Exploring the Potential of STEAM Education in Cosmetology Vocational Schools: A Pathway to Innovative Learning

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

The inventive teaching approaches, such as project-based learning, combining arts with Science, Technology, Engineering and Mathematics (STEM) subjects, as well as adopting technology like three dimensional (3D) printing and Internet of Things (IoT) can significantly improve students' involvement, motivation, and creative thinking ability. Integrating Science, Technology, Arts, Engineering, and Mathematics (STEAM) education creates a constructive way of nurturing creativity and enhancing problem-solving skills. Students are encouraged to think critically through hands-on activities and collaborative projects. Nevertheless, an effective study was lacking which systematically revised the existing literature on primary school to identify, develop, and apply innovative methodologies and practices in STEAM education to improve creativity, critical thinking, and problem-solving skills across diverse educational contexts and populations. Therefore, this paper performs a systematic literature review to enhance creativity and problem-solving skills and its enhancement in various contexts and demographics. The present study examines techniques and practices in STEAM education using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The present study chose articles for analysis using two well-scoped databases, Scopus as well as Web of Science (WoS). This review had three main themes arising from the thematic analysis: 1) innovative methodologies and practices in STEAM education, 2) enhancing creativity and problem-solving through STEAM, and 3) STEAM education in diverse contexts and populations. Key results were that integrated STEAM education is most effective in education in primary school curricula, which significantly improves creativity and problem-solving skills and benefits, including those in disadvantaged areas and disabled students, through tailored curricula and teaching methods that promote inclusivity. These highlights could be very helpful for teachers to receive proper training in STEAM education and successfully foster creativity within design and technology education.

Applying the project-based learning model in learning can train and develop scientific attitudes and problem-solving skills so that students can increase creativity, innovation, and critical perspectives. This research aims to determine the effect of the project-based learning model on student's science process skills and critical thinking. The research subjects of class X Phase E. This research was quantitative research with a quasi-experimental research design with a non-randomized control-group pretest-posttest design. The instruments used are essay questions on science process skills and critical thinking. The test results were analyzed using Quade's rank analysis of covariance statistical test and the One Way Ancova test. The research results show that the average pretest-posttest score of experimental class students taught using the project-based learning model is higher than that of control class students taught using the problem-based learning (PBL) model. Hypothesis testing using Quade's rank analysis of Covariance and One Way Ancova tets informs that the use of the project-based (PjBL) model affects student's science process skills and critical thinking.

Critical and creative thinking skills are competencies needed in the 21st century. Therefore, a learning model is needed that can improve both competencies, namely the local history-based project-based learning (PjBL) model. The purpose of this study was to determine the effectiveness of the local history-based Project-based Learning (PjBL) model in improving students' critical and creative thinking skills in history learning. This study used a quasi-experimental method with a pretest-posttest control group design. The study was conducted in class X with a sample of 170 people. Data collection used observation using an assessment rubric for students' critical and creative thinking skills, while data analysis used Manova with the help of SPSS 25.0. The results showed that the critical thinking skills of the group that learned using the local history-based PjBL model were better than the group that learned using the conventional model (mean PjBL group = 71; mean conventional group = 60). Likewise, the creative thinking skills of students in the local history-based PjBL group were better than students who learned using the conventional model (mean PjBL group = 81; mean conventional group = 59). This result is reinforced by the results of the Manova test where the F value for Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root is 2466.745 with significance (Sig.) = 0.000 <0.05. Likewise with the Tests of Between-Subjects Effects for critical thinking (F = 1222.236; p <0.001) and creative thinking (F = 4483.554; p <0.001) which means that the integrated PjBL model of Local History is effective in improving students' critical thinking and creative thinking skills both simultaneously and partially.

One of the challenges in education is the deficiency in critical thinking and problem-solving skills, which can be attributed to the limited implementation of approaches that foster problem-solving. This study seeks to determine whether problem-solving skills within the Project-Based Learning (PBL) model affect students' learning outcomes at SMKN Sugihwaras in light vehicle engineering. The primary aim is to investigate the impact of problem-solving skills, fostered through the PBL model, on the learning outcomes of these students. The research adopts a predictive quantitative approach to foresee the influence of problem-solving skills within the PBL framework on student learning outcomes. Data collection methods include observations and student test results, while data analysis is conducted using simple linear regression. This statistical method assesses the effect of a single independent variable on a dependent variable. The simple linear regression analysis results reveal an R-squared value of 0.6063. This indicates that 61% of the variance in learning outcomes (y_score) can be explained by problem-solving skills (x_score), with the remaining 39% attributed to factors outside the model. Consequently, the study concludes that the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted, demonstrating a significant impact of problem-solving skills within the PBL model on the learning outcomes of class XI students at SMKN Sugihwaras.

Critical and creative thinking skills are essential 21st century competencies needed to prepare students for global challenges and an evolving workforce. Despite their importance, the 2018 PISA results indicate that Indonesian students still exhibit low critical thinking skills, underscoring the need for more effective learning approaches. This take a look at goals to investigate the effect of the STEM-based Project-Based Learning (PjBL) model on critical and creative thinking skills through a meta-analytic approach. The analysis included 20 articles published between 2018 and 2024, covering two variables: subject domains and learning materials. The findings discovered that STEM-based PjBL had a big impact, with excessive average impact sizes for essential questioning abilities, in particular in dynamic fluid topics, and for creative wondering talents in biodiversity subjects. PjBL combined with the STEM method effectively enhances students' analytical, communication, and collaboration skills through active engagement in real-world problem-solving. Therefore, the STEM-based PjBL model is a relevant approach to fostering critical and creative thinking skills in 21st-century education.

Effect of Integrated Learning Activities Based on STEAM Education on Science Learning Achievement, Critical Thinking Skills and Students’ Satisfaction of Grade 4 Students Pinyo Wongthong รบบทความ: 30 กรกฎาคม 2561; แกไขบทความ: 24 กนยายน 2561; ยอมรบตพมพ: 27 ตลาคม 2561 DOI: http://doi.org/10.14456/jstel.2019.7 บทคดยอ การวจยนมวตถประสงคเพอศกษาผลสมฤทธทางการเรยนวทยาศาสตร ทกษะการคดอยางมวจารณญาณ และความพงพอใจของผเรยนทมตอการเรยนวชาวทยาศาสตรดวยแผนการจดกจกรรมการเรยนรบรณาการ STEAM Education ประกอบดวยวทยาศาสตร (S) เทคโนโลย (T) วศวกรรมศาสตร (E) ศลปะ (A) และคณตศาสตร (M) ผสานเขาดวยกน โดยกลมทศกษาเปนนกเรยนชนประถมศกษาปท 4 จำนวน 1 หองเรยน มนกเรยนจำนวน 32 คน ในรายวชาวทยาศาสตร โรงเรยนประถมศกษาแหงหนง ในจงหวดนครนายก เครองมอทใชในการวจยประกอบดวย 1) แผนการจดกจกรรมการเรยนรบรณาการ STEAM Education 2) แบบทดสอบวดผลสมฤทธทางการเรยนวทยาศาสตร 3) แบบสงเกตพฤตกรรมทกษะการคดอยางมวจารณญาณ 4) แบบสอบถามความพงพอใจของผเรยน สถตทใชในการวเคราะหขอมล ไดแก คาเฉลยเลขคณต ( ) คาเบยงเบนมาตรฐาน (SD) รอยละ (%) และคาดชนประสทธผล (E.I.) ผลการวจยพบวา (1) นกเรยนมผลสมฤทธทางการเรยนวทยาศาสตรหลงเรยนสงกวากอนเรยน โดยมผลคะแนนเฉลยกอนเรยนรอยละ 38.05 (SD =4.85) และมคะแนนเฉลยหลงเรยนรอยละ 74.92 (SD = 4.71) มคาดชนประสทธผลเทากบ .60 และมนกเรยนทผานเกณฑการประเมนรอยละ 60 คดเปนรอยละ 84.37 (2) นกเรยนมทกษะการคดอยางมวจารณญาณโดยรวมอยในระดบด มคะแนนเฉลยทกษะการคดอยางมวจารณญาณคดเปนรอยละ 68.56 และ (3) นกเรยนมความพงพอใจโดยรวมตอการจดกจกรรมการเรยนรอยในระดบมากทสด ( = 4.66, SD = 0.26) นอกจากนยงพบวา นกเรยนทเรยนดวยกจกรรมการเรยนรบรณาการ STEAM Education สามารถระบประเดนปญหา รวบรวมขอมล เชอมโยงขอมล และสรปผล ไดอยางเปนขนตอน แสดงวาผเรยนมกระบวนการคดอยางมวจารญาณ คำสำคญ : กจกรรมการเรยนรบรณาการ STEAM Education ผลสมฤทธทางการเรยนวทยาศาสตร ทกษะการคดอยางมวจารณญาณ ประถมศกษา Abstract The purpose of this research was to study the science learning achievement, critical thinking skills, and satisfaction of students who learned with integrated learning activities based on STEAM Education: Science (S), Technology (T), Engineering (E), Arts (A), and Mathematics (M) approach. The study group consisted of 32 fourth grade students in science subject from primary school in Nakhon Nayok Province. The research tools were STEAM Education lesson plans, science achievement test, critical thinking skills evaluation form, and students’ satisfaction questionnaire. The statistical analysis were mean, standard deviation (SD), percentage (%) and effectiveness index (E.I.). The results were revealed that: (1) the science posttest score was higher than pretest. The mean average of the pretest was 38.05% (SD = 4.85) and the posttest was 74.92% (SD = 4.71). The effectiveness index was .60 and the students who passed the posttest were 84.37%; (2) students had a good level of critical thinking skills by treating with integrated STEAM Education. The average score of critical thinking skills was 68.56%; (3) the overall students’ satisfaction was at a very good level (mean = 4.66, SD = 0.26). Furthermore, students who learned with integrated learning activities based on STEAM Education could identify problem, collect information, describe relation between data and information, and make conclusion, indicating that they had critical thinking process. Keywords: Integrated STEAM Education, Science learning achievement, Critical thinking skills, Primary school

This study aimed to develop a project-based learning (PBL) model for freestyle swimming in the Physical Education Department of Megarezky University's Faculty of Teacher Training and Education, which was developed through a series of stages, including analysis, design, development, implementation, and evaluation. In this study, 30 students and 5 lecturers were selected as samples using purposive sampling techniques. Data were collected through surveys, interviews, and observations, and analyzed using descriptive analysis and content analysis. The results show that the PBL model can enhance students' skills and abilities in freestyle swimming, improve their learning outcomes, and promote active and independent learning. Additionally, the model can assist lecturers in teaching more effectively and improving the quality of freestyle swimming education. In conclusion, the PBL model for freestyle swimming can be an alternative to improve student's learning outcomes in freestyle swimming education, with significant advantages, such as enhancing students' critical thinking and problem-solving skills and improving the quality of freestyle swimming education. The research findings indicate that the PBL model has high validity, practicality, and effectiveness in improving students' learning outcomes in freestyle swimming. Therefore, efforts should be made to optimize the use of this model in freestyle swimming education and conduct further research to develop the model further and apply it to various contexts.

The flow state is a mental state in which a person is fully immersed in an activity and experiences a sense of energized focus, full involvement, and enjoyment. It is a highly desirable state for learning, as it allows students to be more engaged and productive. However, achieving the flow state can be challenging, and there is no single method guaranteed to achieve all the conditions of this state. Additionally, this study argues that achieving the flow state is advantageous in STEAM education because it has the potential to increase student engagement and motivation, improve learning outcomes, promote creativity and problem-solving skills, and develop 21st-century skills such as collaboration and critical thinking. Therefore, this study aims to develop a new framework for achieving the flow state in STEAM education by investigating the implementation of a combined approach using impactful technology (ITU) and gamification (IGU). The framework combines impactful technology use (ITU) and impactful gamification use (IGU) to create activities that are challenging, have clear goals, provide immediate feedback, and promote action-awareness merging. A concurrent triangulation mixed-methodology research design was used, with data collected from teachers, students, and parents through questionnaires, interviews, and observations. The researcher used purposive sampling to determine the sample, which consisted of eighty-nine teachers, ten students, ten parents, and ten lesson observations. The study is significant because it is the first to propose a new model for achieving the flow state in STEAM education. The findings were used to develop the New Combined Flow Framework (NCFF), which supports achieving the conditions for the flow state in STEAM learning through the combined use of ITU and IGU. This new framework can be used by education professionals to practically achieve the flow state in STEAM classes. By understanding how to achieve the flow state, educators can create more engaging and effective learning experiences for their students, potentially revolutionizing STEAM education and making it more accessible to all students.

This study is a true experiment which employs 2x2 factorial design. The purpose of this study is to analyze the difference in critical thinking skills of students who are taught using the Project Based Learning model and those taught with the Discovery Learning model are reviewed as a whole and reviewed from those who have high and low interest in learning. The sample in this study is 61 students from classes taught using Project Based Learning, and 61 students taught using Discovery Learning. The hypothesis test was carried out with a two-track anava, showing the average score of critical thinking skills of students who were taught using the Project Based Learning model of 21.64 and those who were taught using the Discovery Learning model of 19.13. The difference in the average score of critical thinking skills of students who were taught using the Project Based Learning model and the Discovery Learning model for students who had high interest in learning was 24.82 and 21.35. Meanwhile, the average scores of critical thinking skills of students who were taught using the Project Based Learning model and those taught using the Discovery Learning model for students who had low interest in learning physics were 19.12 and 17.35. Based on the description of the hypothesis test, it can be concluded that there is a difference between the Project Based Learning model and the Discovery Learning model on students' critical thinking skills, there is a difference between the Project Based Learning model and the Discovery Learning model on the critical thinking skills of students with high interest in learning, there was a difference between the Project Based Learning model and the Discovery Learning model on the critical thinking skills of students with low learning interest, and there was no interaction between the learning model and learning interest on the critical thinking skills of students.

In the 21st century, students are required to possess a variety of skills to face the challenges of the times, one of which is critical thinking. Educational activities, including physics instruction, serve as an important medium for fostering these skills. However, physics is often perceived as a challenging subject, primarily due to the dominance of teacher-centered learning models. This highlights the need for student-centered approaches that actively engage learners in the educational process. One such approach is the Project-Based Learning (PjBL) model. This study aims to examine the effect of the PjBL model on students' critical thinking skills in physics learning, specifically on the topic of static fluids. The hypotheses tested in this study are: H₀ (there is no significant effect of the PjBL model on students’ critical thinking skills) and Hₐ (the PjBL model has a significant effect on students’ critical thinking skills). The research employs a quasi-experimental design with a control group. The population consists of Grade XI students at SMA IT Abu Hurairah Putri, Mataram City. A saturated sampling technique was used, with class XI MIPA 1 assigned as the experimental group and XI MIPA 2 as the control group. The research instrument was a critical thinking test comprising four questions, all of which were previously validated and proven reliable. Data analysis was conducted using the Mann-Whitney U test at a 5% significance level. The results indicate a p-value of 0.001, which is less than the threshold of 0.05. Thus, the null hypothesis (H₀) is rejected, leading to the conclusion that the PjBL model has a significant effect on students' critical thinking skills.

STEM and Project-Based Learning (PjBL) learning models have been applied to support 21st century learning. However, no empirical evidence has been found to reveal the combined effectiveness of the two models. This study aims to determine the effectiveness of STEM, Project-Based Learning (PjBL), and lecture learning models in improving critical thinking skills. The research was conducted at SMA Negeri 8 Ternate City, North Maluku Province, involving 64 students divided into three classes studying Indonesian natural resource management. A concurrent embedded strategy combining quantitative and qualitative data collection was used. Initial test data indicated reliability at 0.76, with normality tests for the STEM model at 0.08, the PjBL model at 0.13, and lecture learning at 0.14, all showing normally distributed data. The homogeneity test showed homogeneous data with a value of 1.097. The balance test using one-way ANOVA indicated balanced initial abilities (Fhitung 2.52 Ftabel 3.14). Results demonstrated that by applying the STEM and PjBL learning models, students achieved proficiency in critical thinking skills. Final test data, including normality tests, one-way unequal ANOVA, and post-ANOVA tests, showed significant improvement in critical thinking skills. The STEM model and PjBL model were both effective with no significant differences between them, while both differed significantly from the lecture learning model. The results suggest that both STEM and PjBL models are effective in enhancing critical thinking skills. To address the shortcomings of traditional lecture methods, educators should consider integrating STEM and PjBL approaches into their teaching practices.

Critical thinking skills are crucial for students in history learning. However, high school teachers often use conventional learning methods that make students less active in history learning. Therefore, innovative and interactive learning models are needed to help improve their critical thinking skills. This study aims to determine the effect of using the project-based learning model on critical thinking skills in history learning for grade XI students at SMA Negeri 1 Alalak. This study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample consisted of two classes: an experimental class using the Project-Based Learning model with 31 students and a control class using the problem-based learning model with 31 students. The research instrument was an essay test that had been tested for validity, reliability, difficulty level, and discriminatory power. Data were analyzed using normality, homogeneity, and t-tests with the help of IBM SPSS 29 software. Based on the results of the data analysis, there was an increase in learning outcomes in both the control and experimental classes, but the experimental class showed a more significant increase. In the control class, the average pretest score of 74.35 increased to 78.55 in the posttest, while in the experimental class the average pretest score of 78.55 increased to 85.48 in the posttest with a difference of 6.93 points. The normality test showed that the data was normally distributed (Sig. > 0.05), the homogeneity test showed that the data variance was homogeneous (Sig. 0.144 > 0.05), and the hypothesis test through the Independent Samples Test produced a p-value of 0.001 < 0.05. Thus, it can be concluded that the use of the Project-Based Learning learning model has a significant effect in improving the critical thinking skills of class XI students of SMA Negeri 1 Alalak.

This study aims to determine the effectiveness of the project-based learning (PjBL) model compared to the cooperative learning (CL) model in improving the critical thinking skills and chemistry self-efficacy of class 10 students simultaneously and consecutively. This quasi-experimental study with a post-test-only control group design was conducted at Public Senior High School in Yogyakarta. The research sample consisted of 65 students from an experimental group of class 10 A 4, totaling 33 students, and a control group of class 10 A 1, totaling 32 students, obtained through cluster random sampling techniques. The instruments used were critical thinking ability tests and self-confidence questionnaires. Before being used, the instruments were tested for content and empirical validity, and normality tests and multivariate outlier tests were carried out, followed by unidimensional assumption tests, parameter invariance, and local independence. The experimental group was taught using the PjBL model, while the control group was taught using the CL model. Critical Thinking Skill Fest (CTST) and Chemistry Self-Efficacy Scale (CSES) were applied as post-tests only to students in both groups. One-way multivariate Analysis of Variance (MANOVA) and post hoc test between subjects (Tukey Test) showed that applying the PjBL model was significantly better than applying the CL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually. The effectiveness of the PjBL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually is in the moderate category compared to the CL model. This research provides actionable insights into the advantages of implementing PjBL to improve critical thinking and self-efficacy among students. This research can serve as a reference for future research exploring the effectiveness of PjBl learning models in other subjects or educational levels.

This study investigates thei effect of the Project-Based Learning (PjBL) model on eighth-grade students’ mathematical critical thinking skills, considering their cognitive styles. The research employed a quasi-experimental design with a non-equivalent control group, involving eighth-grade students of SMP Negeri 24 Kerinci in the 2023/2024 academic year. The sample comprised two experimental classes taught with the PjBL model and one control class taught conventionally. Data were collected using the1 Group Embedded Figures Test (GEFT) to identify students’ cognitive styles and an essay test to measure critical thinking skills. Data analysis was conducted through a two-way ANOVA to examine the effects of the learning model and cognitive style, followed by a t-test for further comparison. The results showed that the PjBL model and students’ cognitive styles significantly influenced mathematical critical thinking skills. Field Independent (FI) students scored higher than Field Dependent (FD) students. However, no significant interaction was found between the learning model and cognitive style, indicating that PjBL provides relatively balanced opportunities for all learners. These findings suggest that PjBL can be an effective and inclusive instructional approach to foster students’ critical thinking, and mathematics teachers are encouraged to integrate it into classroom practice.