STEAM Approach in Science Education: A Literature-Based Conceptual Analysis

Abstract

Science education in the 21st century is required to present a learning model that emphasizes not only cognitive aspects, but also creativity, collaboration, and critical thinking skills. One approach deemed relevant to these demands is the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics), which is able to combine the dimensions of science with artistic creativity to produce more meaningful learning. The purpose of this study is to analyze the concept, advantages, and challenges of implementing STEAM in science learning through a literature review. This study uses a literature study method by reviewing various scientific articles, books, and relevant research reports from the last five years, then analyzing them descriptively and qualitatively to identify key patterns and findings. The results of the study indicate that the STEAM approach contributes significantly to improving scientific literacy, problem-solving, and student innovation, although it still faces obstacles in teacher readiness, curriculum, and supporting facilities. The conclusion of this study confirms that STEAM has great potential to become a new paradigm in science learning, while contributing to the development of 21st-century competencies and supporting the achievement of national education goals.