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STEAM Journal for Elementary School Education
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31096905     DOI : https://doi.org/10.26740/sjese.1.02.2025.6
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Focus and Scope SJESE focuses on research and scholarly work that enhances the body of knowledge in the following areas: Integration of STEAM in elementary education Innovative teaching strategies and practices Curriculum development and instructional design Assessment and evaluation in STEAM learning Educational technology in elementary classrooms Teacher training and professional development in STEAM
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 15 Documents
 1   2 
Marshmallows, Fun, and Constellations: A Mixed-Methods Evaluation of a STEAM Astronomy Workshop Voulgari, Iro; Mamo, Simeona; Duca, Edward; Lavidas, Konstantinos
STEAM Journal For Elementary School Education Vol. 1 No. 02 (2025): STEAM Journal for Elementary School Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sjese.1.02.2025.5

Abstract

This study evaluates a STEAM-based astronomy workshop for children, delivered at two science engagement events in Malta: Science in the City 2023 and Unconventional Science Careers Days 2023. The workshop integrated storytelling, mythological narratives, creative making activities, and digital tools within the 5E instructional model and the creative pedagogy CREATIONS, with constellations as the central theme. Using a mixed-methods approach, we collected survey data from 122 participants (aged M=10, SD=2.4) and practitioner observations. Quantitative analysis showed that most children (80.3%) found the workshop easy to understand, though 91.8% reported not learning new content. Despite this, 51.6% expressed strong interest in learning more about astronomy, and 55.7% wanted similar school workshops. Significant differences emerged by setting: open-air festival participants reported higher levels of enjoyment and clarity than classroom-based participants. Qualitative analysis revealed children emphasized astronomy knowledge, enjoyment, and creative processes, often linking learning to personal contexts such as zodiac signs. Practitioner observations highlighted parental involvement as both supportive and potentially intrusive. These findings suggest STEAM workshops emphasising artistic processes, can stimulate curiosity, engagement, and cultural relevance in astronomy education, while underscoring the importance of facilitator training and careful scaffolding to balance creativity with conceptual accuracy. The study contributes to research on non-formal STEAM learning by demonstrating the potential and challenges of integrating arts, storytelling, and science in astronomy education.
Needs of STEAM Education in Elementary Classes (Grades 6–8) in Pakistan: A Systematic Review (2023-2025) Muhammad Rafiq-Uz-Zaman
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.2.01.2026.1

Abstract

Pakistan elementary education needs Grade 6-8 to be important in cultivating STEAM (Science, Technology, Engineering, Arts, Mathematics) ability. Nonetheless, there are system-wide issues like inapt teacher training, curriculum that does not align well with STEAM, lack of resources, and weak enforcement of policy, that prevent serious immediate integration of STEAM courses. This systematic review will seek to find evidence-based interventions to enhance STEAM education in these grades in the Pakistani education setting. In accordance with the PRISMA 2020 standards, searches in Scopus, Web of Science, ERIC and Google Scholar were performed in the period between March and August 2025 in order to find peer-reviewed articles that published after 2023-2025. Syntheses at the regional and global levels were also taken into account (2013-2023). The keywords used included Pakistan, Grades 6-8, and STEAM/STEM and were combined with the keywords that included curriculum, professional development, assessment, and policy. Among 345 records found, 28 articles were reviewed in their full-text, which resulted in the selection of 18 primary studies and 15 contextual sources (n=33). Quality assessment was done using the Mixed Methods Appraisal Tool (MMAT) and Critical Appraisal Skills Program (CASP). Ten major themes were identified, such as alignment of curriculum with national standards, practice-based teacher development, inquiry-based pedagogy, computational thinking, inclusive design and career awareness related to math self-efficacy. Blending of genuine arts and economical technology infrastructure was addressed as a key to the success. The effective implementation of STEAM must be multilevel, that is, it has to be coordinated through policy interventions at the curriculum level in terms of curriculum guides, teacher training, equitable provision of resources, and career awareness programs. To achieve equal results, it is necessary to use the principles of Universal Design to Learning and digital competence development pathways. The analysis was limited by scarcity of Pakistan-specific studies and language as well as heterogeneity among studies made meta-analysis impossible. Successful STEAM learning in Grades 6-8 in Pakistan needs interventions on the curriculum, pedagogy, professional development, assessment, and policy, which are comprehensive and coordinated. It is possible that there is a possibility of successful integration, but further specific research on Pakistan is required.
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.
Participatory Action Research on the Implementation of STEAM-Integrated Problem-Based Learning Nurwati Djaman; Nur Wahidin Ashari; Irfan Pratama Amrin; Nabila Putri Amelia; Jabal Nur. D; Nur Inayah Anwar
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.2.01.2026.3

Abstract

This study aimed to examine the implementation of a STEAM-based Problem-Based Learning (PBL) approach in mathematics learning to enhance students’ engagement, creativity, and problem-solving abilities. The research was conducted at SMP Negeri 26 Makassar using a Participatory Action Research (PAR) framework involving collaboration between university researchers, pre-service teachers, and the classroom teacher. The learning activities focused on the topic of arithmetic sequences and were designed following the stages of the PBL model integrated with STEAM elements (Science, Technology, Engineering, Arts, and Mathematics). Students worked collaboratively in small groups to analyze contextual problems, formulate hypotheses, conduct investigations using digital tools, and communicate their findings through digital presentations. Data were collected through classroom observations, learning artifacts, student presentations, and formative assessment results. Descriptive statistical analysis of the formative test scores showed that the average student score reached 92.5, with a median and mode of 90, indicating strong academic performance and relatively consistent achievement among students. The findings revealed that the STEAM-based PBL approach effectively promoted active participation, collaborative inquiry, and deeper conceptual understanding of arithmetic sequences. The integration of digital tools and interdisciplinary learning activities also supported the development of students’ critical thinking and communication skills. These results suggest that integrating STEAM within a PBL framework can provide meaningful and engaging mathematics learning experiences while improving students’ problem-solving abilities and overall learning outcomes.
Integration of the STEAM Approach in Learning Within the Merdeka Curriculum at the Elementary School Level: A Systematic Literature Review Nabylla Sapta Ramadhani; Edo Wijaya
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.2.01.2026.2

Abstract

This study aims to examine the integration of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in primary school learning and to analyze its alignment with the principles of the Merdeka Curriculum. This research employed a Systematic Literature Review (SLR) method guided by the PRISMA 2020 framework to ensure a transparent and structured selection process. The literature search was conducted across multiple academic databases, including Google Scholar, Garuda, and Web of Science, focusing on publications from 2021 to 2025. From an initial pool of 999 articles, 15 studies met the inclusion criteria and were analyzed using qualitative synthesis. The findings indicate that STEAM integration in primary education follows a systematic pattern grounded in constructivist and student-centered learning principles and is primarily implemented through Project-Based Learning (PjBL), Problem-Based Learning (PBL), and inquiry-based learning models. These approaches enable interdisciplinary and contextual learning experiences. Empirically, the implementation of STEAM has been shown to significantly enhance students’ 21st century competencies, including critical thinking, creativity, communication, and collaboration, as well as improving science literacy and problem-solving abilities. Furthermore, the STEAM approach demonstrates strong alignment with the Merdeka Curriculum by promoting independent learning, differentiated instruction, and the development of the Pancasila Student Profile. However, several challenges remain, particularly in terms of limited technological infrastructure, time constraints, and teachers’ pedagogical readiness in implementing integrative learning. Identified best practices include the use of STEAM-based digital modules, collaborative learning strategies, and continuous professional development for teachers. In conclusion, the integration of STEAM within the Merdeka Curriculum presents a promising framework for enhancing the quality of primary education, although its effectiveness depends on sustained institutional support, teacher capacity building, and adequate technological resources.

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