<![CDATA[Science learning in elementary schools still faces the problem of students’ low conceptual understanding due to the dominance of conventional teaching methods that do not adequately connect concepts with real-life applications. This condition leads to difficulties for students in integrating scientific knowledge with technology, engineering, and mathematics. This study aimed to analyze the effectiveness of the STEM learning model on students’ conceptual understanding of science at the fifth grade of Bangun Insan Mandiri Elementary School. The research employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The research subjects consisted of two classes: an experimental class that implemented the STEM learning model and a control class that used conventional instruction. Data were collected through a science conceptual understanding test administered before and after the treatment. The data were analyzed using descriptive and inferential statistical techniques to determine differences in the improvement of conceptual understanding between the two groups. The results showed a significant increase in science conceptual understanding among students who learned through the STEM learning model compared to those in the control class. The STEM learning model effectively encouraged students to develop a deeper understanding of science concepts through problem-solving activities, simple design processes, and the application of concepts in real-world contexts. Therefore, the STEM learning model is effective for improving fifth-grade students’ science conceptual understanding and can be used as an innovative instructional strategy in elementary science education.]]>
