Meta-Analysis of the Impact of the STEAM Approach on Science Learning
Edo Wijaya, Nukhbatul Bidayati Haka, Raicha Oktafiani
Abstract
The STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) has emerged as a widely adopted instructional strategy aimed at developing essential 21st-century competencies such as critical thinking, creativity, collaboration, and scientific literacy. Numerous studies have explored the implementation of STEAM in science education, yet the results remain inconsistent due to variations in context, research variables, and educational levels. This inconsistency highlights the need for a comprehensive review that consolidates previous findings. Meta-analysis is a suitable method for this purpose, as it enables the calculation of the overall magnitude of STEAM’s impact. This study aims to examine the overall effect of the STEAM approach in science education. The analysis is categorized by educational level, research variables, and instructional models integrated with STEAM. A quantitative meta-analysis method was employed. Data were collected using Publish or Perish software with sources from Google Scholar and Scopus. The selection process followed PRISMA guidelines. From an initial pool of 1,197 articles, 12 studies met the inclusion criteria and were further analyzed using JASP software version 0.19.3.0.The results indicate that the STEAM approach has a positive influence on science learning. The overall effect size was 0.213, which falls within the moderate category. When analyzed by educational level, the effect size was 0.200 (low category); by research variable, 0.221 (moderate category); and by instructional model, 0.234 (moderate category). These findings suggest that STEAM is an effective approach for enhancing the quality of science education and holds considerable potential as a pedagogical strategy across diverse learning contexts.
Keywords
STEAM Approach; Science Learning; Meta-Analysis, Effect Size; Science Education
References
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Atiaturrahmaniah, A., Arnyana, I. B. P., & Suastra, I. W. (2022). Peran model science, technology, engineering, arts, and math (STEAM) dalam meningkatkan berpikir kritis dan literasi sains siswa sekolah dasar. JPGI (Jurnal Penelitian Guru Indonesia), 7(4), 368–375.
Aulia, F., Muhlis, & Rahmi, R. P. (2024). Efektivitas Pendekatan STEAM (Science, Technology, Engineering, Art and Mathematics) Terhadap Hasil Belajar IPAS Kelas Iv Sdn 021 Sungai Kunjang. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 10(1), 1444–1455.
Azalia, S. B. P., Tursinawati, & Vitoria, L. (2024). Pengaruh Model Project Based Learning Berbasis STEAM Terhadap Kemampuan Berpikir Kreatif Siswa Di Kelas IV SD Negeri Lampeuneurut Aceh Besar. Jurnal Pendidikan Kreativitas Pembelajaran, 6(3), 334–350.
Borenstein, M., Hedges, L. V, Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd.
Fricticarani, A., Hayati, A., Hoirunisa, I., & Rosdalina, G. M. (2023). Strategi Pendidikan Untuk Sukses di Era Teknologi 5.0. Jurnal Inovasi Pendidikan Dan Teknologi Informasi (JIPTI), 4(1), 56–68.
Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3–8.
Hendra, H. (2021). Meta Analisis Pengaruh Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar Matematika Siswa Kelas III, IV dan V Sekolah Dasar. Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar, 2(1), 129–140. https://doi.org/10.33487/mgr.v2i1.1754
Iljannah, L. L., Parno, P., Sujito, S., & Nawi, N. D. (2025). Improving Critical Thinking Skills through a STEAM-Integrated SSCS Learning Model on Static Fluid Concepts. Jurnal Pendidikan Fisika Dan Teknologi, 11(1), 197–212. https://doi.org/10.29303/jpft.v11i1.8831
Intan, I. G. A. A., Putri, W., Priyanka, L. M., & Juniartina, P. P. (2024). Analisis Kesulitan Belajar IPA Siswa pada Materi Usaha dan Pesawat Sederhana dalam Kehidupan Sehari-hari. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 7(1), 43–54.
Khoirrunnisa, T., & Isdaryanti, B. (2024). Efektivitas Pembelajaran Berbasis STEAM (Science, Technology, Engineering, Art, and Mathematics) untuk Meningkatkan Hasil Belajar IPAS di Kelas V Siswa SD Negeri Srondol Wetan 06. NUSRA : Jurnal Penelitian Dan Ilmu Pendidikan, 5(2), 906–915. https://doi.org/10.55681/nusra.v5i2.2809
Kusumayuni, P. N., Suarni, N. K., & Margunayasa, I. G. (2023). Model Discovery Learning Berbasis STEAM: Dampaknya Terhadap Hasil Belajar IPA dan Keterampilan Proses Sains Siswa. Jurnal Ilmiah Pendidikan Profesi Guru, 6(1), 186–195. https://doi.org/10.23887/jippg.v6i1.59771
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Mantulangi, S. N., Solang, M., Akbar, M. N., Lamondo, D., Husain, I. H., & Jannah, M. (2025). Pengaruh Model Pembelajaran Discovery Learning berbasis Pendekatan STEAM terhadap Keterampilan Proses Sains Siswa Materi Sistem Koordinasi di SMA Negeri 1 Tapa. BIODIK, 11(02), 294–301.
Nugraha, D. M. D. P., Dewi Juniayanti, & Putu Tyas Indraswati. (2023). Pembelajaran STEAM Berbasis Studi Kasus Terhadap Kemampuan Berpikir Kritis Siswa Kelas VI Sekolah Dasar. Widya Accarya, 14(2), 164–171. https://doi.org/10.46650/wa.14.2.1465.164-171
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Putri, C. A., & Zulfadewina, Z. (2023). Pengaruh Model Pembelajaran RADEC berbasis STEAM terhadap Literasi Sains Siswa Kelas IV Sekolah Dasar. Jurnal Elementaria Edukasia, 6(3), 1162–1170. https://doi.org/10.31949/jee.v6i3.6280
Ramadhan, W. (2023). Pembelajaran Berbasis Pendekatan Steam Melalui Project-Based Learning (PjBL) Untuk Meningkatkan Literasi Sains Siswa Sekolah Dasar. Jurnal Ibriez: Jurnal Kependidikan Dasar …, 8(2), 172–186.
Ramayanti, R., Rachmawati, N. A., Azhar, Z., & Azaman, N. H. N. (2023). Langkah Demi Langkah Systematic Literature Review dan Meta Analysis. Rajawali Pers.
Salmi, H. S., Thuneberg, H., & Bogner, F. X. (2023). Is there deep learning on Mars? STEAM education in an inquiry-based out-of-school setting. Interactive Learning Environments, 31(2), 1173–1185.
Setyawan, J., Roshayanti, F., & Novita, M. (2023). Model pembelajaran RADEC berbasis STEAM pada materi sistem koloid mampu meningkatkan kemampuan berpikir kritis siswa. Practice of The Science of Teaching Journal, 2(1), 18–26. https://doi.org/10.58362/hafecspost.v2i1.29
Suryanti, Nursalim, M., Choirunnisa, N. L., & Yuliana, I. (2024). STEAM-Project-Based Learning: A Catalyst for Elementary School Students’ Scientific Literacy Skills. European Journal of Educational Research, 13(1), 1–14. https://doi.org/10.12973/eu-jer.13.1.1
Utami, C. T. (2017). Self-Efficacy dan Resiliensi: Sebuah Tinjauan Meta-Analisis. Buletin Psikologi, 25(1), 54–65.
Wang, D., Luo, L., Luo, J., Lin, S., & Ren, G. (2022). Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design. Applied Sciences (Switzerland), 12(21). https://doi.org/10.3390/app122111033
DOI: https://doi.org/10.24967/esp.v5i02.4272
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Edo Wijaya, Nukhbatul Bidayati Haka, Raicha OktafianiAbstract
Keywords
References
Adlina, N. (2022). Inovasi Pembelajaran di Masa Pandemi COVID-19 dengan Pendekatan STEAM di Era Society 5.0. JURNAL SYNTAX IMPERATIF: Jurnal Ilmu Sosial Dan Pendidikan, 2(6), 619–627.
Atiaturrahmaniah, A., Arnyana, I. B. P., & Suastra, I. W. (2022). Peran model science, technology, engineering, arts, and math (STEAM) dalam meningkatkan berpikir kritis dan literasi sains siswa sekolah dasar. JPGI (Jurnal Penelitian Guru Indonesia), 7(4), 368–375.
Aulia, F., Muhlis, & Rahmi, R. P. (2024). Efektivitas Pendekatan STEAM (Science, Technology, Engineering, Art and Mathematics) Terhadap Hasil Belajar IPAS Kelas Iv Sdn 021 Sungai Kunjang. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 10(1), 1444–1455.
Azalia, S. B. P., Tursinawati, & Vitoria, L. (2024). Pengaruh Model Project Based Learning Berbasis STEAM Terhadap Kemampuan Berpikir Kreatif Siswa Di Kelas IV SD Negeri Lampeuneurut Aceh Besar. Jurnal Pendidikan Kreativitas Pembelajaran, 6(3), 334–350.
Borenstein, M., Hedges, L. V, Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd.
Fricticarani, A., Hayati, A., Hoirunisa, I., & Rosdalina, G. M. (2023). Strategi Pendidikan Untuk Sukses di Era Teknologi 5.0. Jurnal Inovasi Pendidikan Dan Teknologi Informasi (JIPTI), 4(1), 56–68.
Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3–8.
Hendra, H. (2021). Meta Analisis Pengaruh Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar Matematika Siswa Kelas III, IV dan V Sekolah Dasar. Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar, 2(1), 129–140. https://doi.org/10.33487/mgr.v2i1.1754
Iljannah, L. L., Parno, P., Sujito, S., & Nawi, N. D. (2025). Improving Critical Thinking Skills through a STEAM-Integrated SSCS Learning Model on Static Fluid Concepts. Jurnal Pendidikan Fisika Dan Teknologi, 11(1), 197–212. https://doi.org/10.29303/jpft.v11i1.8831
Intan, I. G. A. A., Putri, W., Priyanka, L. M., & Juniartina, P. P. (2024). Analisis Kesulitan Belajar IPA Siswa pada Materi Usaha dan Pesawat Sederhana dalam Kehidupan Sehari-hari. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 7(1), 43–54.
Khoirrunnisa, T., & Isdaryanti, B. (2024). Efektivitas Pembelajaran Berbasis STEAM (Science, Technology, Engineering, Art, and Mathematics) untuk Meningkatkan Hasil Belajar IPAS di Kelas V Siswa SD Negeri Srondol Wetan 06. NUSRA : Jurnal Penelitian Dan Ilmu Pendidikan, 5(2), 906–915. https://doi.org/10.55681/nusra.v5i2.2809
Kusumayuni, P. N., Suarni, N. K., & Margunayasa, I. G. (2023). Model Discovery Learning Berbasis STEAM: Dampaknya Terhadap Hasil Belajar IPA dan Keterampilan Proses Sains Siswa. Jurnal Ilmiah Pendidikan Profesi Guru, 6(1), 186–195. https://doi.org/10.23887/jippg.v6i1.59771
Maimun, M., & Bahtiar, B. (2022). Effect of Search, Solve, Create, And Share (SSCS) Learning Models Assisted Multimedia Interactive to Improve Creative Thinking Ability and Student Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 8(4), 1834–1840.
Mantulangi, S. N., Solang, M., Akbar, M. N., Lamondo, D., Husain, I. H., & Jannah, M. (2025). Pengaruh Model Pembelajaran Discovery Learning berbasis Pendekatan STEAM terhadap Keterampilan Proses Sains Siswa Materi Sistem Koordinasi di SMA Negeri 1 Tapa. BIODIK, 11(02), 294–301.
Nugraha, D. M. D. P., Dewi Juniayanti, & Putu Tyas Indraswati. (2023). Pembelajaran STEAM Berbasis Studi Kasus Terhadap Kemampuan Berpikir Kritis Siswa Kelas VI Sekolah Dasar. Widya Accarya, 14(2), 164–171. https://doi.org/10.46650/wa.14.2.1465.164-171
Nurfadilah, S., & Siswanto, J. (2020). Analisis Kemampuan Berpikir Kreatif pada Konsep Polimer dengan Pendekatan STEAM Bermuatan ESD Siswa SMA Negeri 1 Bantarbolang. Media Penelitian Pendidikan: Jurnal Penelitian Dalam Bidang Pendidikan Dan Pengajaran, 14(1), 45–51.
Putri, C. A., & Zulfadewina, Z. (2023). Pengaruh Model Pembelajaran RADEC berbasis STEAM terhadap Literasi Sains Siswa Kelas IV Sekolah Dasar. Jurnal Elementaria Edukasia, 6(3), 1162–1170. https://doi.org/10.31949/jee.v6i3.6280
Ramadhan, W. (2023). Pembelajaran Berbasis Pendekatan Steam Melalui Project-Based Learning (PjBL) Untuk Meningkatkan Literasi Sains Siswa Sekolah Dasar. Jurnal Ibriez: Jurnal Kependidikan Dasar …, 8(2), 172–186.
Ramayanti, R., Rachmawati, N. A., Azhar, Z., & Azaman, N. H. N. (2023). Langkah Demi Langkah Systematic Literature Review dan Meta Analysis. Rajawali Pers.
Salmi, H. S., Thuneberg, H., & Bogner, F. X. (2023). Is there deep learning on Mars? STEAM education in an inquiry-based out-of-school setting. Interactive Learning Environments, 31(2), 1173–1185.
Setyawan, J., Roshayanti, F., & Novita, M. (2023). Model pembelajaran RADEC berbasis STEAM pada materi sistem koloid mampu meningkatkan kemampuan berpikir kritis siswa. Practice of The Science of Teaching Journal, 2(1), 18–26. https://doi.org/10.58362/hafecspost.v2i1.29
Suryanti, Nursalim, M., Choirunnisa, N. L., & Yuliana, I. (2024). STEAM-Project-Based Learning: A Catalyst for Elementary School Students’ Scientific Literacy Skills. European Journal of Educational Research, 13(1), 1–14. https://doi.org/10.12973/eu-jer.13.1.1
Utami, C. T. (2017). Self-Efficacy dan Resiliensi: Sebuah Tinjauan Meta-Analisis. Buletin Psikologi, 25(1), 54–65.
Wang, D., Luo, L., Luo, J., Lin, S., & Ren, G. (2022). Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design. Applied Sciences (Switzerland), 12(21). https://doi.org/10.3390/app122111033
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