<![CDATA[ABSTRACT Strengthening 21st-century competencies at the Madrasah Ibtidaiyah level remains a challenge, particularly in creating learning environments that encourage students to generate creative ideas while collaborating effectively. In science and social studies (IPAS) learning, these competencies are often underdeveloped because instructional activities tend to be dominated by teacher-centered content delivery and limited student engagement. Addressing this issue, the present study examined the contribution of the Project-Based STEAM approach to the development of fourth-grade students’ creative thinking and collaborative skills. The study employed a quasi-experimental method using a Non-equivalent Control Group Design and involved 76 students. The experimental group participated in learning activities based on Project-Based STEAM, whereas the control group received Inquiry-Based Learning. Data were collected through a creative thinking test and a collaborative skills questionnaire that met established validity and reliability criteria. The data were subsequently analyzed using Multivariate Analysis of Covariance (MANCOVA). The observed learning outcomes indicated that students in the experimental group outperformed those in the control group on both measured competencies. Statistical analysis further confirmed that the Project-Based STEAM approach had a significant effect on creative thinking and collaborative skills, both simultaneously and partially. These findings suggest that the integration of project-based learning and STEAM offers a contextual and effective alternative for IPAS instruction while supporting the development of essential student competencies in Madrasah Ibtidaiyah. ABSTRAK Penguatan kompetensi abad ke-21 di jenjang Madrasah Ibtidaiyah masih menghadapi tantangan, terutama dalam menciptakan pembelajaran yang mampu mendorong peserta didik menghasilkan gagasan secara kreatif sekaligus bekerja sama secara efektif. Pada pembelajaran IPAS, kondisi tersebut sering kali belum berkembang secara optimal karena aktivitas belajar masih didominasi penyampaian materi dan keterlibatan peserta didik yang terbatas. Berangkat dari kebutuhan tersebut, penelitian ini menelaah kontribusi pendekatan Project-Based STEAM terhadap pengembangan kemampuan berpikir kreatif dan kolaboratif peserta didik kelas IV. Kajian dilaksanakan melalui metode quasi experiment dengan desain Non-equivalent Control Group Design yang melibatkan 76 peserta didik. Kelompok eksperimen mengikuti pembelajaran berbasis Project-Based STEAM, sedangkan kelompok kontrol memperoleh pembelajaran Inquiry-Based Learning. Pengumpulan data dilakukan menggunakan tes berpikir kreatif dan angket keterampilan kolaboratif yang telah memenuhi kriteria validitas dan reliabilitas, kemudian dianalisis melalui Multivariate Analysis of Covariance (MANCOVA). Pola capaian yang muncul menunjukkan keunggulan kelompok eksperimen dibandingkan kelompok kontrol pada kedua aspek yang diukur. Pengujian statistik juga mengonfirmasi adanya pengaruh signifikan pendekatan Project-Based STEAM terhadap keterampilan berpikir kreatif dan kolaboratif, baik secara simultan maupun parsial. Temuan ini memperlihatkan bahwa integrasi proyek dan STEAM dapat menjadi alternatif pembelajaran IPAS yang lebih kontekstual dalam mendukung pengembangan kompetensi peserta didik di Madrasah Ibtidaiyah.]]>
