Enhancing the Science Literacy of Elementary School Students by a STEAM Approach
DOI:
https://doi.org/10.56916/jirpe.v5i1.2808Keywords:
science literacy, STEAM approach, elementary education, IPAS learning, classroom action researchAbstract
Science literacy remains a critical challenge in elementary education, with many students struggling to connect scientific concepts to real-world contexts. This study investigated the effectiveness of implementing a STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to enhance science literacy among third-grade students in integrated IPAS learning within the Indonesian Merdeka Curriculum. A classroom action research design employing Kemmis and McTaggart's cyclical model was conducted over two cycles at SDN Cempaka Putih Barat 01, Central Jakarta, involving 32 third-grade students. Data were collected through performance-based assessments, systematic classroom observations, and documentation, with analysis following Miles and Huberman's interactive model. The intervention achieved substantial improvements in science literacy outcomes. Student pass rates increased dramatically from 43.75% at baseline to 71.87% after Cycle 1 and 90.63% after Cycle 2, while mean achievement scores rose from 66.47 to 74.71 and ultimately to 83.24. Observational data documented progressive improvements in both teacher pedagogical practices (2.58 to 2.87) and student engagement levels (1.96 to 2.23). The findings provide empirical evidence that STEAM-based instruction effectively enhances science literacy by promoting interdisciplinary integration, constructivist learning, and student-centered pedagogy. The results extend existing literature by demonstrating STEAM's effectiveness within the Indonesian educational context and offering detailed implementation insights for practitioners seeking evidence-based strategies to improve elementary science education.
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