ArticlePDF Available

Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and Creative Thinking Skills in an Innovative Teaching and Learning

Authors:

Abstract and Figures

Teaching and learning in the 21st century should equip students with critical and creative thinking skills to be ready to live and contribute productively to society. One suitable learning approach is integrating STEAM education and computational thinking—the STEAM-CT approach. The present study aims to describe students’ critical and creative thinking skills in STEAM-CT integrative learning. The present study employed a descriptive qualitative method. The subjects of the present study were 26 eighth-grade students from a private middle school in Yogyakarta, Indonesia. Based on the analysis, during the integrative STEAM-CT learning process, the students demonstrated their critical and creative thinking skills, especially in planning problem solving, flexibility in providing problem solutions, and the aesthetics of their product designs. However, students still need to be supported to carry out in-depth evaluations and use the results for improvement. For recommendation, feedback practices could be embedded in teaching and learning to promote students’ critical and creative thinking skills.
Content may be subject to copyright.
Southeast Asia Mathematics Education Journal
Volume 13, No 1 (2023)
1
Integrating STEAM Education and Computational Thinking: Analysis of Students’
Critical and Creative Thinking Skills in an Innovative Teaching and Learning
1, 2 Mathematics Education Department, Sanata Dharma University, Yogyakarta, Indonesia
2yosepdwikristanto@usd.ac.id
Abstract
Teaching and learning in the 21st century should equip students with critical and creative
thinking skills to be ready to live and contribute productively to society. One suitable learning
approach is integrating STEAM education and computational thinkingthe STEAM-CT
approach. The present study aims to describe students' critical and creative thinking skills in
STEAM-CT integrative learning. The descriptive qualitative method was employed in this
study. The current study included 26 eighth-grade students from a private middle school in
Yogyakarta, Indonesia. According to the analysis, the students demonstrated critical and
creative thinking skills during the integrative STEAM-CT learning process, particularly in
planning problem solving, flexibility in providing problem solutions, and the aesthetics of their
product designs. However, students must still be encouraged to conduct in-depth evaluations
and use the results for improvement. For recommendation, to promote students' critical and
creative thinking skills, feedback practices could be embedded in teaching and learning.
Keywords: Critical thinking; creativity; STEAM education; computational thinking.
Introduction
Uncertainty and complexity in the twenty-first century necessitate a learning transformation.
Learning in the twenty-first century should prepare students to work, live, and become
productive citizens in the face of a variety of challenges (Kristanto, 2020). At least this learning
needs to equip students with critical and creative thinking skills (Ritter et al., 2020; Shavelson
et al., 2019; Van Laar et al., 2020). Both of these skills are important to use in dealing with the
emergence of new technologies, especially information and communication technologies that
make it easier to move, present, manipulate, and re-present information (Almerich et al., 2020;
Higgins, 2014).
Even though critical and creative thinking skills are crucial, many students still lack critical
thinking and creativity. A study conducted by Benyamin et al. (2021) discovered that the
majority of their subjects' students had moderate or low critical thinking skills. This result is
consistent with that revealed by Wayudi et al. (2020). Apart from these two studies, several
studies also have demonstrated the need to enhance student’s critical thinking skills (Agnafia,
2019; Hidayat et al., 2019; Hidayati et al., 2021; Li et al., 2021; Ridho et al., 2020).
Similar to the problem of critical thinking skills, many students still have low creative
thinking skills. A study conducted by Rasnawati et al. (2019) unveiled that the vocational high
school students who were their subjects had low creative thinking skills. Rachman and Amelia
(2020) also found similar results, specifically, the creative thinking skills of high school
students who were their subjects were lacking. Several other studies corroborate the findings
of these studies. (Kadir et al., 2022; Siregar, 2019; Suparman & Zanthy, 2019).
1Epifani Putri Mariana & 2Yosep Dwi Kristanto
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
2
The existence of problems related to students’ critical and creative thinking skills indicates
the need for learning innovation. Vincent-Lancrin et al. (2019) provide learning design
principles to develop students’ critical thinking skills and creativity. To begin, such learning
must pique students' interest and be challenging. The learning should also help students develop
technical skills and enable them to create actual products or artifacts. Furthermore, the learning
environment must allow students to co-design components of a product or solution. It implies
that learning must be open to a wide range of student's interests, ideas, and abilities, as well as
provide space for student agency. The principle of respect for diverse perspectives in dealing
with problems is as follows. Furthermore, learning also needs to provide space for the
unexpected. Finally, the learning also needs to provide space and time for students to reflect as
well as to give and receive feedback. Giving and receiving feedback not only encourage
students to improve their work but also facilitate them to learn (Kristanto, 2018). One learning
approach that follows these principles is STEAM education.
STEAM education is a learning approach that integrates Science, Technology, Engineering,
Arts, and Mathematics. STEAM education makes students more appreciative of various fields
of knowledge simultaneously. It sparks the development of their critical and creative thinking
skills in re-imagining new and old real-world problems (B. Wilson & Hawkins, 2019). The
STEAM approach is innovative because it is considered up-to-date in the Industry 4.0 era,
which can support critical and creative thinking skills through project-based learning (Lu et al.,
2022; Shatunova et al., 2019). This project-based STEAM learning is based on real-world
problems and can teach students how to research, propose, and select solutions, as well as
design and create products (Chistyakov et al., 2023; Diego-Mantecon et al., 2021).
Generally, implementing the STEAM approach administers an Engineering Design Process
(EDP) (Ozkan & Umdu Topsakal, 2021). Although a variety of EDP cycles is found in the
literature (Haik et al., 2017, p. 9; Hubka, 2015, p. 31), these cycles typically include problem
clarification, program assembly for needs, design planning, prototype construction, testing, and
optimization, product analysis, and product presentations to clients or target groups (Vossen et
al., 2020). These stages can be simplified into five: asking, imagining, planning, creating, and
improving (Hester & Cunningham, 2007). The EDP can bridge science and mathematics
concepts in making or using technology while also considering aesthetics in the STEAM
approach.
According to the literature, the STEAM approach has the potential to develop or improve
students' critical and creative thinking skills. This approach can provide students with the
opportunity to create products that will help them develop their creativity and problem-solving
skills (Katz-Buonincontro, 2018). The implementation of STEAM teaching and learning by
Wilson et al. (2021) for elementary and middle school students illustrated that this approach
effectively increased critical and creative thinking skills. Furthermore, numerous other studies
have discovered similar results, which indicate the STEAM approach can help students develop
critical and creative thinking skills (Alkhabra et al., 2023; Anggraeni & Suratno, 2021;
Engelman et al., 2017; Priantari et al., 2020; Rahmawati et al., 2019).
Problem-solving is a central activity in STEAM education. The problem-solving activities
can be supported by learning designs that support the development of computational thinking
(CT) dimensions (Barr & Stephenson, 2011; Wu & Su, 2021). Decomposition, pattern
recognition, abstraction, and algorithm are the CT dimensions. (Google, 2023). Decomposition
Epiphany Princess Mariana, Yosep Dwi Kristanto
3
is the process of breaking down a complex problem into smaller problems in order to make the
problem easier to understand, handle, or manage. The search for similarities between different
problems is referred to as pattern recognition. Focusing on important information while
ignoring irrelevant details is what abstraction entails. The final dimension, algorithm, refers to
the process of creating steps or rules to solve problems. The four CT dimensions can be
embedded in STEAM learning activities (Barr & Stephenson, 2011).
CT support in teaching and learning is often carried out using computers, especially
programming. It is because programming includes making computer-readable instructions so
that the computer can complete specific tasks or problems (Wang et al., 2022). It is in line with
one of the dimensions of CT, namely the algorithm. Programming is also essential to support
critical tasks related to CT (Grover & Pea, 2013). The programming activities are also often
integrated into STEAM education, such as using Scratch (Oh et al., 2013; Tan et al., 2020) and
Lego Mindstorm (Ding et al., 2019; Ruiz et al., 2019).
CT support in teaching and learning can also be implemented without the use of a computer.
This strategy is appropriate for implementation in schools that lack technological infrastructure
(Brackmann et al., 2017). Thus, integrating CT and STEAM education has a greater potential
to be widely implemented. Furthermore, this integration in learning that does not use computers
or other expensive technology makes it easier for teachers or other practitioners to adopt or
adapt it (Padmi et al., 2022).
In summary, on the one hand, critical and creative thinking skills are two essential skills for
students to live and contribute productively in the 21st century. On the other hand, many
students still lack these two skills. STEAM education that supports the development of CT,
which hereinafter we refer to as STEAM-CT, can potentially develop students’ critical and
creative thinking skills. Such teaching and learning can be implemented without a computer so
that learning activities can be widely adopted or adapted. Therefore, the present study aimed
to analyze students’ critical and creative thinking skills in the STEAM-CT approach, which
did not use computers or other digital technologies.
Methods
The present study employed a descriptive qualitative method. This method is employed to
achieve the research objectives because it is appropriate for describing events or experiences
and seeking in-depth knowledge of the phenomena being studied (Kim et al., 2017; Neergaard
et al., 2009).
Learning Design
The STEAM-CT approach in the present study provided experiences for students to design
and develop seesaw miniatures that are fun, efficient, and safe. The training was conducted
over four meetings. At each meeting, respectively, the students (1) imagine and design a
seesaw; (2) create the designed seesaw; (3) test and present the seesaw; and (4) improve and
reflect on the seesaw.
During the first meeting, students imagined and designed a seesaw that meets three criteria:
fun, efficiency, and safety. Students were guided to learn art, simple machines, the types and
strengths of the constituent materials, and linear functions while decomposing the
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
4
characteristics of the seesaw. With this knowledge, the students devised a list of the tools and
materials required, sketched the design, and planned the sequential steps that would be used to
construct the seesaw.
Students made seesaws at the second meeting, using the tools and materials planned and the
design sketches drawn at the first meeting. Students did this by listing and explaining what
needs to be considered when building a seesaw. In addition, the students were asked to analyze
and explain what influences the balance of the seesaw.
Students tested and presented their seesaws at the third meeting. They tested the seesaw and
evaluated it to discover if it was enjoyable, efficient, and safe. They also analyzed areas for
improvement and observed the seesaw patterns of other groups to inspire them to improve their
own. Following that, the students presented their seesaws in classical.
In the fourth meeting, students improved their seesaw and reflected on their learning
experiences. The learning activities at this meeting began with decomposing the steps to
improve the seesaw. After that, students identified the variables so that the seesaw fits the fun,
efficient, and safety criteria. Finally, students reflected on their learning experiences to abstract
the factors that support successful seesaw development. They also modelled the seesaw using
linear functions.
Table 1 illustrates the learning experiences mapping in each meeting with STEAM content
and CT dimensions. The learning design was discussed with the Mathematics, Natural
Sciences, and Arts teachers of the students who were the subjects of the present study.
Table 1
Mapping Learning Activities, STEAM Content, and CT Dimensions
Meeting
Learning experience
STEAM content
CT dimensions
1
Imagining and
designing seesaws
Simple machine (Natural Science);
simple product engineering (Craft);
model image (Arts and Culture);
straight line equations
(Mathematics)
Decomposition,
algorithm
2
Creating seesaws
Simple machine (Natural Science);
creating simple products (Crafts)
Decomposition
3
Testing and presenting
seesaws
Simple machine (Natural Science);
testing and communicating of
phenomena (Informatics); Testing
and presenting of engineering
works (Craft)
Pattern recognition
4
Improving seesaws and
reflecting on learning
experiences
Simple machine (Natural Science);
Engineering procedures (Craft);
application of linear functions
(Mathematics)
Decomposition,
abstraction
Research Subject
The subjects of the present study were 26 eighth-grade students, consisting of 14 boys and
12 girls. All of the subjects came from one class at a private junior high school in Yogyakarta,
Indonesia. The subject selection was conducted by first discussing with the teachers so that the
selected students were usually active and had good verbal skills. Thus, the data obtained from
Epiphany Princess Mariana, Yosep Dwi Kristanto
5
these subjects can provide rich and valuable information about their critical and creative
thinking skills (Campbell et al., 2020; Kelly, 2010).
Data Collection
The data in the present study were the students’ answers in their worksheets and the seesaw
construction they created. The sequence of the questions and instructions in the worksheet is
adjusted to the EDP cycle (see Appendix A). The questions and instructions in the worksheet
are also structured following indicators of critical and creative thinking skills, as shown in
Table 2. Critical thinking skills indicators are obtained by synthesizing critical thinking skills
indicators from Ennis (2015), Sihotang et al. (2012), and Wade (1995). Formulating the
problem, gathering facts, planning, devising a strategy, and providing additional explanation
were the obtained critical thinking skills indicators. The indicators of creative thinking skills
were synthesized from Treffinger et al. (2002), Mahmudi (2010), and Guilford (1976). The
synthesis obtained four indicators: fluency, flexibility, authenticity, and detailedness. These
indicators were used to create tasks in student worksheets as well as guidelines for scoring
students' products. Table 2 depicts the mapping of indicators of critical and creative thinking
skills, student worksheet tasks, and student products.
Table 2
Mapping of Critical and Creative Thinking Indicators, Student Worksheet Tasks, and Student
Product
Skill
Indicator
Student Worksheet’s
Tasks
Critical thinking
Formulating the problem
I.5
Gathering facts
I.1, I.2, I.3, IV.3
Planning
I.4, I.5
Devising strategy
II.1, IV.1
Providing further explanation
II.2, III.1, III.2, IV.2, IV.3,
IV.4
Creative
thinking
Fluency
II.1, IV.1
Flexibility
I.4, I.5
Authenticity
I.4, I.5, III.2, IV.3
Detailedness
II.2, III.1, III.2, IV.2, IV.3,
IV.4
Data Analysis
The data analysis process began with the development of a rubric for scoring student
answers on worksheets and the products they created. The rubric is divided into two parts: a
rubric for students' worksheet answers and the resulting seesaw product.
Each item on the worksheet has a maximum score of 10 or 15. The difference in the
maximum score indicates a difference in cognitive demand in each question. As an illustration,
we consider question number I.4, which asks students to name the tools and materials they will
use, had a smaller cognitive demand than question number IV.1, which asks them in groups to
discuss and write down the strategies they need to improve their works. It aligns with our
findings in the Results and Discussion that students experience difficulties developing
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
6
improvement strategies. Thus, questions I.4 and IV.1 have a maximum score of 10 and 15,
respectively. We administered the same considerations to determine the maximum score for
the other questions. To demonstrate how we score students’ answers on the worksheet, identify
the example of one group’s answers shown in Figure 1.
Figure 1. A sample of students’ answers on the worksheet
Based on Figure 1, the group mentioned its improvement strategy and its purpose clearly
and fluently. Therefore, we suggested that the group has demonstrated devising strategy and
fluency skills.
There are three scoring aspects that we use for students’ seesaw products, i.e. relevance,
design and construction, and purpose of the product. Product relevance was related to
detailedness, product design and construction were related to authenticity, and product purpose
was related to devising strategy and providing further explanation. We scored each aspect of
the scoring with a range of 1 to 4. As an illustration of the scoring process that we carried out
on student products, consider Figure 2 below.
Figure 2. A sample of students’ seesaw product
Figure 2 depicts a product that is distinct from those produced by other groups. The
originality comes from the use of various colors and decorations while maintaining a balance
of seesaws. Thus, we proposed that the group's work was authentic. We provided this product
with a four for product form or authenticity. We scored the other aspects using similar criteria.
After completing the scoring process, we utilized descriptive statistics, specifically
percentages, to summarize the scores for each indicator of critical and creative thinking skills.
In addition, we use thematic analysis to identify key themes in students' worksheet answers.
Braun and Clarke (2006) proposed a procedure for conducting thematic analysis.
Epiphany Princess Mariana, Yosep Dwi Kristanto
7
Results and Discussion
The results of the analysis of students’ critical and creative thinking skills are presented and
discussed in the following three sections.
Students’ Critical Thinking Skills
Table 3 displays the average score of critical thinking skills based on the students’ answers
on the worksheet and the seesaw product presented for each indicator. Based on these five
indicators, the student's critical thinking skills averaged 73.97.
Table 3
Students’ Critical Thinking Skills
Indicator
Average
Formulating the problem
72
Gathering facts
75.5
Planning
86
Devising strategy
66
Providing further explanation
70.38
Average
73.97
The skill of planning is the indicator of critical thinking skills with the highest average score.
Two themes of planning skills can be discovered in the student's worksheet answers. First,
students can meticulously plan the tools and materials to be used. Second, students can design
each design's function or usability.
Translation:
Write down the tools and materials that will be used
(tools and materials provided: glue gun and popsicle
sticks)
Answer:
Tools:
- A hot glue gun (to hold the sticks together)
- Markers (to draw)
- Scissors/cutter (to cut cardboard and sticks)
Materials:
- Popsicle sticks (as the arm of the seesaw)
- A cardboard/paperboard (as base and pedestal)
- Loads (coins) (to check the seesaw’s balance)
Figure 3. Planning for tools and materials in one group’s answer.
In the worksheet, all students described the tools and materials in detail. Figure 3 depicts
the response of one group of students. The diagram shows that the group was able to not only
plan tools and materials in detail but also provide a comprehensive classification of tools and
materials. In other words, they can create categories and then determine who the members of
those categories are. Furthermore, the group provided functional descriptions of the tools and
materials they intend to employ to construct a seesaw.
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
8
Translation:
Draw a seesaw design as detailed and attractive as
possible! Write down the reasons too!
Answer:
Board length = 30 cm
Board width = 2 cm
Fulcrum height = 6 cm, fulcrum width = 3 cm
Load weight = 3 grams (1 coin)
The length and height of the handle = 2 cm
Reason
a. The length is 30 cm, thus, it is not too short
b. The width is 2 cm, thus, it is not too thick
c. The height of the fulcrum is 6 cm, thus, it can
seesaw
d. The weight of the load is 3 grams, thus, it balances
e. The length of the handle is 2 cm, thus, it is not too
long
f. The handle length of the horizontal part is 2 cm to
match the length of the handle
Figure 4. Mentioning the function of the design from one group’s answer.
The second theme is that students design the designs' function or usability. Almost every
group created a seesaw based on the size and design of the seesaw drawn. The group includes
reasons for each size and explains its function, especially for those shown in Figure 4.
However, developing strategy skills is the indicator of critical thinking skills that receives
the lowest score. There are three themes associated with strategy development: (1) product
development strategy, (2) evaluation awareness, and (3) improvement strategy.
Figure 5. The initial and final product of one group.
Figure 5 demonstrates the seesaw product before (left) and after (right) revision. During the
trial and presentation, the students who constructed the seesaw saw their mistakes and received
feedback from the teacher. The feedback relates to the balance, comfort, and aesthetics of the
seesaw. Nonetheless, these students have not used the feedback to develop improvement
strategies and have not used these strategies to improve the seesaw.
Epiphany Princess Mariana, Yosep Dwi Kristanto
9
Students’ Creative Thinking Skills
Table 4 displays the average score of creative thinking skills based on the worksheet answers
and seesaw products of each indicator. Based on these four indicators, the average creative
thinking skills of students are 73.05.
Table 4
Students’ Creative Thinking Skills
Indicator
Average
Fluency
57
Flexibility
86
Authenticity
78.83
Detailedness
70.38
Average
73.05
Four indicators of creative thinking skills are evaluated, with each indicator receiving a
different average score. Flexibility is the creative thinking skills indicator with the highest
average score. There are two themes that emerged from students' work in terms of their
flexibility: (1) variations in answers and problem-solving; and (2) flexibility in creating
appealing designs.
Translation:
Draw a seesaw design as detailed and attractive as
possible! Write down the reasons too!
Answer:
Tools and materials
- Cardboard (as a base)
- Scissors (for cutting)
- Toothpick (as support reinforcement)
- Sticks (as seesaw)
- Glue (as adhesive)
- Weights (plasticine)
The seesaw has a balanced length and a moderate
fulcrum, so the board does not rise too high (safe
seesaw).
Figure 6. Students work showing the theme of variation
Figure 6 displays students who provide a variety of answers and problem-solving ideas, as
well as flexibility in creating appealing designs. The students documented the tools and
materials. Surprisingly, these students documented the function of each tool and material. This
answer is also unique in that it mentions "play dough" as the weight. It means that the students
come up with different problem-solving ideas for seesaw weights.
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
10
Furthermore, Figure 6 demonstrates that these students are adaptable in creating appealing
designs. These students present three variations of the image, each with a unique perspective
and function. The students each contribute a unique nuance to the product designs. Figure 7
depicts the finished seesaw, whose design is depicted in Figure 6. Even though the seesaw is
imperfect, in that it is not balanced and the weight is not the same as planned, the students have
created a seesaw that is nearly identical to the design they worked on.
Figure 7. Seesaw product
The fluency indicator, on the other hand, receives the lowest score for creative thinking
skills. Several factors contribute to the current study's average student fluency score, which is
still relatively low. These factors include (1) insufficient problem solutions and (2) a lack of
understanding of the errors.
Translation:
Write the group’s strategy for fixing the seesaw!
- Create a new seesaw
Figure 8. Example of low fluency
Figure 8 portrays one of the students' incomplete answers in writing solutions, as well as a
lack of comprehension of the errors. The student devised a plan to improve the seesaw by
replacing it with a new one. These students may develop the notion that the seesaw they
construct must be replaced due to numerous errors. These students, however, did not provide a
detailed solution to improve it. The students are aware of errors in their previous designs but
are unable to write down ideas for how to correct them fluently.
Discussion
The present study has described the students’ critical and creative thinking skills in
integrative STEAM-CT teaching and learning. Based on the analysis of critical thinking skills,
the students are able to make a reasonable plan. It is because they are given a space to make a
plan through one of the EDP stages, namely planning (National Research Council, 2012).
Planning is an essential activity in learning. It is because planning necessitates students to
consider their objectives and devise strategies to achieve them (Eilam & Aharon, 2003). Such
Epiphany Princess Mariana, Yosep Dwi Kristanto
11
planning can trigger the desired learning behaviors and ultimately lead to higher learning
outcomes (Raković et al., 2022).
Based on an analysis of creative thinking skills, the students are adaptable in providing
alternative solutions and can create an appealing design. The students have provided reasons
and functions for the design aspects on which they are working. Their design drawing is also
visually appealing. It is inextricably associated with the critical role of the arts in STEAM
integrative learning, which encourages student creativity (Liao, 2016).
The present study also found that several aspects of critical and creative thinking skills need
attention. This research shows that some students still lack detail in providing solutions to
problems. In general, the students are less aware of the errors made. The students need to
evaluate the errors so that the errors can be corrected and not repeated. In addition, they also
need to use the feedback they receive for improvement. Therefore, evaluation practices
supported by students’ feedback literacy are essential for solving problems (Carless & Boud,
2018; Ifenthaler, 2012). It can be corroborated in an integrative STEAM-CT approach by
providing peer feedback activities (Chang et al., 2021; Kristanto, 2018). This feedback practice
supports the growth of students’ critical thinking skills and creativity (Vincent-Lancrin et al.,
2019).
There are several limitations to the current study. Following the characteristics of the
research method used, namely descriptive qualitative, this study only directly describes the
critical and creative thinking skills of students who are the subject of this study. Thus, the
findings of this study cannot be generalized to different contexts and settings. Second, this
study uses students’ answers on worksheets and their final product. Thus, the description of
students’ critical and creative thinking skills presented here is their skills during the learning
process.
Conclusion
The current study explained students' critical and creative thinking skills in innovative
STEAM and CT teaching and learning practices. This practice has sparked students to be able
to make plans to solve problems, be flexible in providing solutions, and create aesthetic product
designs. Nonetheless, this study also found that it was necessary to support students in carrying
out in-depth evaluations so that they could provide accurate solutions. In addition, students also
need to be supported in acquiring feedback literacy. Therefore, we recommend that the
STEAM-CT approach needs to provide space for students to develop their feedback literacy.
Acknowledgements
We want to express our sincere gratitude to Beni Utomo, M.Sc. and Adhi Surya Nugraha,
S.Pd., M.Mat. for their invaluable comments and feedback on our initial manuscript. We also
thank Scholastica Lista Febriantari, S.Pd., Dina Ari Puspita, S.Pd., and Antonius W., S.Pd. for
their generosity in validating our lesson plans. Finally, we are grateful to all the research
participants who generously gave their time and effort to this project.
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
12
References
Agnafia, D. N. (2019). Analisis kemampuan berpikir kritis siswa dalam pembelajaran biologi.
Florea : Jurnal Biologi Dan Pembelajarannya, 6(1), 45.
https://doi.org/10.25273/florea.v6i1.4369
Alkhabra, Y. A., Ibrahem, U. M., & Alkhabra, S. A. (2023). Augmented reality technology in
enhancing learning retention and critical thinking according to STEAM program.
Humanities and Social Sciences Communications, 10(1), 174.
https://doi.org/10.1057/s41599-023-01650-w
Almerich, G., Suárez‐Rodríguez, J., Díaz‐García, I., & Cebrián‐Cifuentes, S. (2020). 21st‐
century competences: The relation of ICT competences with higher‐order thinking
capacities and teamwork competences in university students. Journal of Computer
Assisted Learning, 36(4), 468479. https://doi.org/10.1111/jcal.12413
Anggraeni, R. E. & Suratno. (2021). The analysis of the development of the 5E-STEAM
learning model to improve critical thinking skills in natural science lesson. Journal of
Physics: Conference Series, 1832(1), 012050. https://doi.org/10.1088/1742-
6596/1832/1/012050
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved
and what is the role of the computer science education community? ACM Inroads, 2(1),
4854. https://doi.org/10.1145/1929887.1929905
Benyamin, B., Qohar, Abd., & Sulandra, I. M. (2021). Analisis kemampuan berpikir kritis
siswa SMA kelas X dalam memecahkan masalah SPLTV. Jurnal Cendekia : Jurnal
Pendidikan Matematika, 5(2), 909922. https://doi.org/10.31004/cendekia.v5i2.574
Brackmann, C. P., Román-González, M., Robles, G., Moreno-León, J., Casali, A., & Barone,
D. (2017). Development of computational thinking skills through unplugged activities
in primary school. Proceedings of the 12th Workshop on Primary and Secondary
Computing Education, 6572. https://doi.org/10.1145/3137065.3137069
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research
in Psychology, 3(2), 77101. https://doi.org/10.1191/1478088706qp063oa
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., &
Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples.
Journal of Research in Nursing, 25(8), 652661.
https://doi.org/10.1177/1744987120927206
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake
of feedback. Assessment & Evaluation in Higher Education, 43(8), 13151325.
https://doi.org/10.1080/02602938.2018.1463354
Chang, D., Hwang, G.-J., Chang, S.-C., & Wang, S.-Y. (2021). Promoting students’ cross-
disciplinary performance and higher order thinking: A peer assessment-facilitated
STEM approach in a mathematics course. Educational Technology Research and
Development, 69(6), 32813306. https://doi.org/10.1007/s11423-021-10062-z
Chistyakov, A. A., Zhdanov, S. P., Avdeeva, E. L., Dyadichenko, E. A., Kunitsyna, M. L., &
Yagudina, R. I. (2023). Exploring the characteristics and effectiveness of project-based
learning for science and STEAM education. Eurasia Journal of Mathematics, Science
and Technology Education, 19(5), em2256. https://doi.org/10.29333/ejmste/13128
Epiphany Princess Mariana, Yosep Dwi Kristanto
13
Diego-Mantecon, J.-M., Prodromou, T., Lavicza, Z., Blanco, T. F., & Ortiz-Laso, Z. (2021).
An attempt to evaluate STEAM project-based instruction from a school mathematics
perspective. ZDM Mathematics Education, 53(5), 11371148.
https://doi.org/10.1007/s11858-021-01303-9
Ding, F., Cai, M., & Chen, S. (2019). Application of STEAM Theory in Robot Teaching.
Proceedings of the 3rd International Conference on Economics and Management,
Education, Humanities and Social Sciences (EMEHSS 2019). Proceedings of the 3rd
International Conference on Economics and Management, Education, Humanities and
Social Sciences (EMEHSS 2019), Suzhou City, China. https://doi.org/10.2991/emehss-
19.2019.24
Eilam, B., & Aharon, I. (2003). Students’ planning in the process of self-regulated learning.
Contemporary Educational Psychology, 28(3), 304334.
https://doi.org/10.1016/S0361-476X(02)00042-5
Engelman, S., Magerko, B., McKlin, T., Miller, M., Edwards, D., & Freeman, J. (2017).
Creativity in Authentic STEAM Education with EarSketch. Proceedings of the 2017
ACM SIGCSE Technical Symposium on Computer Science Education, 183188.
https://doi.org/10.1145/3017680.3017763
Ennis, R. H. (2015). Critical Thinking: A Streamlined Conception. In M. Davies & R. Barnett
(Eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp. 3147).
Palgrave Macmillan US. https://doi.org/10.1057/9781137378057_2
Google. (2023). Exploring computational thinking.
https://edu.google.com/resources/programs/exploring-computational-thinking/
Grover, S., & Pea, R. (2013). Computational Thinking in K12: A review of the state of the
field. Educational Researcher, 42(1), 3843.
https://doi.org/10.3102/0013189X12463051
Guilford, J. P. (1976). Aptitude for creative thinking: one or many? The Journal of Creative
Behavior, 10(3), 165169. https://doi.org/10.1002/j.2162-6057.1976.tb01019.x
Haik, Y., Sivaloganathan, S., & Shahin, T. M. (2017). Engineering design process (3rd ed).
Cengage.
Hester, K., & Cunningham, C. (2007, June). Engineering is elementary: An engineering and
technology curriculum for children [Paper presentation]. American Society for
Engineering Education Annual Conference & Exposition, Honolulu, Hawaii.
https://doi.org/10.18260/1-2--1469
Hidayat, F., Akbar, P., & Bernard, M. (2019). Analisis kemampuan berfikir kritis matematik
serta kemandiriaan belajar siswa SMP terhadap materi SPLDV. Journal on Education,
1(2), 515523.
Hidayati, A. R., Fadly, W., & Ekapti, R. F. (2021). Analisis keterampilan berpikir kritis siswa
pada pembelajaran IPA materi bioteknologi. Jurnal Tadris IPA Indonesia, 1(1), 3448.
https://doi.org/10.21154/jtii.v1i1.68
Higgins, S. (2014). Critical thinking for 21st-century education: A cyber-tooth curriculum?
PROSPECTS, 44(4), 559574. https://doi.org/10.1007/s11125-014-9323-0
Hubka, V. (2015). Principles of Engineering Design. Butterworth-Heinemann.
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
14
Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in
problem-solving scenarios. Journal of Educational Technology & Society, 15(1), 38
52. JSTOR.
Kadir, I. A., Machmud, T., Usman, K., & Katili, N. (2022). Analisis kemampuan berpikir
kreatif matematis siswa pada materi segitiga. Jambura Journal of Mathematics
Education, 3(2), 128138. https://doi.org/10.34312/jmathedu.v3i2.16388
Katz-Buonincontro, J. (2018). Gathering STE(A)M: Policy, curricular, and programmatic
developments in arts-based science, technology, engineering, and mathematics
education Introduction to the special issue of Arts Education Policy Review: STEAM
Focus. Arts Education Policy Review, 119(2), 7376.
https://doi.org/10.1080/10632913.2017.1407979
Kelly, S. E. (2010). Qualitative Interviewing Techniques and Styles. In I. Bourgeault, R.
Dingwall, & R. De Vries (Eds.), The SAGE Handbook of Qualitative Methods in Health
Research. SAGE Publications.
Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies:
A systematic review. Research in Nursing & Health, 40(1), 2342.
https://doi.org/10.1002/nur.21768
Kristanto, Y. D. (2018). Technology-enhanced pre-instructional peer assessment: Exploring
students’ perceptions in a Statistical Methods course. Research and Evaluation in
Education, 4(2), 105116. https://doi.org/10.21831/reid.v4i2.20951
Kristanto, Y. D. (2020). Upaya peningkatan kualitas pembelajaran matematika melalui flipped
classroom dan gamifikasi: Suatu kajian pustaka. In PRISMA: Prosiding Seminar
Nasional Matematika (Vol. 3, pp. 266278). Universitas Negeri Semarang.
Li, Y., Li, K., Wei, W., Dong, J., Wang, C., Fu, Y., Li, J., & Peng, X. (2021). Critical thinking,
emotional intelligence and conflict management styles of medical students: A cross-
sectional study. Thinking Skills and Creativity, 40, 100799.
https://doi.org/10.1016/j.tsc.2021.100799
Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to
STEAM education. Art Education, 69(6), 4449.
https://doi.org/10.1080/00043125.2016.1224873
Lu, S.-Y., Lo, C.-C., & Syu, J.-Y. (2022). Project-based learning oriented STEAM: The case
of microbit paper-cutting lamp. International Journal of Technology and Design
Education, 32(5), 25532575. https://doi.org/10.1007/s10798-021-09714-1
Mahmudi, A. (2010). Mengukur Kemampuan Berpikir Kreatif Matematis. Konferensi Nasional
Matematika XV, Manado.
National Research Council. (2012). A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. The National Academies Press.
https://doi.org/10.17226/13165
Neergaard, M. A., Olesen, F., Andersen, R. S., & Sondergaard, J. (2009). Qualitative
description the poor cousin of health research? BMC Medical Research Methodology,
9(1), 52. https://doi.org/10.1186/1471-2288-9-52
Oh, J., Lee, J., & Kim, J. (2013). Development and application of STEAM based education
program using scratch: Focus on 6th graders’ science in elementary school. In J. J. Park,
Epiphany Princess Mariana, Yosep Dwi Kristanto
15
J. K.-Y. Ng, H.-Y. Jeong, & B. Waluyo (Eds.), Multimedia and Ubiquitous Engineering
(pp. 493501). Springer Netherlands. https://doi.org/10.1007/978-94-007-6738-6_60
Ozkan, G., & Umdu Topsakal, U. (2021). Exploring the effectiveness of STEAM design
processes on middle school students’ creativity. International Journal of Technology
and Design Education, 31(1), 95116. https://doi.org/10.1007/s10798-019-09547-z
Padmi, R. S., Subarni, T., & Nurhasanah, F. (2022). Disability-Friendly Environment with
Ramp: STEM Activity in Mathematics Classroom for Promoting Social Justice.
Southeast Asian Mathematics Education Journal, 12(2), 149160.
https://doi.org/10.46517/seamej.v12i2.195
Priantari, I., Prafitasari, A. N., Kusumawardhani, D. R., & Susanti, S. (2020). Improving
Students Critical Thinking through STEAM-PjBL Learning. Bioeducation Journal,
4(2), 94102.
Rachman, A. F., & Amelia, R. (2020). Analisis kemampuan berpikir kreatif matematis siswa
SMA di kabupaten bandung barat dalam menyelesaikan soal pada materi trigonometri.
Maju, 7(1), 8388.
Rahmawati, Y., Ridwan, A., Hadinugrahaningsih, T., & Soeprijanto. (2019). Developing
critical and creative thinking skills through STEAM integration in chemistry learning.
Journal of Physics: Conference Series, 1156, 012033. https://doi.org/10.1088/1742-
6596/1156/1/012033
Raković, M., Bernacki, M. L., Greene, J. A., Plumley, R. D., Hogan, K. A., Gates, K. M., &
Panter, A. T. (2022). Examining the critical role of evaluation and adaptation in self-
regulated learning. Contemporary Educational Psychology, 68, 102027.
https://doi.org/10.1016/j.cedpsych.2021.102027
Rasnawati, A., Rahmawati, W., Akbar, P., & Putra, H. D. (2019). Analisis kemampuan berfikir
kreatif matematis siswa smk pada materi sistem persamaan linier dua variabel (SPLDV)
di kota cimahi. Jurnal Cendekia : Jurnal Pendidikan Matematika, 3(1), 164177.
https://doi.org/10.31004/cendekia.v3i1.87
Ridho, S., Ruwiyatun, R., Subali, B., & Marwoto, P. (2020). Analisis kemampuan berpikir
kritis siswa pokok bahasan klasifikasi materi dan perubahannya. Jurnal Penelitian
Pendidikan IPA, 6(1), 1015. https://doi.org/10.29303/jppipa.v6i1.194
Ritter, S. M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking
skills by means of a one-year creativity training program. PLOS ONE, 15(3), e0229773.
https://doi.org/10.1371/journal.pone.0229773
Ruiz, F., Zapatera, A., Montés, N., & Rosillo-Guerrero, N. (2019). From STEM to STEAM
using LEGO mindstorms in learning projects obtained from LOMCE. INTED2019
Proceedings, 55925598. https://doi.org/10.21125/inted.2019.1374
Shatunova, O., Anisimova, T., Sabirova, F., & Kalimullina, O. (2019). STEAM as an
innovative educational technology. Journal of Social Studies Education Research,
10(2), 131144.
Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., & Marino, J. P. (2019).
Assessment of university students’ critical thinking: Next generation performance
assessment. International Journal of Testing, 19(4), 337362.
https://doi.org/10.1080/15305058.2018.1543309
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
16
Sihotang, K., K., F. R., Molan, B., Ujan, A. A., & Ristyantoro, R. (2012). Critical thinking:
membangun pemikiran logis. PT Pustaka Sinar Harapan.
Siregar, H. M. (2019). Analisis kesalahan siswa dalam menyelesaikan soal tes kemampuan
berpikir kreatif matematis materi lingkaran. AKSIOMA: Jurnal Program Studi
Pendidikan Matematika, 8(3). https://doi.org/10.24127/ajpm.v8i3.2379
Suparman, T., & Zanthy, L. S. (2019). Analisis kemampuan beripikir kreatif matematis siswa
SMP. Journal on Education, 1(2), 503508.
Tan, W.-L., Samsudin, M. A., Ismail, M. E., & Ahmad, N. J. (2020). Gender differences in
students’ achievements in learning concepts of electricity via STEAM integrated
approach utilizing scratch. Problems of Education in the 21st century, 78(3), 423448.
https://doi.org/10.33225/pec/20.78.423
Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C. (2002). Assessing creativity: A
guide for educators. National Research Center on the Gifted and Talented.
Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2020).
Determinants of 21st-century skills and 21st-century digital skills for workers: A
systematic literature review. SAGE Open, 10(1), 215824401990017.
https://doi.org/10.1177/2158244019900176
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., De Luca, F., Fernández-Barrerra,
M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Creativity and critical thinking in
everyday teaching and learning. In S. Vincent-Lancrin, C. González-Sancho, M.
Bouckaert, F. De Luca, M. Fernández-Barrerra, G. Jacotin, J. Urgel, & Q. Vidal,
Fostering Students’ Creativity and Critical Thinking (pp. 127164). OECD.
https://doi.org/10.1787/10f841e0-en
Vossen, T. E., Henze, I., De Vries, M. J., & Van Driel, J. H. (2020). Finding the connection
between research and design: The knowledge development of STEM teachers in a
professional learning community. International Journal of Technology and Design
Education, 30(2), 295320. https://doi.org/10.1007/s10798-019-09507-7
Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of
Psychology, 22(1), 2428. https://doi.org/10.1207/s15328023top2201_8
Wang, C., Shen, J., & Chao, J. (2022). Integrating computational thinking in STEM Education:
A literature review. International Journal of Science and Mathematics Education,
20(8), 19491972. https://doi.org/10.1007/s10763-021-10227-5
Wayudi, M., Suwatno, S., & Santoso, B. (2020). Kajian analisis keterampilan berpikir kritis
siswa sekolah menengah atas. Jurnal Pendidikan Manajemen Perkantoran, 5(1), 67
82. https://doi.org/10.17509/jpm.v5i1.25853
Wilson, B., & Hawkins, B. (2019). Art and science in a transdisciplinary curriculum. CIRCE
Magazine: STEAM Edition, 2736.
Wilson, H. E., Song, H., Johnson, J., Presley, L., & Olson, K. (2021). Effects of
transdisciplinary STEAM lessons on student critical and creative thinking. The Journal
of Educational Research, 114(5), 445457.
https://doi.org/10.1080/00220671.2021.1975090
Wu, S.-Y., & Su, Y.-S. (2021). Visual programming environments and computational thinking
performance of fifth- and sixth-grade students. Journal of Educational Computing
Research, 59(6), 10751092. https://doi.org/10.1177/0735633120988807
Epiphany Princess Mariana, Yosep Dwi Kristanto
17
Appendix A. Student Worksheet
Worksheet I: Let’s think about and design a seesaw!
Let's think about it! A playground in one of the cities has a variety of children's toys. The
seesaw is one of the park's children's toys. How do we make seesaws that are enjoyable,
efficient, and safe?
Task I.1: Identify the characteristics of a fun seesaw!
Task I.2: Identify the characteristics of an efficient seesaw!
Task I.3: Identify the characteristics of a safe seesaw!
Let’s design! Let's design and decide on the tools and materials to use now that we've identified
fun, efficient, and safe seesaws!
Task I.4: Write down the tools and materials utilized (tools and materials provided: hot glue
gun and popsicle sticks)
Task I.5: Draw a seesaw design in detail and as attractive as possible! Write down the reasons
too!
Worksheet II: Let’s make seesaws!
Let's build a seesaw! Let's build a fun, efficient, and safe seesaw using the pre-made designs
and the tools and materials provided!
Task II.1: What factors do you consider when creating seesaws? For instance, the pedestal's
location, the length and width of the board, or the weight of the load)
Task II.2: According to the group, what influences the seesaw to be balanced?
Worksheet III: Let’s test and present the seesaw!
Let us test and then present! Check the results of the seesaw product to see if they are in
accordance with the success indicators, consult with the teacher, and present it to the class!
Task III.1: Write down the evaluation results and analyze your group’s mistakes!
Task III.2: Write down the improvement/improvement efforts that the group will do in the
seesaw project!
Worksheet IV: Let’s fix and reflect on the seesaw!
Let’s fix the seesaw! It’s time to fix the seesaw based on the results of trials, evaluations, and
improvement efforts.
Task IV.1: Write down the group’s strategy for fixing the seesaw!
Task IV.2: Which combination of variables influences the correctly constructed seesaw?
Let’s reflect! Reflect on the results of doing a seesaw project with your group mates!
Task IV.3: Draw the final design of the finished product, and determine the following: (a) the
seesaw gradient, if one side is loaded; and (b) the straight-line equation of the seesaw if one
side is loaded.
Task IV.4: Write down your conclusions after doing a seesaw project!
Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and
Creative Thinking Skills in an Innovative Teaching and Learning
18
... (Winarni et al., 2022), (Yang, 2021), (Jang et al., 2020), (Shi & Rao, 2022), (Kahmann et al., 2024), (Mereli et al., 2023), (Maričić & Lavicza, 2024), (Potvin, 2023), (Tran et al., 2021), , (López Carrillo et al., 2024), (Widarwati et al., 2021), , (Karlimah et al., 2021), (Suryanti et al., 2024) ISSN 1948-5476 2024, Vol. 16, No. 4 & Lagopati, 2024, (Almarcha et al., 2023) T (Technology) (Chambers, 2023), (Togou et al., 2020), , (Lu et al, 2021), (Amirinejad & Rahimi, 2023), (Lewis Ellison, 2023), (Lage-Gómez & Ros, 2021), (Hughes et al., 2021), (Maruyama et al., 2022), (Hoi, 2021), (Dostál, 2023), (Hu et al., 2020), (Hsieh, 2022), (Cheng & Lin, 2020), (Kalogeratos et al., 2023), (Mereli et al., 2023), , (Yan et al., 2021), (Chambers, 2023), (Mariana & Kristanto, 2023), (Vale et al., 2023), (Fokides & Lagopati, 2024), (Huo et al., 2020), (Garner et al., 2023) 15 A (Arts) (Hunter-Doniger, 2021), (Helvacı & Yılmaz, 2022), (Hughes et al., 2022), (Mercan & Kandır, 2022), (Coelho & Contreras, 2020), (Lu et al, 2021 ISSN 1948-5476 2024 RQ2: Which STEAM element/elements is/are secondary or not that high lightened at programs implementations? Secondary STEAM element (Hughes et al., 2021), (Fokides & Lagopati, 2024), (Huo et al., 2020), (Garner et al., 2023), (Chen & Ding, 2024), (Maruyama et al., 2022), (Arpaci et al., 2023), (Hoi, 2021), (Herro et al., 2021), (Winarni et al., 2022), (Pedro et al., 2021), (Dostál, 2023), (Hu et al., 2020), (Shi & Rao, 2022), (Hsieh, 2022), (Adnan et al., 2023), (Kalogeratos et al., 2023), (Kahmann et al., 2024), (Guimeráns-Sánchez et al., 2024), (Mereli et al., 2023), (Arvanitakis et al., 2022), (Potvin, 2023), (Basogain et al., 2020), (Dúo-Terrón et al., 2022), (Tran et al., 2021), (Leskinen et al., 2023), (Voštinár, 2024), (Cao et al., 2021), , (Taibo & Liang, 2022), (López Carrillo et al., 2024), (Jurado et al., 2020), (Widarwati et al., 2021), ISSN 1948-5476 2024 2022), (Cheng & Lin, 2020), (Bartholomew et al., 2023), (Zhan et al., 2021), (Maričić & Lavicza, 2024), (Lu et al., 2022), (Relmasira et al., 2023), (Uştu et al., 2022), (Ho et al., 2022), (Pandey et al., 2023), (Hinterplattner et al., 2023), (Nagai et al., 2023), , (Trisno et al., 2021), , (Başaran & Erol, 2021), (Chambers, 2023) Not specified (Erol & Erol, 2023), , , (Salmi et al., 2020), (Piila et al., 2021), (Rukayah et al., 2022), (Jang et al., 2020), (Chen et al., 2022), (Cheng et al., 2022), Based on the documents from 2020 to 2024, the implementation of the STEAM education framework targets several key skills that align with the demands of 21st century education. ...
... & Kandır, 2022),(Coelho & Contreras, 2020),(Cabello et al., 2021), (Ali Al-Mutawah et al., 2021), (Lage-Gómez & Ros, 2023), (Bassachs et al., 2020), (Fernández-Oliveras et al., 2021), (Nguyen et al., 2023), (Lee, 2023), (Espigares-Gámez et al., 2020), (González-Martín et al., 2024), (Hunter-& Worapun, 2022), (Ortiz-Revilla et al., 2021),(Chen & Huang, 2020),(Togou et al., 2020),(Siregar et al., 2023),(Mariana & Kristanto, 2023),(Vale et al., 2023),(Ozkan & Umdu Topsakal, 2020),(Lupión-Cobos et al., 2023),(Amirinejad & Rahimi, 2023),(Sari et al., 2023),(Naufal et al., 2024),(Zulkarnain et al., 2024),(Lage-Gómez & Ros, 2021), ...
Article
Full-text available
The review paper examines the integration of the Arts within the STEAM (Science, Technology, Engineering, Arts, and Mathematics) education framework, emphasizing its significance in cultivating creativity and critical thinking among elementary school students. Despite its progressive nature, STEAM education faces challenges, notably in effective implementation and teacher preparedness in arts integration. The paper identifies gaps where arts are often treated as secondary, leading to limited interdisciplinary connections. It outlines critical research questions aimed at understanding the dynamics of skills development and the prominence of various STEAM elements in educational programs. Employing a systematic literature review, the study analyzes empirical findings to evaluate how Arts are interpreted and integrated in STEAM curricula. Ultimately, the review highlights the need for deeper commitment to artistic methodologies to unlock the full potential of STEAM education, fostering an adaptive and innovative future workforce.
... (E. P. Mariana & Kristanto, 2023) Descriptive qualitative method During the integrated STEAM-CT learning process, students exhibit critical thinking and creative thinking skills, particularly in planning problem-solving, demonstrating flexibility in offering solutions, and incorporating aesthetics in designing products. (Habibi, 2023) Quasi-experimental research The STEAM approach to learning can enhance creative thinking skills across each specific indicator. ...
Article
Full-text available
This study aims to analyze the impact of applying the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach in science education on students' creative thinking skills. The STEAM approach offers an integration of various disciplines, creating a holistic and interactive learning environment that has proven effective in enhancing creative thinking skills. The method used is content analysis with a qualitative descriptive approach, through a literature review of national and international journals. The results from 11 journals show that the application of STEAM in science education has a significant effect on improving students' creative thinking skills. STEAM-based learning encourages students to be more active in exploring ideas, designing innovative solutions, and connecting scientific concepts to real life. The discussion reveals that traditional teaching methods, which tend to be passive, contribute to the low level of students' creative thinking skills, while STEAM offers a more contextual approach involving hands-on experiences. In conclusion, the STEAM approach has been proven effective in improving the quality of science education and developing students' creative thinking skills, thus preparing them to face the challenges of the 21st century.
... A similar standpoint from Ennis (2011) [40] that there are five aspects of critical thinking skills, including (1) providing simple explanations by focusing on questions, analyzing questions, asking and answering questions about an explanation, (2) building basic skills that contain indicators by considering whether the source is trustworthy or not, observing and considering an observation report, (3) concluding by deducing and considering the induction of the results of the deduction, inducing and considering the induction, and making or determining the results of the consideration, (4) providing further explanations which include defining terms and considering a definition in dimensions and identifying assumptions, and (5) organizing strategies and tactics to determine an action when interacting with other people. Some of these complex indicators include problem formulation, gathering facts, planning, strategic planning, and providing further explanations [10]. ...
Article
Full-text available
The rapid technological advancement in the Era of Society 5.0 demands innovative learning methods to enhance elementary students’ critical thinking and problem-solving skills. This study aims to determine the design of the EBS Apps, the responses of elementary school students to the extent of students' interest in the app, the difficulties and challenges students encounter when using the apps, how the apps train and improve their critical thinking skills , and how the apps train and improve their problem-solving skills. The population of this study consists of all lower-grade elementary school students in Sumedang Regency, West Java, Indonesia. A randomly selected sample includes 35 lower-grade students (20 boys and 15 girls). This study employs experimental method with a one-group pretest-posttest design by using questionnaires and interviews as the instruments. The results of the study indicate that, first, the EBS Apps design features with elements such as a home screen, material and practice questions, settings, and user instructions, and offers three difficulty levels of material, each presenting four situations. Second, students responded to the EBS Apps as a user-friendly application. Third, students were interested in the features of the EBS Apps, such as practice to answer questions. Fourth, students faced various difficulties and challenges while using the EBS Apps. Fifth, there was an increase in critical thinking skills among elementary school students after using the EBS Apps. Sixth, there was an increase in problem-solving skills among elementary school students after using the EBS Apps.
... Furthermore, STEAM-based SETS learning encourages collaboration and communication between students, an important aspect that strengthens social skills and the ability to work in teams. This learning process also allows students to explore multiple perspectives and approach problems in more creative and innovative ways (Kristanto, 2023). Thus, this learning not only improves science literacy but also develops other important competencies that students need to contribute effectively in society. ...
Article
The purpose of this study was to determine the effectiveness of STEAM-based SETS learning to improve students' science literacy in science learning. This type of research is a meta-analysis of data collection through the analysis of 11 national and international journals published in 2021-2024. Data sampling techniques through purposive sampling techniques. The inclusion criteria in this study are research accessed through the google scholar database; ERIC, Sciencedirect and Wiley, research related to the STEAM-based SETS model to improve students' science literacy in science learning, Research must be indexed by SINTA, Scopus and WOS and research has complete data to calculate effect size. Data search keywords are SETS learning models, STEAM, Science literacy and Science learning. Data selection process through PRISMA method. Data analysis is quantitative analysis with the help of Microsoft Excel application. The results concluded that the STEM-based SETS learning model had a significant effect on students' science literacy skills with an average value of effect size (ES= 0.834) in the high effect size category. The findings provide important information that STEM-based STEM learning modes are effective for improving students' science literacy in science learning with N-gain = 0.41.
... According to Sochacka, Guyotte and Walther (2016), STEAM allows educators and learner to investigate the connections between personality, environment, and society through cross-disciplinary study. Research conducted by Mariana and Kristanto (2023), Hawari and Noor (2020), Song, Kim, Song, Yoo, Lee and Yu (2019), STEAM education is aligned with project, program, and case study to improve students' soft skills such as computational thinking, collaboration, create something that solves problem. STEAM education integrated with project especially technology can provide to improve the learning satisfaction and cognitive learning outcomes, as well as arouse their learning motivation (Hsiao & Su, 2021). ...
Article
Full-text available
The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type articel is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are “Journal of Small Business Management” in global and the “Education Sciences” in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.
Article
Previous studies have explored the relationship between computational thinking (CT) and creativity. However, a consensus has yet to be reached since both CT and creativity varied in ideation and assessment. To uncover the cognitive mechanism underlying the interplay between CT and creativity, we conduct a scoping review of 26 empirical studies published in 2006–2024. Our findings suggested that the effects of working memory varied in the interplay between CT and creativity due to differences in age range, neural network activation regions, and measurements. Intellectual abilities, including algorithmic fluency, reasoning ability, and coding ability, showed cognitive transfer effect on CT skills but not necessarily on creativity, suggesting that cognitive abilities embracing more intelligent elements may contribute to the functional connectivity in CT neural networks but only partly overlapped with creativity involved networks. Although executive functions (working memory, cognitive flexibility, and inhibitory control) play a crucial role in both CT and creativity, their contributions to the CT-creativity interplay are still rarely studied. Future research should explore the CT-creativity relationship from the perspective of neuroscience.
Article
This study examines the impact of the REACT (Relating, Experiencing, Applying, Cooperating, Transferring) model on the writing skills of university students. The research objectives were to describe students' writing skills before and after using the REACT model and to investigate the model's effect on their writing performance. The study employed a quasi-experimental design with a non-equivalent control group. The sample consisted of 40 undergraduate students enrolled in an English writing course. The experimental group (n = 20) received writing instruction using the REACT model, while the control group (n = 20) received traditional writing instruction. Pre-test and post-test writing assessments were used to evaluate students' writing skills. The results showed that the experimental group’s writing skills improved from a mean score of 56.94 (SD = 8.12) in the pre-test to 75.88 (SD = 6.45) in the post-test, indicating a significant improvement from a “Fair” to a “More than sufficient” level. The control group's mean scores were 55.78 (SD = 7.89) and 61.23 (SD = 8.01) in the pre-test and post-test, respectively. A paired t-test revealed a statistically significant difference between the pre-test and post-test scores of the experimental group (t(19) = 4.39, p .05), suggesting that the REACT model had a positive impact on students' writing skills. These findings highlight the potential of the REACT model as an effective instructional approach for enhancing writing skills in university students.
Chapter
Full-text available
Este capítulo señala la incorporación del enfoque STEAM en la innovación educativa e identifica metodologías y prácticas educativas innovadoras en la enseñanza-aprendizaje sobre publicaciones científicas del periodo de 2019 a 2024. Se trata de una revisión sistemática de literatura. Las búsquedas se realizaron en Scopus y en dos plataformas de IA: SciSpace y Elicit. Los descriptores fueron tres vocablos: STEAM, aprendizaje e innovación / STEAM, learning e innovative. Los 97 documentos seleccionados a través de Rayyan primero se clasificaron en tres dimensiones: innovación educativa, 25 documentos; enfoque STEM/STEAM, 67, y STEAM e innovación, 7 publicaciones. Posteriormente, se migraron para el análisis de concurrencia de palabras clave en el software VOSViewer considerando dos interrelaciones y se utilizó el software MAXQDA para identificar frecuencias y autorías. Los resultados muestran, por un lado, que las relaciones de innovación, STEAM, y educación se articulan a través de las ingenierías y el arte con sus respectivas interconexiones; que entre las metodologías activas asociadas a los estudios STEAM, destaca el aprendizaje basado en proyectos y problemas, el design thinking, la gamificación, la robótica educativa, y por último, la innovación educativa como parte del enfoque STEAM coloca al estudiante en el centro, como una conexión con la enseñanza, el currículum y la educación STEAM. Destaca el aprendizaje situado y el aprendizaje experiencial como estrategias pedagógicas. El reporte de autorías evidencia resultados positivos del enfoque STEAM en una formación profesional del estudiantado más holística y multidisciplinar que involucra tecnologías, pensamiento crítico, creatividad y resolución de problemas.
Article
This study examines the philosophical constructs of Science, Technology, Engineering, Art, and Mathematics (STEAM) curricula entwined with self-regulation and mindfulness to afford students holistic learning. STEAM education is often presented as STEM, resulting in the loss of blended arts integration. The researchers present rationale for including the arts to provide students with interdisciplinary and transdisciplinary curricula that promotes increased creativity and emotive connections to learning. Blending of the arts in STEAM provides students with a greater depth and breadth of critical-thinking, creative-thinking, and social-emotional connections to content. The social capital and emotive connections students construct in STEAM learning present educators with opportunities to entwine mindfulness practices to empower students to develop confidence and competence in their STEAM abilities. Entwining STEAM, self-regulation, and mindfulness provides both a canvas and laboratory of aesthetic, holistic learning of the mind and spirit. The researchers provide instructional and clinical professional practices as well as recommendations for STEAM as a construct for not only providing opportunities for students to engage in cognitive progression, but also to assist learners in developing social, emotional, and behavioral skills for lifelong regulatory and mindfulness learning.
Preprint
Full-text available
Transformative approaches in education are necessary to advance Sustainable Development Goal 4 (SDG-4), especially in STEAM fields (science, technology, engineering, arts, and mathematics). This article explores cutting-edge research projects that leverage STEAM education to help achieve SDG-4 through Culturo-Techno-Contextual-Approaches (CTCA). The study examines how education changes and highlights how crucial multidisciplinary learning is to solving today's global issues. It looks at how STEAM education encourages students' creativity, critical thinking, and problem-solving skills and equips them to participate actively in sustainable development in their environment. Various CTCAs are examined in STEAM education, such as integrating indigenous strategies, maker spaces, immersive technology, project-based learning, and collaborative platforms. By involving students in practical problem-solving, these methods help them develop a thorough awareness of sustainability concerns and motivate them to develop workable solutions actively. The necessity of ongoing policy assessment and improvement of STEAM education programs to guarantee inclusion, accessibility, and relevance for a wide range of learners around the globe is emphasised in the article's conclusion. To prepare a generation of people to face the challenges of a sustainable future, the government should allocate resources to support the expansion of innovative STEAM education.
Article
Full-text available
The industrial revolution 4.0 era affected people’s lives, as well as the education system and student learning. The world of education must be able to create and design learning life skills for the 21st century, which one of it is critical thinking skills. Efforts are made by applying the STEAM approach and using the PjBL model. The research was carried out at SMP Muhammadiyah 6 Wuluhan Jember, control class VII B and experiment class VII A. Material KD. 3.8 Analyzing the occurence of environmental pollution and its impact on the ecosystem. The result of the sig (2-tailed) value is 0.046, which indicates that hypotesis is accepted. To be conclude, the STEAM approach and PjBL model have a positive affect on students’ critical thinking skills.
Article
Full-text available
According to the science, technology, engineering, arts, and mathematics (STEAM) program, this experimental research aims to advocate e-content based on augmented reality (AR) technology to enhance retention learning (LR) and reinforce critical thinking in the intermediate stage in Ha'il, KSA. Then, we study the interaction between the technology of AR design (image/mark) and the mental capacity of learners (high/low) in developing critical thinking (CT) and practical skills, i.e., the interaction between AR (image/mark) and gender. The study's sample consisted of 120 8th-grade junior high school students from six schools in Ha'il. 63 of the 120 participants are females, while 57 are males. They were divided into 2 control and 8 experimental groups. Our analysis revealed that students' LR and CT skills after using AR were better than before using AR. The first result we found was that implementing AR in educational realms impacted students' LR. Furthermore, statistically significant differences were exhibited in overall CT skills between those with high and low mental capacity (MC), favoring those with high MC. Even more interestingly, according to the STEAM program , male students' outcomes in science learning were more reinforced by AR than females'. Future research could quantify learning outcomes and look at underserved communities. Moreover, future studies could reveal the educational benefits of augmented reality-based active learning.
Article
Full-text available
Tujuan penelitian ini untuk mendeskripsikan kemampuan berpikir kritis siswa SMA kelas X dalam memecahkan masalah SPLTV. Penelitian ini dilakukan pada semester genap tahun 2020/2021. Jenis penelitian yang digunakan adalah penelitian deskripstif dengan pendekatan kualitatif. Subjek dalam penelitian ini ada 31 orang dari kelas X IPA1. Proses pemilihan subjek dengan menggunakan nilai rata-rata ulangan harian. Metode pengumpulan data adalah tes kemampuan berpikir kritis dan wawancara. Hasil penelitian bahwa kemampuan siswa kelas X SMA berada pada kategori rendah dengan persentase 43,01%. Kemampuan berpikir kritis untuk aspek interpretasi dengan persentase 38,71%, aspek analisis dengan persentase 58,06%, aspek inferensi dengan persentase 41,94%, aspek penjelasan 9,68%, dan aspek regulasi diri dengan persentase 48,39% berada pada kategori rendah sedangkan aspek evaluasi yang berada pada kategori sedang dengan persentase 61,29%. Bagi peneliti selanjutnya, agar meneliti faktor-faktor yang mempengaruhi rendahnya kemampuan bepikir kritis pada jenjang SMA/sederajat.
Article
Full-text available
This study aims to describe the mathematical creative thinking skills of SMP Negeri 1 Dungaliyo students on triangle material using descriptive methods. The subjects of this study were the seventh-grade students of SMP Negeri 1 Dungaliyo in the odd semester of the 2020/2021 academic year, as many as 27 students. The instrument used in this study was a test to obtain data on mathematical creative thinking skills and interviews to complement and strengthen the information derived from giving tests on triangle material that had been empirically validated. To see students' mathematical creative thinking skills, 4 indicators are used, namely 1). Smoothness (fluency); 2) Dexterity (flexibility); 3). Authenticity (authenticity); 4). Details (description). The data analysis technique used in this research is percentage analysis. Based on the data obtained for indicators of skill (fluency) of 50.93%, flexibility (flexibility) of 46.14%, originality of 33.33%, and details (elaboration).
Article
Full-text available
Critical thinking includes 21st century skills that students must possess so they can work successfully. Critical thinking is an intellectual process in finding, analyzing, and evaluating information obtained from observations and experiences that will later be used to make a judgment in taking an action. The purpose of this study was to describe the level of critical thinking skills of class X students in one of the Bandung State High Schools. The method used in this research is a descriptive method with data collection techniques through the distribution of questionnaires in the form of test questions related to critical thinking skills. The population in this study were all students of class X while the sample size was 78 students. Based on this research, information was obtained that the level of critical thinking of class X students in one of Bandung's high schools was in the low category. Thus it is necessary to do better coaching in order to improve students' critical thinking skills for example by applying learning methods that can encourage the improvement of critical thinking skills.ABSTRAKBerpikir kritis termasuk keterampilan abad-21 yang harus dimiliki siswa sehingga dapat bekerja dengan sukses. Berpikir kritis merupakan suatu proses intelektual dalam menemukan, menganalisis, dan mengevaluasi informasi yang diperoleh dari observasi maupun pengalaman yang nantinya digunakan untuk melakukan pertimbangan dalam mengambil suatu tindakan. Tujuan penelitian ini adalah untuk mendeskripsikan tingkat keterampilan berpikir kritis siswa kelas X di salah satu SMA Negeri Bandung. Metode yang digunakan dalam penelitian ini adalah berupa metode deskriptif dengan teknik pengumpulan data melalui penyebaran kuisioner berupa soal tes terkait keterampilan berpikir kritis. Populasi dalam penelitian ini adalah seluruh siswa kelas X sedangkan ukuran sampelnya sebanyak 78 orang siswa. Berdasarkan penelitian ini diperoleh informasi bahwa tingkat berpikir kritis siswa kelas X di salah satu SMA Negeri Bandung berada pada kategori rendah. Dengan demikian perlu dilakukan pembinaan yang lebih baik agar dapat meningkatkan keterampilan berpikir kritis siswa misalnya dengan penerapan metode pembelajaran yang dapat mendorong peningkatan keterampilan berpikir kritis.
Article
Full-text available
The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.
Article
The purpose of this article is to determine project-based learning (PjBL) from the characteristics, effectiveness and implementation aspects of science and science, technology, engineering, art and mathematics (STEAM) education. Eric database was used in order to investigate key words. Thus, this mini review reviewed 36 articles on PjBL for science and STEAM education based on the available Eric database reference. The data obtained were analyzed using content analysis methods. The results showed that on average PjBL can be categorized as a learning model that can improve student learning outcomes in science learning and train students in problem solving (critical thinking). The review reveals that PjBL has an influence on student learning, especially in science and STEAM education. From this article, it can be concluded and can be recommended three recommendations related to the essential success of PjBL in schools.
Article
Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis siswa dalam pembelajaran IPA khususnya materi bioteknologi di kelas IX SMP Maarif 1 Ponorogo. Metode yang digunakan dalam penelitian ini adalah Chroscheck sectional Survey. Sampel penelitian ini ditentukan dengan menggunakan Claster Random Sampling, dimana peneliti melakukan acak sembarang dan diperoleh Kelas IX A yang terdiri dari 25 siswa di SMP Maarif 1 Ponorogo. Teknik pengumpulan data adalah tes, observasi, dan wawancara. Tes diberikan kepada siswa kelas IX A, observasi dilakukan selama proses pembelajaran berlangsung, serta wawancara dilakukan terhadap guru IPA. Adapun wawancara yang digunakan bersifat terbuka. Instrumen tes pada penelitian ini adalah berupa soal essay untuk mengukur kemampuan berpikir kritis siswa. Pada setiap item soal memuat 4 aspek, yaitu: (1) interpretasi, (2) analisis, (3) evaluasi, (4) inferensi. Berdasarkan hasil penelitian didapatkan bahwa kemampuan berpikir kritis siswa kelas IX A SMP Maarif 1 Ponorogo pada materi bioteknologi masih kurang dengan nilai rata-rata 40,62. Keterampilan berpikir kritis siswa paling banyak muncul pada indikator interpretasi. Keterampilan berpikir kritis peserta didik dipengaruhi oleh berbagai faktor, diantaranya pola pikir dalam memecahkan masalah dan pemahaman dari setiap materi yang telah disampaikan. Oleh sebab itu guru sangat berperan penting dalam pengembangan keterampilan berpikir kritis dari siswa
Article
Research focusing on the integration of computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education started to emerge. We conducted a semi-systematic literature review on 55 empirical studies on this topic. Our findings include: (a) the majority of the studies adopted domain-general definitions of CT and a few proposed domain-specific CT definitions in STEM education ; (b) the most popular instructional model was problem-based instruction, and the most popular topic contexts included game design, robotics, and computational modelling; (c) while the assessments of student learning in integrated CT and STEM education targeted different objectives with different formats, about a third of them assessed integrated CT and STEM; (d) about a quarter of the studies reported differential learning processes and outcomes between groups, but very few of them investigated how pedagogical design could improve equity. Based on the findings, suggestions for future research and practice in this field are discussed in terms of operationalizing and assessing CT in STEM contexts, instructional strategies for integrating CT in STEM, and research for broadening participation in integrated CT and STEM education. Free access to the paper: https://rdcu.be/cBfqs
Article
Researchers and many educators agree that the ability to self-regulate learning is important for academic success. Yet, many students struggle to anticipate learning difficulties and adjust accordingly. Further, despite theorizing that self-regulated learning involves adaptation across learning cycles, few researchers have examined students’ evaluative judgments, their implications for students’ behavior in a subsequent learning cycle, or their effects on achievement. Utilizing data from a large, introductory college biology course, we examined how struggling students’ evaluative judgments made after a first unit exam predicted changes in learning behaviors as well as how those changes predicted performance on a subsequent exam. We used natural language processing to analyze data from a reflective essay written after a first unit exam, identifying language that reflected evaluation of prior studying and plans to adapt learning. Then, we utilized digital traces of learning behaviors to measure students’ actual adaptation of their use of learning resources. Results from a path analysis revealed students’ evaluations predicted how extensively they discussed plans to adapt their learning process. Plans to adapt described in written reflections predicted an increase in the frequency of desirable learning behaviors, which in turn predicted higher subsequent exam scores, after controlling for previous exam performance. These findings provide empirical evidence of multiple theorized self-regulated learning processes, including how evaluations of learning at the end of a learning cycle can inform planning and behavior changes in a subsequent learning cycle, and that increases in the enactment of effective learning strategies predicts improved performance in complex learning tasks.