Development of a STEAM-based adaptive curriculum integrating civic and character competencies for inclusive elementary education

Hamidaturrohmah Hamidaturrohmah; Santi Andriyani; Kukuh Dwi Wijanarko; Noor Azizah; Azzah Nor Laila; Shukor Shanim Mohd Fauzi

doi:10.26740/eds.v10n1.p212-223

Authors

Hamidaturrohmah Hamidaturrohmah Department of Elementary Teacher Education, Universitas Islam Nahdlatul Ulama Jepara
Santi Andriyani Department of English Language Education, Universitas Islam Nahdlatul Ulama Jepara
Kukuh Dwi Wijanarko Department of Visual Communication Design, Universitas Islam Nahdlatul Ulama Jepara
Noor Azizah Department of Information Systems, Universitas Islam Nahdlatul Ulama Jepara
Azzah Nor Laila Department of Islamic Education, Universitas Islam Nahdlatul Ulama Jepara
Shukor Shanim Mohd Fauzi Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA

DOI:

https://doi.org/10.26740/eds.v10n1.p212-223

Keywords:

Adaptive curriculum, Character Competencies, Inclusive Education, STEAM Leaning, Students with special needs

Abstract

The growing number of students with special needs in inclusive elementary schools necessitates the development of adaptive and flexible curricula that can accommodate diverse learning needs and support holistic development. This study aims to develop and evaluate the feasibility and practicality of a STEAM-based adaptive curriculum integrated with civic and character values in inclusive elementary education. This study employed a Research and Development (R&D) approach based on the ADDIE model, consisting of five phases: analysis, design, development, implementation, and evaluation. Data were gathered through questionnaires, interviews, classroom observations, and expert validation, involving students with diverse learning needs, including dyslexia, high-functioning autism spectrum disorder (ASD), and slow learning profiles. The developed curriculum includes adaptive learning objectives, contextual themes, STEAM-based project activities, differentiated instruction, and adaptive assessment aligned with Universal Design for Learning (UDL) principles. Civic and character values such as empathy, responsibility, cooperation, and self-confidence are systematically embedded in learning activities. The results of expert validation indicate that the curriculum is highly feasible, while teacher responses demonstrate its practicality and ease of implementation in inclusive classroom settings. These findings suggest that the developed curriculum provides a structured and accessible framework for inclusive student-centered learning and contributes to adaptive STEAM-based curriculum development with character integration. Further research is recommended to examine its effectiveness on student learning outcomes.

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