<![CDATA[This study aims to analyze the implementation of the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach in learning Science in grade V elementary schools, identify obstacles faced by teachers and schools, and explore student responses and involvement during the learning process. The research method used was descriptive qualitative with data collection techniques in the form of observation, interviews, and documentation. The results showed that the STEAM approach was applied through integrated and contextualized project-based learning, such as making balloon cars to understand the concepts of force and motion. The teacher acts as a facilitator, while students are actively involved in activities that encourage critical thinking, cooperation and creativity. The main obstacles faced include limited infrastructure, lack of teacher training, and limited time in the curriculum. Nonetheless, students showed high enthusiasm and improved conceptual understanding and social skills. The findings suggest that the STEAM approach has significant potential to improve the quality of science learning in primary schools if supported by adequate systems and training. ABSTRAKTujuan daripada pelaksanaan penelitian ini yakni melakukan análisis pengimplementasian STEAM (Science, Technology, Engineering, Art, and Mathematics) pada proses belajar Ilmu Pengetahuan Alam (IPA) di kelas V sekolah dasar, mengidentifikasi kendala yang dihadapi guru dan sekolah, serta menggali respons serta keikutsertaan siswa pada proses belajar. Penelitian mempergunakan metode deskriptif kualitatif serta data pnelitian didapat lewat teknik dokumentasi, wawancara, serta observasi. Hasil temuan penelitian memperlihatkan kalau pendekatan STEAM diterapkan melalui pembelajaran berbasis proyek yang terintegrasi dan kontekstual, seperti pembuatan mobil balon untuk memahami konsep gaya dan gerak. Guru berperan sebagai fasilitator, sementara siswa punya keterlibatan aktif pada proses aktivitas yang mendorong berpikir kritis, kerja sama, dan kreativitas. Kendala utama yang dihadapi meliputi keterbatasan sarana prasarana, kurangnya pelatihan guru, dan keterbatasan waktu dalam kurikulum. Meskipun demikian, siswa menunjukkan antusiasme tinggi dan peningkatan pemahaman konseptual serta keterampilan sosial. Temuan ini memperlihatkan kalau pendekatan STEAM punya sebuah potensi signifikan untuk menaikkan kualitas hasil belajar IPA pada sekolah dasar jika ada dukungan oleh sistem dan pelatihan yang memadai.]]>
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