STEAM Journal For Elementary School Education
STEAM Journal for Elementary School Education Journal title STEAM Journal for Elementary School Education Initials SJESE Abbreviation steam. j. elementary. sch. education. Frequency 2 issues per year | April, October Language English e-ISSN 3109-6905 Subject Area Elementary education and related research fields Editor-in-chief Vit Ardhyantama Publisher Universitas Negeri Surabaya STEAM Journal for Elementary School Education is an international open-access, double-blind peer-reviewed by reputable scientist, published by Elementary School Education PSDKU State University of Surabaya, Indonesia. Publish twice a year on April and October SJESE dedicated to accommodate the innovation on elementary school education focusing on the dissemination of theory and practice in the STEAM field of elementary school education. Published paper are selected through precise peer review to ensure quality, originality, appropriateness, significance, and readability.
Needs of STEAM Education in Elementary Classes (Grades 6–8) in Pakistan: A Systematic Review (2023-2025)
Pakistan elementary education needs Grade 6-8 to be important in cultivating STEAM (Science, Technology, Engineering, Arts, Mathematics) ability. Nonetheless, there are system-wide issues like inapt teacher training, curriculum that does not align well with STEAM, lack of resources, and weak enforcement of policy, that prevent serious immediate integration of STEAM courses. This systematic review will seek to find evidence-based interventions to enhance STEAM education in these grades in the Pakistani education setting. In accordance with the PRISMA 2020 standards, searches in Scopus, Web of Science, ERIC and Google Scholar were performed in the period between March and August 2025 in order to find peer-reviewed articles that published after 2023-2025. Syntheses at the regional and global levels were also taken into account (2013-2023). The keywords used included Pakistan, Grades 6-8, and STEAM/STEM and were combined with the keywords that included curriculum, professional development, assessment, and policy. Among 345 records found, 28 articles were reviewed in their full-text, which resulted in the selection of 18 primary studies and 15 contextual sources (n=33). Quality assessment was done using the Mixed Methods Appraisal Tool (MMAT) and Critical Appraisal Skills Program (CASP). Ten major themes were identified, such as alignment of curriculum with national standards, practice-based teacher development, inquiry-based pedagogy, computational thinking, inclusive design and career awareness related to math self-efficacy. Blending of genuine arts and economical technology infrastructure was addressed as a key to the success. The effective implementation of STEAM must be multilevel, that is, it has to be coordinated through policy interventions at the curriculum level in terms of curriculum guides, teacher training, equitable provision of resources, and career awareness programs. To achieve equal results, it is necessary to use the principles of Universal Design to Learning and digital competence development pathways. The analysis was limited by scarcity of Pakistan-specific studies and language as well as heterogeneity among studies made meta-analysis impossible. Successful STEAM learning in Grades 6-8 in Pakistan needs interventions on the curriculum, pedagogy, professional development, assessment, and policy, which are comprehensive and coordinated. It is possible that there is a possibility of successful integration, but further specific research on Pakistan is required.
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Integration of the STEAM Approach in Learning Within the Merdeka Curriculum at the Elementary School Level: A Systematic Literature Review
This study aims to examine the integration of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in primary school learning and to analyze its alignment with the principles of the Merdeka Curriculum. This research employed a Systematic Literature Review (SLR) method guided by the PRISMA 2020 framework to ensure a transparent and structured selection process. The literature search was conducted across multiple academic databases, including Google Scholar, Garuda, and Web of Science, focusing on publications from 2021 to 2025. From an initial pool of 999 articles, 15 studies met the inclusion criteria and were analyzed using qualitative synthesis. The findings indicate that STEAM integration in primary education follows a systematic pattern grounded in constructivist and student-centered learning principles and is primarily implemented through Project-Based Learning (PjBL), Problem-Based Learning (PBL), and inquiry-based learning models. These approaches enable interdisciplinary and contextual learning experiences. Empirically, the implementation of STEAM has been shown to significantly enhance students’ 21st century competencies, including critical thinking, creativity, communication, and collaboration, as well as improving science literacy and problem-solving abilities. Furthermore, the STEAM approach demonstrates strong alignment with the Merdeka Curriculum by promoting independent learning, differentiated instruction, and the development of the Pancasila Student Profile. However, several challenges remain, particularly in terms of limited technological infrastructure, time constraints, and teachers’ pedagogical readiness in implementing integrative learning. Identified best practices include the use of STEAM-based digital modules, collaborative learning strategies, and continuous professional development for teachers. In conclusion, the integration of STEAM within the Merdeka Curriculum presents a promising framework for enhancing the quality of primary education, although its effectiveness depends on sustained institutional support, teacher capacity building, and adequate technological resources.
Participatory Action Research on the Implementation of STEAM-Integrated Problem-Based Learning
This study aimed to examine the implementation of a STEAM-based Problem-Based Learning (PBL) approach in mathematics learning to enhance students’ engagement, creativity, and problem-solving abilities. The research was conducted at SMP Negeri 26 Makassar using a Participatory Action Research (PAR) framework involving collaboration between university researchers, pre-service teachers, and the classroom teacher. The learning activities focused on the topic of arithmetic sequences and were designed following the stages of the PBL model integrated with STEAM elements (Science, Technology, Engineering, Arts, and Mathematics). Students worked collaboratively in small groups to analyze contextual problems, formulate hypotheses, conduct investigations using digital tools, and communicate their findings through digital presentations. Data were collected through classroom observations, learning artifacts, student presentations, and formative assessment results. Descriptive statistical analysis of the formative test scores showed that the average student score reached 92.5, with a median and mode of 90, indicating strong academic performance and relatively consistent achievement among students. The findings revealed that the STEAM-based PBL approach effectively promoted active participation, collaborative inquiry, and deeper conceptual understanding of arithmetic sequences. The integration of digital tools and interdisciplinary learning activities also supported the development of students’ critical thinking and communication skills. These results suggest that integrating STEAM within a PBL framework can provide meaningful and engaging mathematics learning experiences while improving students’ problem-solving abilities and overall learning outcomes.
Impact of a STEAM-SDGs-Based Virtual Reality Mathematics Learning Model on Students’ Critical Thinking and Creativity
The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) and Sustainable Development Goals (SDGs) in higher education has gained increasing attention as a strategy to foster essential 21st-century competencies. In mathematics learning, the use of Virtual Reality (VR) offers immersive and interactive experiences that may enhance higher-order thinking skills. However, empirical evidence examining the impact of a STEAM-SDGs-based VR learning model on students’ critical thinking and creativity remains limited. This study aims to investigate the effect of a STEAM-SDGs-based VR mathematics learning model on students’ critical thinking and creativity. A quantitative research design was employed. The study collected data through structured questionnaires administered to 100 students at Universitas Muhammadiyah Tangerang. The proposed research model was analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS version 3 to evaluate both measurement and structural models. The findings indicate that the STEAM-SDGs-based VR learning model has a significant positive effect on students' critical thinking and creativity. The immersive VR environment, combined with interdisciplinary STEAM integration and SDGs-oriented problem contexts, contributes to improved analytical reasoning, idea generation, and innovative problem-solving skills. This research provides empirical support for integrating STEAM, the SDGs, and Virtual Reality into mathematics education at the higher education level. The study contributes to the development of innovative, technology-enhanced learning models that promote critical thinking and creativity, offering practical implications for educators and policymakers seeking to strengthen 21st-century competencies in university settings.
Needs Analysis of STEAM Based E-LKPD to Enhance Learning Independence of Grade IV Elementary Students
Learning independence is an essential competency in the Merdeka Curriculum. However, in practice, grade IV elementary school students still demonstrate a fairly high dependence on their classroom teachers, particularly in science learning on the topic of changes in the state of matter. This study aims to analyze the need for developing a STEAM based E-LKPD to enhance the learning independence of grade IV students at SDN 1 Wonocoyo. The method used in this study was a preliminary study with a descriptive qualitative and quantitative approach. The research subjects included one grade IV teacher and students at SDN 1 Wonocoyo. Data collection instruments consisted of interview guidelines, student needs questionnaires, learning observation sheets, and documentation studies. The analysis yielded three main findings. First, from the teacher's perspective, the available worksheets were still dominated by memorization questions and had not integrated the five aspects of STEAM. Second, from the student's perspective, 85% of respondents stated that they were more interested in interactive digital media and experienced difficulty understanding the concepts of changes in the state of matter in the absence of visual simulations. Third, from the perspective of learning independence, 78% of students at SDN 1 Wonocoyo were not yet able to manage their own learning strategies because reflection was rarely practiced and they tended to be passive, waiting for teacher instructions. Based on these three findings, it can be concluded that the development of a STEAM based E-LKPD is highly necessary, with key features including interactive simulations on the topic of changes in the state of matter, accompanied by self-reflection rubrics, collaborative project activities, and practical guides for teachers. The results of this needs analysis serve as an important foundation for the subsequent design and development stages of the product at SDN 1 Wonocoyo.