The Effectiveness of Steam-Based Interactive Module to Improving Learning Outcomes of Elementary School Students


  • Nika Triana Muria Kudus University, Kudus, 59327 Central Java, Indonesia
  • Sri Utaminingsih Muria Kudus University, Kudus, 59327 Central Java, Indonesia
  • Khamdun Muria Kudus University, Kudus, 59327 Central Java, Indonesia



Interactive module, STEAM, critical thinking


This study aimed to determine the effectiveness of STEAM-based interactive modules in improving students' critical thinking skills. This research is motivated during the learning process in the classroom; students tend to be passive, their curiosity is very low and their enthusiasm in the learning process is very low; this has an impact on low student learning outcomes. This research is a Research and Development (R&D) using the Borg and Gall model. Data collection techniques with interviews, questionnaires and tests. The data analysis technique in this study used descriptive analysis techniques by analyzing validation data by expert validators and practitioners. The results showed that the results of the assessment of the three validators showed good results; the assessment of the validators was also converted into the feasibility of a module, including validator 1 with a score of 90 in the "Very Good" category, validator 2 with a score of 75 in the "Good" category and validator 3 scores 84 with the category "Very Good" and the results of the effectiveness test on the module also get a significant value. The average pretest score in the experimental group was 62.75, and the posttest was 80.8, while in the control group, the average pretest score was 61.15, and the posttest score was 80.8. From these results, it is known that there is an increase in student learning outcomes, so the STEAM-based interactive module is effectively used for fourth-grade elementary school students.


Download data is not yet available.


Aka, K. A. (2019, October). Integration Borg & Gall (1983) and Lee & Owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012022). IOP Publishing.

Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British journal of educational technology, 46(6), 1133-1148.

Amran, A., Perkasa, M., Satriawan, M., Jasin, I., & Irwansyah, M. (2019, February). Assessing students 21st century attitude and environmental awareness: promoting education for sustainable development through science education. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022025). IOP Publishing.

Arora, A., Fiorino, H., Pellier, D., Métivier, M., & Pesty, S. (2018). A review of learning planning action models. The Knowledge Engineering Review, 33, e20.

Badriyah, N. L., Anekawati, A., & Azizah, L. F. (2020). Application of PjBL with brain-based STEAM approach to improve learning achievement of students. Jurnal Inovasi Pendidikan IPA, 6(1), 88-100.

Chebana, F., & Ouarda, T. B. (2007). Multivariate L‐moment homogeneity test. Water resources research, 43(8).

Gall, B., & Borg, W. (2002). Gall.(1996). Educational Research: Una introducción.

Hidayat, H., Sukmawarti, S., & Suwanto, S. (2021). The application of augmented reality in elementary school education. Research, Society and Development, 10(3), e14910312823-e14910312823.

Holbrook, J., Rannikmäe, M., & Soobard, R. (2020). STEAM Education—A transdisciplinary teaching and learning approach. Science education in theory and practice: An introductory guide to learning theory, 465-477.

Kwak, S. G., & Park, S. H. (2019). Normality test in clinical research. Journal of Rheumatic Diseases, 26(1), 5-11.

Mihladiz, G., & Duran, M. (2014). Views of elementary education students related to science and technology teaching process. Procedia-Social and Behavioral Sciences, 141, 290-297.

Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43.

Rahmawati, Y., Ridwan, A., Hadinugrahaningsih, T., & Soeprijanto. (2019, January). Developing critical and creative thinking skills through STEAM integration in chemistry learning. In Journal of Physics: Conference Series (Vol. 1156, p. 012033). IOP Publishing.

Richey, R. C., & Klein, J. D. (2014). Design and development research. Handbook of research on educational communications and technology, 141-150.

Ridwan, A., Fatimah, C., Hadinugrahaningsih, T., Rahmawati, Y., & Mardiah, A. (2022). Development of 21 st Century Skills in Acid-Base Learning Through STEAM Projects. Jurnal Tadris Kimiya, 7(1), 121-134.

Schellinger, J., Mendenhall, A., Alemanne, N. D., Southerland, S. A., Sampson, V., Douglas, I., ... & Marty, P. F. (2017). “Doing Science” in elementary school: Using digital technology to foster the development of elementary students’ understandings of scientific inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4635-4649.

Sugiyono, S. (2021). The evaluation of facilities and infrastructure standards achievement of vocational high school in the Special Region of Yogyakarta. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(2), 207-217.

Syukri, M., Ukhaira, Z., Herliana, F., & Arsad, N. M. (2022). The Influence of STEAM-Based Learning Application on Students' Critical Thinking Ability. Asian Journal of Science Education, 4(2), 37-45.

Tan, A., Shahrill, M., Ali, D. K., Daud, S., & Naing, L. (2017). Embracing globalisation and ensuring relevance in providing quality education. Advanced Science Letters, 23(2), 768-772.

Uğraş, M. (2018). The Effects of Stem Activities on STEM Attitudes, Scientific Creativity and Motivation Beliefs of the Students and Their Views on STEM Education. Int. Online J. Educ. Sci. 10 (5), 165–182.

Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM learning in early childhood education: A literature review. International Journal of Pedagogy and Teacher Education, 4(1), 33-44.

Widodo, H. (2019). The role of school culture in holistic education development in Muhammadiyah Elementary School Sleman Yogyakarta. Dinamika Ilmu, 19(2), 265-285.

Yoon, S. Y., Dyehouse, M., Lucietto, A. M., Diefes‐Dux, H. A., & Capobianco, B. M. (2014). The effects of integrated science, technology, and engineering education on elementary students' knowledge and identity development. School Science and Mathematics, 114(8), 380-391.

Wilson, H. E., Song, H., Johnson, J., Presley, L., & Olson, K. (2021). Effects of transdisciplinary STEAM lessons on student critical and creative thinking. The Journal of Educational Research, 114(5), 445-457.

Zayyinah, Z., Erman, E., Supardi, Z. A., Hariyono, E., & Prahani, B. K. (2022, January). STEAM-integrated project based learning models: Alternative to improve 21st century skills. In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021) (pp. 251-258). Atlantis Press.




How to Cite

Triana, N., Utaminingsih, S., & Khamdun. (2024). The Effectiveness of Steam-Based Interactive Module to Improving Learning Outcomes of Elementary School Students. ICCCM Journal of Social Sciences and Humanities, 3(1), 37–45.




Most read articles by the same author(s)

1 2 > >>