Nur Luthfi Rizqa Herianingtyas, Aini Nadokhotani, Rosbanon Dewi, Henita Rahmayanti, Gumgum Gumelar Fajar Rakhman
This study aimed to enhance the critical thinking skills of fifth-grade elementary students on environmental issues through the STEAM-Design Thinking approach. Conducted with 32 students, the research employed a classroom action research design over three cycles, utilizing qualitative data analysis techniques. Students' critical thinking skills were assessed based on six indicators: focus, reason, inference, situation, clarity, and overview. The findings indicate a progressive improvement in students' critical thinking abilities, with all indicators exceeding the target score of 70 by Cycle III. The Focus indicator increased from 71.88 in Cycle I to 84.38 in Cycle III, Reason improved from 68.75 (Cycle I and II) to 75.00 in Cycle III, Inference rose from 71.88 to 78.13, Situation from 62.50 to 78.13, Clarity from 68.75 to 81.25, and Overview from 62.50 to 84.38. These results demonstrate that integrating STEAM-Design Thinking into environmental education fosters critical thinking skills effectively. The study underscores the potential of interdisciplinary learning models in equipping students with problem-solving competencies related to real-world environmental challenges. This research contributes to the discourse on digital-based innovation in science and mathematics education, emphasizing the importance of active learning strategies in fostering analytical skills in elementary students. © 2026 Author(s)
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Banten, Tangerang Selatan, Indonesia; Doctoral Program Pascasarjana, State University Jakarta, Jakarta, Indonesia
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