Development of STEM hybrid research-based learning model to improve scientific reasoning of undergraduate students

This study aims to design and evaluate a STEM hybrid research-based learning (STEM-Hybrid RBL) model to enhance undergraduate students’ scientific reasoning skills. This research adopted a design and development methodology, comprising six stages: problem identification, literature review, prototype design and development, prototype testing, evaluation, and dissemination. Expert validation revealed high content validity for all aspects. Practicality tests involving lecturers and students showed that the model is easy to implement and well-aligned with science learning needs. Effectiveness was tested using the t-test showed a value of t (48) = -4.670 with p < 0.001, which means there is a significant difference between the means of the two groups. These findings indicated that the STEM-Hybrid RBL model is pedagogically sound, practically applicable, and effective in supporting students’ scientific reasoning development in higher education. Integrating STEM principles with hybrid research-based learning addresses constraints in laboratory access and fosters active, contextual, and collaborative learning.