A STEAM-Integrated Deep Learning Model with Design Thinking to Improve Elementary Students’ Critical Thinking Skills

Nur Luthfi Rizqa Herianingtyas; Rosbanon Dewi; Asep Ediana Latip

doi:10.23917/jdl.v2i1.11914

Authors

Nur Luthfi Rizqa Herianingtyas 3Faculty of Education and Teacher Training, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Indonesia
Rosbanon Dewi Faculty of Education and Teacher Training, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Indonesia
Asep Ediana Latip Faculty of Education and Teacher Training, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Indonesia

DOI:

https://doi.org/10.23917/jdl.v2i1.11914

Keywords:

deep learning, STEAM approach, design thinking model, higher order thinking skills, 21st-century learning

Abstract

This study aims to analyze the effect of implementing deep learning integrated with STEAM-based pedagogical practices and Design Thinking on improving elementary school students’ critical thinking skills. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of 63 fifth-grade students from SD Negeri Rahayu, divided into an experimental group and a control group. The research instrument was an essay-based test that had been validated and tested for reliability to measure students’ critical thinking skills. Data analysis included tests of normality, homogeneity, an independent samples t-test, and N-gain analysis. The results revealed a significant difference between the experimental and control groups, with a significance value of 0.000 (p < 0.05). The average post-test score of the experimental group was higher than that of the control group, indicating a more optimal improvement. The N-gain analysis showed that the experimental group fell into the moderate category, while the control group was categorized as low. These findings indicate that deep learning integrated with STEAM and Design Thinking is more effective in enhancing students’ critical thinking skills. From a pedagogical perspective, the stages of Design Thinking empathize, define, ideate, prototype, and test encourage active student engagement in analysis, evaluation, and reflection processes. The integration of STEAM also provides a holistic, contextual, and multidisciplinary learning experience. Therefore, this approach has the potential to serve as an innovative alternative for 21st-century learning in developing higher-order thinking skills among elementary school students.

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