Marni Serepinaha, Yuli Rahmawati, Firmanul Catur Wibowo
As reflected in national and international assessments, scientific literacy remains a critical challenge in Indonesian elementary schools. This study aimed to design, validate, and test the effectiveness of an instructional model that integrates STEAM (Science, Technology, Engineering, Arts, and Mathematics) with Design Thinking (STEAM EDP-DT) to improve fifth-grade students’ scientific literacy. The developed model framework is organized into five sequential stages: exploration, identification, ideation, creation, communication and reflection. This sequence establishes an interactive and recurring process that integrates the development of knowledge with innovative approaches to problem solving. Using a Design-Based Research (DBR) approach with mixed methods, the study was conducted from December 2023 to May 2025 in three elementary schools in Jakarta involving 126 students, 5 teachers, and 3 experts. The DBR approach employed iterative steps of analysis, design, implementation, and reflection, along with Tessmer's formative evaluation phases, to ensure the model was realistic and theoretically grounded. The data were collected using a scientific literacy test based on the PISA 2022 framework, surveys, and semi-structured interviews. Descriptive statistics, paired-sample t tests, and normalized gain (N-gain) scores were rigorously analyzed using SPSS software. Validation results indicated that the model achieved “very good” ratings across design, sequencing, learning impact, and sustainability, with an overall mean score of 4.50. Practicality trials showed that students found the learning activities engaging, feasible, and motivating. Pretest and posttest comparisons revealed significant improvements in scientific literacy across four science topics, with the highest gains observed in force and motion with material properties (Gain +28.75 points) and energy transformations (Gain +27.81 points). These findings confirm that the model is a valid, practical, and effective framework for enhancing scientific literacy in elementary schools. The study contributes theoretically by addressing research gaps in integration at the primary level, and practically by providing teachers with a structured yet flexible model adaptable to diverse classroom contexts. Future studies should extend the implementation across various educational settings and investigate the long-term impacts on creativity, collaboration, and problem-solving. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Universitas Negeri Jakarta, Jakarta, Indonesia; Universitas Negeri Jakarta, Jakarta, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock