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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 3, No. 1, April 2022: 55-61 

©2022 Studies in Learning  
and Teaching 

 

Studies in Learning and Teaching 
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Studies in Learning and Teaching 
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Science Technology Engineering Arts Mathematics (STEAM) Approach 
for Learning Science in Junior High School 

*A Kismawardani1, Tukiran1, E Hariyono1 
1Science Education Study Program, Postgraduate Program, Universitas Negeri Surabaya, Indonesia 

Article Info  ABSTRACT 

Article history: 

Received March 23, 2022 
Revised April 16, 2022 
Accepted April 26, 2022 
Available Online April 30, 2022 

This study aims to determine how the application of the STEAM 
approach to science learning in junior high school. The research was 
conducted by giving questionnaires to science subject teachers at 
the junior high school level in Surabaya, Sidoarjo, and several 
surrounding areas. Based on the results of the questionnaire given 
to the science teacher, it showed that 72% of the STEAM approach 
had been understood by the science teacher, 12% said they did not 
understand the STEAM approach and the remaining 16% answered 
doubtfully whether they understood the STEAM approach in 
science learning. However, only about 50% of science teachers who 
understand carry out learning using the STEAM approach. As 
many as 28% stated the lack of supporting articles for implementing 
the STEAM approach. Another result stated that 56% of teachers 
had difficulty in referencing learning tools with the STEAM 
approach which had to be adapted to school conditions and another 
16% needed training to apply the STEAM approach to be applied in 
learning. Based on the results obtained, the largest percentage 
needed by teachers to help implement science learning using the 
STEAM approach is the need for learning tools. Therefore, STEAM-
based learning tools really need to be developed, especially for the 
science teaching and learning process. 

Keywords: 

STEAM approach 
Science learning 
 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
Several countries have implemented science and engineering-based education which produces 
qualified graduates in that field. The application of science and engineering-based education is 
considered capable to improve the quality of human resources to face the 21st century (OECD, 
2010). Science and engineering skills have become common in several countries, especially in 
Asia. Science knowledge is acquired and developed based on a series of research conducted by 
scientists in search of answers to the questions "what?", "Why?", And "how?" from the 
symptoms of nature and its application in technology and daily life (Rahayu et al., 2012). 
Students' understanding of science must be built through educational levels thus as adults, they 
can make decisions related to various issues and solve those issues scientifically. 

Science learning provides direct experience to students increasing the ability of students to 
construct, understand, and apply the concepts that have been learned. Trained students find 
themselves with various concepts in a holistic, meaningful, authentic, and applicable way for 
problem-solving purposes (Taufik et al., 2012). In line with the theory of constructivism which 
states that students can build knowledge based on personal experience. The experience is based 
on what he has experienced with other people and his environment. 

Qualified human resources generated by education can be a major strength to face and 
overcome problems in the 21st century. Therefore, the application of education in the 21st 

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Science Technology Engineering Arts Mathematics (STEAM) Approach for Learning Science in Junior High School 

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century requires a variety of skills that must be mastered by people. Thus, it is hoped that 
education can prepare students to master various skills thus they become successful individuals 
in life. Significant skills in the 21st century are still relevant to the four pillars of life which 
include learning to know, learning to do, learning to be, and learning to live together. Each of 
the four principles contains specific skill which needs to be empowered in learning activities, 
such as critical thinking skill, problem-solving, metacognition, communication skill, 
collaboration, innovation and creation, information literacy, and various other skills (Zubaidah, 
2016). 

To meet 21st-century education standards and prepare for the global world of work, 
innovations in education can be carried out, one of which is by integrating the STEAM 
approach into learning. The STEAM (Science Technology Engineering Art and Mathematics) 
approach is a development of the STEM (Science Technology Engineering Mathematics) 
approach with the addition of Art elements. Adding an artistic element to this STEM approach 
will be further enriched by several things that are connected to the art element. Arts can be 
applied arts (sculpture, graphics, crafts, painting), communication media (literature, 
advertising, multimedia, official media, etc.), performance (film, drama, theater, music, dance, 
etc.), lifestyle (fashion, interior design, product design, etc.), and character (culture, behavior, 
attitudes, etc.) (Liliawati et al., 2017). Integrating and implementing the STEAM approach in the 
curriculum in Indonesia is not an easy thing. It requires the creativity and skill of teachers to 
integrate the learning process based on the curriculum by integrating and implementing aspects 
of STEAM thus the learning outcomes can generate students who are ready to face the world in 
the 21st century. They are students who have the ability and proficiency in solving everyday 
problems that cannot be separated from the use of technology and innovation. 

In line with the demand for qualified education, all aspects must be well prepared, apart 
from the curriculum aspect, as well as the abilities of the educators. Prospective educators must 
be well and professionally prepared to be able to realize students who master and be able to 
carry out the four pillars of life according to the skills needed in the 21st century, yet still, be 
able to carry out and follow the learning based on the applicable curriculum. Educators must be 
more creative, innovative, and skilled in the field of Communication and Technology). 
Educators must be able to stimulate students to use the four principles needed in the 21st 
century. The educators must not only master and have the skills and also apply them to the 
students, but they must be able to recognize the extent of students' ability to catch new things. 
Each student learns in different ways. Therefore, educators are challenged to find ways to help 
all students learn effectively. 

The application of learning using the STEAM (Science, Technology, Engineering, Arts, and 
Mathematics) approach is one of the breakthroughs for education in Indonesia that seeks to 
develop people who can create science and technology-based economy. Through STEAM, 
students are encouraged to think comprehensively with problem-solving patterns based on five 
aspects. STEAM aims to teach students to think critically and have techniques or designs to 
solve problems obtained based on mathematics and other knowledge. This learning is one of 
the solutions to answer the challenges of the 21st century which require people to have 
technology and information management skills, learn and innovate, have a career and global 
awareness, and have character to meet the high market demand for products based on science, 
technology, and art. 

This study aims to analyze the application of the STEAM approach, especially in science 
learning in junior high schools. The implementation of this research is expected to be useful for 
various circles, the schools, students, and of course the educators. It is hoped that this research 
will be able to provide an overview of how the STEAM approach is applied in Indonesia. 
Furthermore, it is hoped to help to figure out what is needed to apply the STEAM learning 
approach. The results of this study will become the evaluation of the STEAM application in 
Indonesia, especially in Sidoarjo, Surabaya, and the surrounding areas. 

https://doi.org/10.46627/silet.v3i1.101
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The application of learning with the STEAM approach is integrated with the field of science 
based on conditions in everyday life through a scientific approach that allows students to 
become individuals who take the initiative, are creative, and are innovative. Because the content 
of STEAM learning is connected across disciplines (Gunawan et al., 2019). STEAM can be a very 
important paradigm for teaching and learning science to be more creative and artistic. The 
STEAM approach is expected to be able to make students feel comfortable so that they can 
better understand the concept to be conveyed and apply it in their daily life and can explore 
their potential in themselves. Through STEAM, participants not only strengthen their learning 
in all of these disciplines, but through these disciplines students also get the opportunity to 
explore and make connections between technology, art, engineering, science, and mathematics 
(Henriksen, 2014). 

RESEARCH METHOD 
This research involved science educator respondents from various junior high schools in 
Sidoarjo, Surabaya, and areas around East Java, Indonesia. This study used a descriptive 
quantitative approach using instruments created by the researchers through Google forms 
which were distributed online. The data analysis used descriptive analysis, based on 
questionnaires distributed to science teachers at junior high schools level. The questionnaire 
given to the junior high school science teachers included (1) Teachers' understanding of the 
STEAM approach, (2) Application of the STEAM approach to science learning, and (3) 
Hindrance in applying the STEAM approach to the implementation of science learning. 

RESULTS AND DISCUSSION 
The questionnaire was given to junior high school science teachers in Sidoarjo, Surabaya, and 
surrounding areas. The subjects were filled by 25 science teachers with the following 
presentations: 

Table 1. Percentage of junior high school science teacher respondents 
Areas Percentage 

Sidoarjo 56% 

Surabaya 32% 

Other areas  12% 

Based on the results of the questionnaires that had been distributed to junior high school 
science teachers, in the first indicator (1) junior high school science teachers' understanding of 
the STEAM approach, it is known that 80% of them have understood the STEAM approach, 
while 11% of teachers answered that they did not understand the STEAM approach, and 9% 
expressed doubts about understanding what is meant by the STEAM approach. The following 
is a diagram of the results of the question of whether the educators have previously known 
about the STEAM approach. 

 
Figure 1. Junior high school science teachers’ responses regarding the STEAM approach 

comprehension 

72%

12%

16%

Comprehend the STEAM Approach

Uncomprehend the STEAM

Approach

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The STEAM approach itself is a development of STEM (Science, Technology, Engineering, 
Mathematics) approach. (Katz-Buonincontro, 2018) defines STEAM as the integration of art 
disciplines into the curriculum and learning in the areas of science, technology, engineering, 
and mathematics (STEM). Art elements are combined in STEM as the basis for other better and 
more interesting needs thus the outcomes or products resulting from STEAM-based learning 
contain elements of art in the learning process. The integration of artistic elements in STEAM 
can provide opportunities for students to create and innovate in the form of artistic creativity 
which is integrated into learning outcomes. Creativity means the imaginative thinking power of 
students in realizing the products obtained from learning in accordance with the indicators 
used. Applicable indicators may include, problem finding, product effectiveness, scientific 
work, problem-solving ability through science, experimentation, and product design 
(Dwikoranto et al., 2020) 

STEAM products do not only contain cognitive aspects but they will contain several others 
such as affective and psychomotor aspects which can be developed in general by students in 
facing the era of the industrial revolution 4.0. One of the subjects that can be implemented 
based on STEAM is Science. The concept of STEAM-based education emerged as a model of 
how the boundaries between traditional academic subjects can be removed thus science, 
technology, engineering, arts, and mathematics can be structured into an integrated curriculum 
(Connor et al., 2015). Therefore, the process of combining the existing education and STEAM 
programs must be carried out without causing any conflict (Bati et al., 2018). 

The main objective of implementing education with an environmental science approach is 
to develop environmental-based insights (Orion, 2007).  An approach to science learning is 
needed to train students to bring up their skills scientifically. The approach to learning will 
arouse curiosity and motivate students to carry out scientific process skills and be able to solve 
problems through a scientific approach (Utami & Murti, 2018).  

The result of indicator (2) the application of the STEAM approach to science learning in 
junior high schools is different from the acquisition of the first indicator. Although the diagram 
above states that as many as 72% of teachers understand STEAM, however, only 50% of them 
have implemented the STEAM approach. This result can be seen in the following diagram: 
 

 
Figure 2. Implementation of the STEAM approach in science learning 

The STEM approach has been known since 2000 in the United States and then this approach 
was developed by adding elements of arts. The addition of art elements to this approach is 
expected to be able to encourage students to foster a high sense of creativity. STEAM education 
aims to increase students’ success, self-confidence, and interest in science, facilitate integrated 
understanding of science, technology, engineering, arts, and mathematics, and nurture 
creativity and talents they have (Kim & Chae, 2016). 

The results of the questionnaires distributed to junior high school science teachers in 
Sidoarjo, Surabaya, and surrounding areas in the province of East Java, Indonesia show that not 

50%

17%

33%

0%

10%

20%

30%

40%

50%

60%

Implemented the STEAM
Approach

Uninterested to implement the
STEAM Approach

Do not Implement the STEAM
Approach yet

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many of them have implemented learning using the STEAM approach. The data obtained from 
the questionnaire found that 33% of teachers have never applied learning using the STEAM 
approach, from the questionnaire which was given; it does not indicate that the teachers are still 
interested in implementing learning using the STEAM approach. Based on the percentage 
results, it was found that 50% of them have applied the STEAM approach to learning, and as 
many as 3 out of 25 people or a percentage of 17% are not interested in implementing the 
STEAM approach to learning. 

Based on the results of the responses given, there are some factors causing teachers to be 
not interested or less interested when implementing STEAM-based learning. It is hoped that in 
its implementation, the STEAM approach will not only give benefit to the students. STEAM is 
also expected to increase the activeness of educators during the learning process. One of the 
factors is the lack of specific literacy for learning related to the STEAM approach since the 
STEAM approach itself seems still new, even though it has been frequently adapted for school 
learning in other countries. The factors that make the STEAM approach less implemented can 
be seen in the teachers’ response to the questionnaire given to indicator 3 regarding the 
obstacles to implementing the STEAM approach in learning. The questionnaire result is 
attached in Figure 3. 

  
Figure 3. Obstacles of the application of the STEAM approach 

Based on the data generated, it is known that as many as 56% of teachers need guidance on 
developing learning tools using the STEAM approach. 18% of them stated that the application 
of the STEAM approach requires particular training in implementing STEAM-based learning. 
Furthermore, about 28% of teachers need literacy such as articles, journals, or books related to 
the application of STEAM learning. 

The main need for teachers in implementing the STEAM-based approach is learning tools, 
then literacy and the last is the need for training to apply the STEAM approach. Tools are 
devices or equipment, while learning is a process or way of making people to learn (Prasetyo, 
2011). Permendikbud No. 65 of 2013 concerning Standard of Elementary and Junior High 
School Education Process states that the preparation of learning tools is part of learning 
planning. Learning planning is designed in the form of a syllabus and lesson plans (RPP) which 
refer to the standard of the content. Besides that, learning planning also includes the 
preparation of media and learning resources, assessment tools, and learning scenarios. 
According to Permendikbud No. 81 A of 2013 concerning the Implementation of the General 
Guidelines for Learning Curriculum, the first stage in learning according to the standard 
process is learning planning which is realized by the preparation of a Learning Implementation 
Plan (RPP). Furthermore, it is explained that the lesson plan is a learning plan developed in 
detail from a specific subject matter or theme that refers to the syllabus. RPP includes several 
things, namely: (1) School data, subjects, and classes/semesters; (2) Main Material; (3) Time 
allocation; (4) learning objectives, basic competency, and indicators of competency achievement; 

28%

56%

18%

0%

10%

20%

30%

40%

50%

60%

Literacy (scientific articles) Learning Tools Training of the STEAM
Approach Application

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(5) learning materials; learning methods; (6) Media, tools and learning resources; (7) the steps 
for learning activities; and (8) Assessment. 

Learning tools are needed when the teaching and learning process takes place. In applying 
the STEAM approach, special developments are required that must be in accordance with the 
conditions of the school and the environment the student lives in. While the media itself is an 
intermediary or conveyor of messages from sender to recipient of messages. Media can be 
humans, materials, or events that build conditions that enable students to acquire knowledge, 
skills, or attitudes (Hamruni, 2013). Learning media is a means to build communication 
interactions from educators to students that are educational (Arsyad, 2011) and channel 
messages or content, stimulate thoughts, feelings, attention, and abilities, thus encouraging 
teaching and learning. The learning media referred to are books, recording devices, tapes, video 
cameras, video recorders, films, slides (pictures), photos, pictures, graphics, television, and 
computers. 

CONCLUSION 
Based on the research that has been done, it can be concluded that of the 25 teachers who filled 
out the questionnaire stated that 72% knew and understood the STEAM approach. However, in 
practice, only 50% of teachers are able to apply this approach in science learning. Based on the 
descriptions obtained, the teacher explains the obstacles faced in implementing the STEAM 
approach in learning. Some of the factors that cause it include the lack of articles related to the 
STEAM approach, the need for the development of STEAM-based tools, and the lack of training 
in the implementation of STEAM in schools. Based on the statements described, as many as 56% 
stated that the need for reference devices with the STEAM approach was very much needed. 
Therefore, it can be concluded that there is a need for a STEAM-based learning tool to be 
developed so that it can be a reference in the application of the STEAM approach in each school. 

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Author (s): 

* Arum Kismawardani (Corresponding Author) 
Science Education Study Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: arum.18019@mhs.unesa.ac.id 

 

Tukiran 
Science Education Study Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: tukiran@unesa.ac.id 

 

Eko Hariyono 
Science Education Study Program, Postgraduate Program, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: ekohariyono@unesa.ac.id 

 

https://doi.org/10.46627/silet.v3i1.101
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.12973/eurasia.2016.1539a
https://doi.org/10.1088/1757-899X/288/1/012148
https://doi.org/10.1787/9789264091450-en
https://doi.org/10.12973/ejmste/75382
https://doi.org/10.15294/jpii.v1i1.2015
https://doi.org/10.26740/jpps.v8n1.p%25p
mailto:arum.18019@mhs.unesa.ac.id
mailto:tukiran@unesa.ac.id
mailto:ekohariyono@unesa.ac.id

