<![CDATA[This study aims to examine the effect of STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics) on students' critical thinking, creativity, and collaboration skills in secondary education. Utilizing a quantitative survey design, the study involved 108 twelfth-grade students at SMA Telkom Bandung, Indonesia, selected through purposive sampling from classes that actively implement the STEAM approach. Data were collected using validated and reliable Likert-scale questionnaires and subsequently analyzed using descriptive statistics and simple linear regression at a 0.05 significance level. The findings indicate that STEAM-based learning has a significant positive effect on all three core competencies: critical thinking (t=13.120; R2=0.619), creativity (t=14.200; R2=0.655), and collaboration (t=12.106; R2=0.580). These results confirm that the integration of the arts into STEM education effectively strengthens students' cognitive, creative, and social dimensions simultaneously, establishing it as a highly relevant pedagogical model for 21st-century demands. The novelty of this research lies in its integrative analysis, which simultaneously examines three fundamental 21st-century competencies within a single research model in the context of Indonesian secondary education. This area remains underexplored compared to Western literature. This study provides a significant contribution by offering empirical evidence that the "Arts" element is not merely an aesthetic addition but a primary catalyst in enhancing divergent thinking and social engagement. However, the study is limited by its localized sample within a single institution and its cross-sectional survey design. As a recommendation, educational policymakers should prioritize teacher professional development in interdisciplinary curriculum design]]>
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