The Effect of STEAM-Based Mathematics Instructional Media on Mathematics Learning Outcomes Among Elementary School Students
Abstract
urpose of the study: This study aims to examine changes in elementary school students’ mathematics learning outcomes after the implementation of STEAM-based learning media in the topic of addition and subtraction. The study focuses on identifying students’ achievement before and after the instructional media were implemented.
Methodology: This study employed a quantitative approach with a pre-experimental One-Group Pretest–Posttest Design. The research was conducted at SD Muhammadiyah Jongaya, Makassar, involving 24 students selected through convenience sampling. The instruments consisted of a mathematics learning achievement test, student activity observation sheets, and documentation. Data were analyzed using descriptive statistics, inferential statistics, and SPSS version 25.
Main Findings: The findings showed that students’ mathematics learning outcomes improved significantly after the implementation of STEAM-based learning media. Learning mastery increased from 20.83% in the pretest to 100% in the posttest. In addition, the paired samples t-test yielded p < .001, indicating a statistically significant difference between students’ pretest and posttest scores.
Novelty/Originality of this study: The originality of this study lies in providing empirical classroom-based evidence of improved elementary students’ mathematics learning outcomes after the implementation of STEAM-based learning media, specifically in addition and subtraction. This study contributes practical knowledge by showing that interdisciplinary media can serve as an innovative instructional alternative for improving mathematics learning in elementary classrooms.
Views / Downloads
Files
License
Copyright (c) 2026 Nur Asmi, Nasrun, Ranti Kurniasih (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
[1] W. A. Wibowo, H. Suryatama, and D. H. Siswanto, “Exploring the impact of the Merdeka Curriculum on mathematics education in Elementary Schools,” Int. J. Learn. Reform. Elem. Educ., vol. 4, no. 01, pp. 27–38, 2025, doi: https://doi.org/10.56741/ijlree.v4i01.793.
[2] A. K. Kenedi, Y. Helsa, Y. Ariani, M. Zainil, and S. Hendri, “Mathematical connection of elementary school students to solve mathematical problems.,” J. Math. Educ., vol. 10, no. 1, pp. 69–80, 2019.
[3] N. F. Fuadiah and D. Suryadi, “Teaching and Learning Activities in Classroom and Their Impact on Student Misunderstanding : A Case Study on Negative Integers,” vol. 12, no. 1, pp. 407–424, 2019.
[4] N. M. Wessman-enzinger, Conceptual Models for Integer Addition and Subtraction. Faculty Publications - School of Education. George Fox University, 2019.
[5] J. Boaler, Mathematical mindsets: Unleashing students’ potential through creative mathematics, inspiring messages and innovative teaching. John Wiley & Sons, 2022.
[6] N. H. Sari, “Development Mathematics Realistic Education Worksheet Based on Ethnomathematics in Elementary School,” Phenom. J. Pendidik. Mipa, vol. 12, no. 1, pp. 77–89, 2022, doi: 10.21580/phen.2022.12.1.10853.
[7] L. H. Muhaimin and D. Juandi, “The role of learning media in learning mathematics: A systematic literature review,” J. Math. Math. Educ., vol. 13, no. 1, pp. 85–107, 2023, doi: https://doi.org/10.20961/jmme.v13i1.74425.
[8] S. Satriani, Wahyuddin, and A. Syamsuddin, “Development of flipped learning model learning assisted with spada learning management system,” J. Penelit. Pendidik. IPA, vol. 9, no. 12, pp. 11476–11483, Dec. 2023, doi: 10.29303/jppipa.v9i12.5613.
[9] Syarfina et al., “Developing mathematics learning media to introduce the concept of numbers to early childhood,” in AIP Conference Proceedings, 2022, vol. 2524, no. 1, p. 20005.
[10] S. Pahmi, D. Juandi, and R. Sugiarni, “The effect of STEAM in mathematics learning on 21st century skills: A systematic literature reviews,” Prisma, vol. 11, no. 1, pp. 93–104, 2022, doi: https://doi.org/10.35194/jp.v11i1.2039.
[11] R. Hidayanthi, N. H. Siregar, D. A. Siregar, and H. L. Siregar, “Implementation of STEAM-based digital learning for students’ numeracy literacy in elementary schools,” Res. Dev. Educ., vol. 4, no. 1, pp. 653–661, 2024.
[12] D. Apriandi, I. Krisdiana, E. Suprapto, and B. A. Megantara, “Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students’ Creative Thinking Skills in Specific Cultural Context.,” J. Learn. Dev., vol. 10, no. 3, pp. 440–451, 2023.
[13] A. P. Astuti, V. D. Mawarsari, H. Purnomo, and E. Sediyono, “The use of augmented reality-based learning media to develop the technology literacy of chemistry teachers in the 21st century,” in AIP Conference Proceedings, 2020, vol. 2215, no. 1, p. 20002.
[14] W. Wulansari and L. Dwiyanti, “Building Mathematical Concepts Through Traditional Games to Develop Counting Skills for Early Childhood,” Int. J. Elem. Educ., vol. 5, no. 4, p. 574, 2021, doi: 10.23887/ijee.v5i4.39654.
[15] X. Ni, Z. Nuryana, S. Lu, and W. Xu, “A systematic literature review of mathematics interactive games in elementary education,” Interact. Learn. Environ., pp. 1–28, 2025, doi: https://doi.org/10.1080/10494820.2025.2538745.
[16] A. M. B. Harsono, “Innovation In Steam Based Differentiation Learning Management,” J. Creat. Innov. Elem. Sch., vol. 1, no. 1.
[17] N. Aini, H. Hadiyanto, and A. Widowati, “Development of STEAM-Based Learning Media (STEAMBOOK) for Teaching Ecosystem Concepts to Fifth-Grade Elementary Students,” J. Innov. Res. Prim. Educ., vol. 4, no. 4, pp. 2981–2991, 2025, doi: https://doi.org/10.56916/jirpe.v4i4.2436.
[18] A. V. Setiawan, S. M. Hutauruk, S. A. Meilina, and A. S. Ardiansyah, “Improving Numeracy Literacy Through the Integration of Challenge Based on Differentiated Learning with STEAM Based Website,” Unnes J. Math. Educ., vol. 13, no. 3, pp. 276–291, 2024, doi: https://doi.org/10.15294/ujme.v13i3.16705.
[19] Z. Zayyinah, E. Erman, Z. A. I. Supardi, E. Hariyono, and B. K. Prahani, “STEAM-integrated project based learning models: Alternative to improve 21st century skills,” in Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021), 2022, pp. 251–258, doi: 10.2991/assehr.k.211229.039.
[20] D. Rosikhoh, L. Mardhiyatirrahmah, A. Abdussakir, A. Abtokhi, and I. Rofiki, “Experienced teachers’ perceptions: Math-focused steam learning,” Abjadia Int. J. Educ., vol. 4, no. 2, pp. 118–128, 2019.
[21] S. D. Indahwati, F. Rachmadiarti, and E. Hariyono, “Integration of PJBL, STEAM, and learning tool development in improving students’ critical thinking skills,” IJORER Int. J. Recent Educ. Res., vol. 4, no. 6, pp. 808–818, 2023, doi: https://doi.org/10.46245/ijorer.v4i6.434.
[22] T. Tenaglia, “STEAM curriculum: Arts education as an integral part of interdisciplinary learning,” 2017.
[23] M. Pérez Torres, D. Couso Lagarón, and C. Marquez Bargalló, “Evaluation of STEAM project-based learning (STEAM PBL) instructional designs from the STEM practices perspective,” Educ. Sci., vol. 14, no. 1, p. 53, 2023, doi: https://doi.org/10.3390/educsci14010053.
[24] I. R. W. Atmojo, R. Ardiansyah, D. Y. Saputri, and F. P. Adi, “The Effectiveness of STEAM-Based Augmented Reality Media in Improving the Quality of Natural Science Learning in Elementary School,” Al-Ishlah J. Pendidik., vol. 13, no. 2, pp. 821–828, 2021, doi: 10.35445/alishlah.v13i2.643.
[25] N.-H. Tran, C.-F. Huang, and J.-F. Hung, “Exploring the effectiveness of STEAM-based courses on junior high school students’ scientific creativity,” in Frontiers in education, 2021, vol. 6, p. 666792, doi: 10.3389/feduc.2021.666792.
[26] N. H. A. Ulya, N. Ishartono, R. B. A. Razak, S. H. B. Halili, M. Khomeini, and L. Mubarokah, “Integration of steam-based video with timestamp to improve student’s understanding of geometric transformation,” in AIP Conference Proceedings, 2025, vol. 3142, no. 1, p. 20060.
[27] D. Martín-Cudero, R. Guede-Cid, and A. I. Cid-Cid, “The mathematics teacher’s specialized and interdisciplinary knowledge when implementing a STEAM-based activity on the logistic function,” STEM Educ., vol. 5, no. 5, pp. 802–835, 2025, doi: 10.3934/steme.2025036.
[28] N. Nuraini, I. H. Asri, and N. Fajri, “Development of Project Based Learning with STEAM Approach Model Integrated Science Literacy in Improving Student Learning Outcomes,” J. Penelit. Pendidik. IPA, vol. 9, no. 4, pp. 1632–1640, 2023, doi: 10.29303/jppipa.v9i4.2987.
[29] S. Subiki, E. T. P. Elika, and F. K. A. Anggraeni, “The Effect of the Project-Based Learning Model with the STEAM Approach on Learning Outcomes of High School Students the Subject of Material Elasticity,” J. Penelit. Pendidik. IPA, vol. 9, no. 2, pp. 745–751, 2023.
[30] B. R. Lamichhane, “STEAM education for transformative mathematics learning,” Saptagandaki J., pp. 36–53, 2021, doi: https://doi.org/10.3126/sj.v12i12.46152.
