The Influence of STEAM-Based Science Learning on Elementary School Students' Learning Outcomes
Abstract
Purpose of the study: This study explores the impact of incorporating the interdisciplinary STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework into innovative pedagogical models on primary students' academic achievements in science and their practical Science Process Skills (SPS).
Methodology: This study used a quantitative approach with a 2x2 quasi-experimental factorial design. Two intact classes were selected via cluster random sampling as the experimental group (STEAM-oriented) and control group (conventional).
Main Findings: The STEAM approach significantly improved students' cognitive outcomes and 21st-century skills compared to traditional methods. Reflective students scored higher due to deep analytical traits, but the STEAM model also drove substantial gains for impulsive students.
Novelty/Originality of this study: This study bridges the gap between multidisciplinary STEAM frameworks and psychological profiles. Its primary novelty lies in demonstrating how a konstruktivistik STEAM design can accommodate and mitigate the limitations of diverse internal cognitive styles (reflective vs. impulsive) in elementary science education
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Copyright (c) 2026 Nur Faridah, Ghefira Darwis, Hasrawati (Author)
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