The Effect of STEAM on Science Learning on Student Learning Achievement: A Meta-Analysis

Asrizal Asrizal; Muhammad Dhanil; Usmeldi Usmeldi

doi:10.29303/jppipa.v9i4.3108

The Effect of STEAM on Science Learning on Student Learning Achievement: A Meta-Analysis

Authors

Asrizal , Muhammad Dhanil , Usmeldi

DOI:

10.29303/jppipa.v9i4.3108

Published:

2023-04-30

PlumX Metrics

Issue:

Vol. 9 No. 4 (2023): April

Keywords:

Learning Achievement, Science, STEAM

Research Articles

Downloads

PDF

How to Cite

Asrizal, A., Dhanil, M., & Usmeldi, U. (2023). The Effect of STEAM on Science Learning on Student Learning Achievement: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(4), 1650–1657. https://doi.org/10.29303/jppipa.v9i4.3108

Download Citation

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

STEAM is a popular approach used in learning by integrating several fields of science in the form of science, technology, engineering, art, and mathematics. This study aims to determine the effect of size from studies that discuss the effect of STEAM on science learning on learning achievement. The moderator variable consists of the level of education and the distribution of regions. This research is a meta-analysis study by collecting quantitative data to calculate the effect size of each study. Studies were collected through national and international journal research using Google Scholar and ERIC in the range of 2012 to 2022. The effect of STEAM on science learning on student learning achievement had an average size effect score of 0.71 in the moderate category obtained from 20 studies. The distribution of studies discussing STEAM is most commonly found in the South Korean region. The influence of STEAM varies on the level of education dominated in elementary schools.

References

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002.

Anindya, F. A. U., & Wusqo, I. U. (2020). The Influence of PjBL-STEAM model toward students’ problem-solving skills on light and optical instruments topic. Journal of Physics: Conference Series, 1567(4), 42054. https://doi.org/10.1088/1742-6596/1567/4/042054

Asrizal, Amran, A., Ananda, A., Festiyed, F., & Sumarmin, R. (2018). The development of integrated science instructional materials to improve studentsâ€TM digital literacy in scientific approach. Jurnal Pendidikan IPA Indonesia, 7(4), 442–450. https://doi.org/10.15294/jpii.v7i4.13613

Asrizal, A, Yurnetti, Y., & Usman, E. A. (2022). ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students’ 21st-Century Skills. Jurnal Pendidikan IPA Indonesia, 11(1), 61–72. https://doi.org/10.15294/jpii.v11i1.33764

Azhar, A., Irawan, D., & Ramadhan, K. (2022). STEM Education Implementation to Enhance Student Learning Outcomes in Optics Concept. Jurnal Penelitian Pendidikan IPA, 8(2), 1023–1029. https://doi.org/10.29303/jppipa.v8i2.1525

Bae, J.-H., So, K.-H., Yun, B.-H., Kim, J.-S., Han, G.-I., Kim, S.-G., Lee, K.-R., Lee, J.-H., Oh, D.-J., & Kim, H.-J. (2014). The effects of science lesson applying STEAM education on creative thought activities and emotional intelligence of elementary school students. Journal of Korean Elementary Science Education, 33(4), 762–772. https://doi.org/10.15267/keses.2014.33.4.762

Bae, J.-H., Yun, B.-H., & Kim, J.-S. (2013). The effects of science lesson applying STEAM education on science learning motivation and science academic achievement of elementary school students. Journal of Korean Elementary Science Education, 32(4), 557–566. https://doi.org/10.15267/keses.2014.33.4.762

Chen, C.-C., & Huang, P.-H. (2020). The effects of STEAM-based mobile learning on learning achievement and cognitive load. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2020.1761838

Cho, K.-D., & Kim, H. (2017). Effect of systems thinking based STEAM education program on climate change topics. The Journal of the Korea Contents Association, 17(7), 113–123. Retrieved from http://koreascience.or.kr/article/JAKO201723839837284.page

Degeng, I. N. S., Sutadji, E., Rinanityas, Y. E. P., Relly, Prihatin, Priawasana, Endra, Mais, A., & Usman. (2021). The Effect of PBL-based STEAM Approach on The Cognitive and Affective Learning Outcomesof Primary School. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 2390–2399. https://doi.org/10.17762/turcomat.v12i6.5521

Dhanil, M., & Mufit, F. (2021). Design and Validity of Interactive Multimedia Based on Cognitive Conflict on Static Fluid Using Adobe Animate CC 2019. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 7(2), 177–190. https://doi.org/10.21009/1.07210

Drake, S. M., & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/apjer.2018.1.1.03

Festiyed, Novitra, F., Yohandri, & Asrizal. (2022). Networked-based Inquiry: An Effective Physics Learning in the New Normal COVID-19 Era in Indonesia. International Journal of Instruction, 15(2), 997–1016. https://doi.org/10.29333/iji.2022.15255a

Furuya-Kanamori, L., Barendregt, J. J., & Doi, S. A. R. (2018). A new improved graphical and quantitative method for detecting bias in meta-analysis. JBI Evidence Implementation, 16(4), 195–203. https://doi.org/10.1097/xeb.0000000000000141

Garzón, J, Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality. https://doi.org/10.1007/s10055-019-00379-9

Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students’ learning gains. Educational Research Review, 27(March), 244–260. https://doi.org/10.1016/j.edurev.2019.04.001

Griffin, J. W. (2021). Calculating statistical power for meta-analysis using metapower. The Quantitative Methods for Psychology. https://doi.org/10.31219/osf.io/js79t

Huang, F. (2020). Effects of the Application of STEAM Education on Students’ Learning Attitude and Outcome-‎ The Case of Fujian Chuanzheng Communications College. Revista de Cercetare Şi Intervenţie Socială, 69, 349–356. Retrieved from https://www.ceeol.com/search/article-detail?id=879100

Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). The Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517

Jeong, K.-W., & Lim, C.-S. (2021). The Effect of Brain-Based Evolutionary STEAM Education on Scientific Interest and Scientific Creativity in Elementary School Students. Journal of Korean Elementary Science Education, 40(2), 239–252. Retrieved from https://koreascience.kr/article/JAKO202117560681516.pdf

Jeong, S., & Kim, H. (2015). The effect of a climate change monitoring program on students’ knowledge and perceptions of STEAM education in Korea. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1321–1338. https://doi.org/10.12973/eurasia.2015.1390a

Kang, J., & Jin, S. (2019). A Meta-Analysis on the Effects of STEAM Education as an Education Policy of Korean Governments. Journal of The Korean Chemical Society, 10(12), 205–213. Retrieved from https://koreascience.kr/article/JAKO202117560681516.pdf

Kang, N. H. (2019). A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea. Asia-Pacific Science Education, 5(1). https://doi.org/10.1186/s41029-019-0034-y

Keum, J.-H. (2012). The effect of STEAM program based on the’home life’area of the practical arts education on attitudes toward practical arts and learning flow. Journal of Korean Home Economics Education Association, 24(1), 61–71. https://doi.org/10.17055/jpaer.2015.21.2.1

Khine, M., & Areepattamannil, S. (2019). Steam education. Springer, 10, 973–978. Retrieved from https://link.springer.com/book/10.1007/978-3-030-04003-1

Kim, D.-H., Ko, D. G., Han, M.-J., & Hong, S.-H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43–54. Retrieved from http://www.koreascience.or.kr/article/JAKO201409864556070.page

Kim, M. G., & Choi, S. Y. (2013). The effects of the STEAM project-based learning on students’ creative problem solving and science achievement in the elementary science class. Journal of Science Education, 37(3), 562–572. Retrieved from https://www.readcube.com/articles/10.21796%2Fjse.2013.37.3.562

Kim, S.-H. (2017). Science, technology, and the imaginaries of development in South Korea. Development and Society, 46(2), 341–371. Retrieved from https://www.jstor.org/stable/90013933

Kim, S. Y., & Jeon, J. H. (2019). The effects of STEAM program on preservice science teachers’ communication competency: Their experiences and reflection on STEAM education. Journal of Science Education, 43(1), 136–156. Retrieved from https://koreascience.kr/article/JAKO202026958570716.page

Kuen-Yi Lin. (2017). New Paradigm or Old Wine? The Development of STEM Education and Maker Movement in Technology Education in Taiwan (Issue October). https://doi.org/10.21061/jte.v12i2.a.3

Lee, S.-Y., & Lee, H. C. (2013). The effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. Journal of Korean Elementary Science Education, 32(1), 60–70. Retrieved from http://www.koreascience.or.kr/article/JAKO201409864556070.page

Lee, S., Kim, N., Lee, Y., & Lee, S. (2017). A meta-analysis of the effect for creativity, creative problem solving abilities in STEAM. Journal of the Korean Association for Science Education, 37(1), 87–101. Retrieved from http://koreascience.or.kr/article/JAKO201713842131854.page

Lee, Y., Sun, S.-H., Somasundaram, S., Hu, E. S., & Lim, J. J. (2018). Composing complex skills by learning transition policies. International Conference on Learning Representations. Retrieved from https://openreview.net/forum?id=rygrBhC5tQ

Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26. https://doi.org/10.1037/amp0000151

Lim, K., & Kim, H.-S. (2014). The effects of STEAM education on scientific inquiry skills of high school students. Journal of the Korean Society of Earth Science Education, 7(2), 180–191. https://doi.org/10.15523/JKSESE.2014.7.2.180

Madden, M. E., Baxter, M., Beauchamp, H., Bouchard, K., Habermas, D., Huff, M., Ladd, B., Pearon, J., & Plague, G. (2013). Rethinking STEM education: An interdisciplinary STEAM curriculum. Procedia Computer Science, 20, 541–546. https://doi.org/10.1016/j.procs.2013.09.316

Marín-Marín, J. A., Moreno-Guerrero, A. J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00296-x

Min, S.-A., Jeon, I.-S., & Song, K.-S. (2021). The effects of artificial intelligence convergence education using machine learning platform on STEAM literacy and learning flow. Journal of the Korea Society of Computer and Information, 26(10), 199–208. https://doi.org/10.9708/jksci.2021.26.10.199

Min, S., Jeon, I., & Song, K. (2021). The Effects of Artificial Intelligence Convergence Education using Machine Learning Platform on STEAM Literacy and Learning Flow. https://doi.org/10.9708/jksci.2021.26.10.199

Mufit, F., Asrizal, A., Puspitasari, R., & Annisa, A. (2022). Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics. Jurnal Pendidikan IPA Indonesia, 11(4). https://doi.org/10.15294/jpii.v11i4.39333

Nazifah, N., & Asrizal, A. (2022). Development of STEM Integrated Physics E-Modules to Improve 21st Century Skills of Students. Jurnal Penelitian Pendidikan IPA, 8(4), 1783–1789. https://doi.org/10.29303/jppipa.v8i4.1820

Nicholls, A., & Nicholls, S. H. (2018). Developing a curriculum: A practical guide. Routledge. Retrieved from https://rb.gy/fgxe7

Oh, J.-C., Lee, J.-H., Kim, J.-A., & Kim, J.-H. (2012). Development and application of STEAM based education program using scratch-Focus on 6th graders’ science in elementary school. The Journal of Korean Association of Computer Education, 15(3), 11–23. https://doi.org/10.1007/978-94-007-6738-6_60

Ozkan, G., & Umdu Topsakal, U. (2021). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. Research in Science & Technological Education, 39(4), 441–460. https://doi.org/10.1080/02635143.2020.1769586

Pahmi, S., Juandi, D., & Sugiarni, R. (2022). The Effect of STEAM in Mathematics Learning on 21st Century Skills: A Systematic Literature Reviews. Prisma, 11(1), 93. https://doi.org/10.35194/jp.v11i1.2039

Psycharis, S. (2018). Steam in Education : a Literature Review on the Role of Computational Thinking , Engineering Epistemology and Computational Science . Computational Steam Pedagogy ( Csp ). Scientific Culture, 4(2), 51–72. https://doi.org/10.5281/zenodo.1214565

Suganda, E., Latifah, S., Irwandani, Sari, P. M., Rahmayanti, H., Ichsan, I. Z., & Rahman, M. M. (2021). STEAM and Environment on students’ creative-thinking skills: A meta-analysis study. Journal of Physics: Conference Series, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012101

Suganda, E., Latifah, S., Sari, P. M., Rahmayanti, H., Ichsan, I. Z., & Rahman, M. M. (2021). STEAM and Environment on students’ creative-thinking skills: A meta-analysis study. Journal of Physics: Conference Series, 1796(1), 12101. https://doi.org/10.1088/1742-6596/1796/1/012101

Tae, J. (2016). The effect of Design Thinking–based STEAM education on elementary school student interest in math and science, personality, and science and technology career choice. Asia-Pa Cific Proceedings of Applied Science and Engineering for Better Human Life (ASEHL), Jeju, Ко Rea, 19–21. https://doi.org/10.21742/ajemr.2016.1.01

Taljaard, J. (2016). A review of multi-sensory technologies in a science, technology, engineering, arts and mathematics (STEAM) classroom. Journal of Learning Design, 9(2), 46–55. https://doi.org/10.5204/jld.v9i2.274

Vaidya, S., Ambad, P., & Bhosle, S. (2018). Industry 4.0–a glimpse. Procedia Manufacturing, 20, 233–238. https://doi.org/10.1016/j.promfg.2018.02.034

Wandari, G. A., Wijaya, A. F. C., & Agustin, R. R. (2018). The Effect of STEAM-Based Learning on Students’ Concept Mastery and Creativity in Learning Light and Optics. Journal of Science Learning, 2(1), 26–32. https://doi.org/10.31227/osf.io/ekf6h

Yuan, Y., Ji, X., Yang, X., Wang, C., Samsudin, S., & Omar Dev, R. D. (2022). The Effect of Persistence of Physical Exercise on the Positive Psychological Emotions of Primary School Students under the STEAM Education Concept. International Journal of Environmental Research and Public Health, 19(18), 11451. https://doi.org/10.3390/ijerph191811451

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

The Effect of STEAM on Science Learning on Student Learning Achievement: A Meta-Analysis

Authors

DOI:

Published:

PlumX Metrics

Issue:

Keywords:

Research Articles

Downloads

How to Cite

Downloads

Metrics

Abstract

References

License

Official Website Of

Jurnal Pascasarjana,Universitas Mataram

Contact Us

Official link

Share & Follow