Students' Perceptions of the STEAM Learning Model in Developing Literacy and Numeracy Skills
Abstract
Purpose of the study:
This study aims to determine students’ responses to the implementation of the STEAM learning model in developing numeracy literacy. The focus is on how STEAM can enhance students’ understanding of numeracy concepts, increase motivation, and foster critical thinking and problem-solving skills.
Methodology:
The study employed a survey research design with 30 student participants. Data were collected using a 10-item questionnaire, where responses were recorded as “Yes” or “No” and converted into percentages. Quantitative analysis was conducted using descriptive statistics to evaluate the effectiveness of the STEAM learning model in the classroom setting.
Main Findings:
Results show that STEAM learning received a generally positive response from students, with the highest score (83.3%) in connecting mathematics to other fields, followed by applying numeracy in daily life (73.3%) and increased learning motivation (73.3%). Technology use (76.7%) and increased interest in mathematics (70%) also showed notable effects. However, collaboration (56.7%) and ease in solving numeracy problems (60%) were identified as areas needing improvement.
Novelty/Originality of this study:
This study provides new insight into the direct impact of STEAM learning on numeracy literacy, an area less explored in existing literature. It highlights specific strengths and weaknesses of STEAM from students’ perspectives, offering practical guidance for educators to design more structured, contextual, and interactive approaches to enhance numeracy literacy development.
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Copyright (c) 2025 Rachel Aura Azzahra, Miftahul Jannah, Ahmad Syamsuadi (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
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