology learning to improve
students' HOTS at the high school level. The method used is Systematic
Literature Review (SLR) with the PRISMA approach, involving the selection
of 15 articles published in 2015–2025 from Scopus, Sinta, and reputable
proceedings. The analysis is focused on publication trends, methodology
design, implementation context, and its impact on HOTS. The results of the
review show that the application of STS consistently improves analytical (C4),
evaluation (C5), and creative (C6) skills, as well as supporting students' science
process skills, scientific attitudes, and active engagement. The majority of the
studies analyzed used quasi-experimental design and learning contexts based
on local environmental, health, and technological issues. Challenges include
time constraints, teacher understanding, and supporting infrastructure.
Therefore, intensive teacher training, contextual media development, and STS
integration into the curriculum are needed. This study confirms that STS is a
relevant and effective pedagogical approach in supporting HOTS-based 21st
century learning