Teti Rostikawati, Sandi Budiana, Nita Karmila, Bintang Indah Saptiani, Nurmala Sari

Implementation of STEAM-Based Project Learning Model to Improve Elementary Student’s Learning Outcomes

Introduction

Implementation of steam-based project learning model to improve elementary student’s learning outcomes. Explore how a STEAM-based project learning model effectively improves elementary students' learning outcomes in project activities and literacy. Quasi-experimental study shows significant gains.

Abstract

This research aims to determine how the implementation of the Science, Technology, Engineering, Art, and Mathematics-Based Project-Based Learning Model affects the learning outcomes of students in the sub-theme of project-based activities and literacy. The research method used was a quasi-experimental two-group design at Bondongan Public Elementary School in Bogor City. The subjects of this study consist of 63 students of fifth grade. This research was conducted in the first semester of the academic year. The results of the study showed that the implementation of the STEAM-based project-based learning model had an effect on student learning outcomes in the sub-theme of project-based activities and literacy. This is evident from the N-Gain score in the experimental group of 69, while the control group obtained an N-Gain score of 39. The hypothesis testing results state that H0 is rejected and Ha is accepted because t-count (14.56) is greater than t-table (1.9996). Thus, it can be concluded that the implementation of the STEAM-based Project-Based Learning Model effectively improves student learning outcomes in the sub-theme of project-based activities and literacy. It is hoped that the results of this study can provide new knowledge about how the implementation of innovative learning models can improve the learning outcomes of students in elementary school.

Review

This paper addresses a highly relevant topic in contemporary education: the implementation of a STEAM-based Project-Based Learning model to enhance elementary student learning outcomes. The research clearly articulates its aim to investigate the effect of this innovative pedagogical approach on fifth-grade students' performance, specifically focusing on sub-themes related to project-based activities and literacy. This focus is particularly pertinent given the growing emphasis on interdisciplinary learning and the development of 21st-century skills at the foundational stages of education. Methodologically, the study employed a quasi-experimental two-group design, conducted at Bondongan Public Elementary School with a sample of 63 fifth-grade students during the first semester of the academic year. This design allowed for a comparative analysis between an experimental group exposed to the STEAM-based model and a control group. The findings robustly support the efficacy of the intervention. The experimental group demonstrated a substantially higher improvement in learning outcomes, evidenced by an N-Gain score of 69 compared to the control group's N-Gain of 39. Furthermore, the statistical analysis, with a t-count (14.56) significantly exceeding the t-table value (1.9996), confirmed the rejection of the null hypothesis and the acceptance of the alternative hypothesis, indicating a statistically significant positive effect. In conclusion, the research convincingly demonstrates that the implementation of a STEAM-based Project-Based Learning model is an effective strategy for improving elementary students' learning outcomes in project-based activities and literacy. The clear and significant results contribute valuable empirical evidence to the field of educational pedagogy, providing actionable insights for educators and curriculum developers. The study successfully highlights the potential of innovative learning models to foster better academic achievement, offering a strong recommendation for integrating STEAM-based project learning into elementary school curricula to enrich the learning experience and cultivate essential skills.

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