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All Journal Union: Jurnal Ilmiah Pendidikan Matematika STEAM Journal for Elementary School Education
Roslinda Rosli
National University of Malaysia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Impact of a STEAM-SDGs-Based Virtual Reality Mathematics Learning Model on Students’ Critical Thinking and Creativity Nur Choiro Siregar; Roslinda Rosli; Warsito Warsito; Aris Gumilar
STEAM Journal For Elementary School Education Vol. 2 No. 01 (2026): STEAM Journal for Elementary School Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sjese.2.01.2026.4

Abstract

The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) and Sustainable Development Goals (SDGs) in higher education has gained increasing attention as a strategy to foster essential 21st-century competencies. In mathematics learning, the use of Virtual Reality (VR) offers immersive and interactive experiences that may enhance higher-order thinking skills. However, empirical evidence examining the impact of a STEAM-SDGs-based VR learning model on students’ critical thinking and creativity remains limited. This study aims to investigate the effect of a STEAM-SDGs-based VR mathematics learning model on students’ critical thinking and creativity. A quantitative research design was employed. The study collected data through structured questionnaires administered to 100 students at Universitas Muhammadiyah Tangerang. The proposed research model was analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS version 3 to evaluate both measurement and structural models. The findings indicate that the STEAM-SDGs-based VR learning model has a significant positive effect on students' critical thinking and creativity. The immersive VR environment, combined with interdisciplinary STEAM integration and SDGs-oriented problem contexts, contributes to improved analytical reasoning, idea generation, and innovative problem-solving skills. This research provides empirical support for integrating STEAM, the SDGs, and Virtual Reality into mathematics education at the higher education level. The study contributes to the development of innovative, technology-enhanced learning models that promote critical thinking and creativity, offering practical implications for educators and policymakers seeking to strengthen 21st-century competencies in university settings.
Exploration of STEM integration on student achievement in madrasah science competition: Qualitative approach Nur Choiro Siregar; Warsito Warsito; Roslinda Rosli
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18895

Abstract

This study explores the impact of STEM integration on student performance in the Madrasah (school) Science Competition (KSM), focusing on how STEM-based learning enhances academic achievement. The growing importance of STEM education globally emphasizes its potential to improve students' scientific knowledge and critical thinking. Integrating STEM in Madrasah education, mainly through science competitions like the Madrasah Science Competition (KSM), challenges students to apply theoretical knowledge in practical, real-world contexts. Despite the increasing interest in STEM education, researchers have yet to fully understand its specific impact on student performance in KSM, particularly within the context of Islamic schools. Here, we examine how STEM integration affects student achievement in KSM. The research employs a qualitative approach, using thematic analysis to analyze open-ended questioning with students who participated in KSM. The results reveal that STEM integration on student achievement in KSM resulted in (a) scientific inquiry and problem-solving, hands-on experimentation, theoretical knowledge application, (b) use of technology and tools, and resource disparities, (c) increased engagement through STEM, and confidence in problem-solving, (d) limited access to resources, (e) collaborative learning in STEM projects, and team dynamics and support, (f) enhanced scientific understanding, and development of critical thinking skills, (g) improved KSM outcomes, and increased interest in science careers. The implications suggest incorporating STEM into Madrasah curricula can enhance academic achievement and foster critical thinking skills. Future research could explore the long-term impact of STEM integration on broader educational outcomes and investigate ways to scale STEM practices across Madrasah institutions.
Co-Authors Aris Gumilar Nur Choiro Siregar Warsito Warsito