Leveraging STEAM Learning and SOLO Taxonomy to Cultivate Deep Mathematical Understanding: A Conceptual Framework for Deep Learning in Primary Education

Nugraha, Dewa Made Dwicky Putra
Mastini, Ni Nyoman Sri

International Conference on Education for All
Vol. 3 No. 1 (2025)

Mathematics proficiency among Indonesian primary school students remains below expectations, as reflected in the 2018 PISA results showing scores significantly below the OECD average. This study proposes a conceptual framework that integrates STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning with the SOLO (Structure of Observed Learning Outcomes) Taxonomy to foster deeper mathematical understanding. Using a qualitative literature review approach, this research analyzes how both frameworks contribute to enhancing students’ conceptual, procedural, and metacognitive skills. STEAM promotes interdisciplinary, project-based learning rooted in real-world contexts, while the SOLO Taxonomy provides a structured progression of cognitive complexity from surface learning to extended abstraction. Findings suggest that the integration of these approaches enhances meaningful engagement, supports creativity, and improves students’ problem-solving abilities. This framework offers both theoretical and practical guidance for teachers in designing adaptive, transformative mathematics instruction aligned with 21st-century learning demands.