Comparative Effectiveness of STEAM and Scientific Approaches on Elementary Students’ Learning Outcomes in Social Studies: The Case of Indonesian Cultural Diversity

Suci Lathifah; Siti Nurhalisa; Bintang Ramadhani

doi:10.55215/pedagonal.v10i1.64

Authors

Suci Lathifah Universitas Pakuan
Siti Nurhalisa Universitas Pakuan
Bintang Ramadhani Universitas Pakuan

DOI:

https://doi.org/10.55215/pedagonal.v10i1.64

Keywords:

STEAM approach, scientific approach, learning outcomes, Social Studies, Cultural diversity

Abstract

Social Studies (IPS) instruction in elementary schools still faces challenges in fostering deep student understanding, particularly on contextual topics such as Indonesia’s cultural diversity. This study aimed to compare the effectiveness of the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach and the scientific approach in improving students’ learning outcomes. A quasi-experimental method with a pretest–posttest control group design was employed. The participants were 50 fourth-grade students at SD Negeri Ciheuleut 2, Bogor City, divided into two groups of 25 students, with each group receiving a different instructional approach. Data were collected using a validated learning outcomes test (Cronbach’s alpha = 0.781) and analyzed through an independent sample t-test. The results showed that the STEAM approach produced higher learning gains than the scientific approach. The STEAM group achieved an average N-gain score of 0.65 (upper range of the moderate category), while the scientific group obtained 0.42 (moderate). The mean post-test score of the STEAM group (83.6) was also higher than that of the scientific group (76.4), with a statistically significant difference (p = 0.003). These findings indicate that the STEAM approach is more effective in enhancing students’ understanding of cultural diversity. Therefore, it is recommended for elementary Social Studies instruction due to its ability to integrate multiple disciplines in a meaningful and contextualized learning process.

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