Integrating STEAM into Elementary Classrooms: A Case Study of Elementary Teachers

Rosma Indriana Purba; Carmel Serafim Putri; Solomon Chheang

doi:10.56741/IISTR.ijlree.002021

Authors

Rosma Indriana Purba
rosma.purba@uph.edu
Universitas Pelita Harapan https://orcid.org/0000-0002-5960-3776
Carmel Serafim Putri Universitas Pelita Harapan
Solomon Chheang Universitas Pelita Harapan

DOI:

https://doi.org/10.56741/IISTR.ijlree.002021

Keywords:

Elementary Teachers, Professional Learning, Qualitative Study, STEAM, Teacher Perceptions

Abstract

This study examines how elementary teachers new to Science, Technology, Engineering, Arts, and Mathematics (STEAM) perceive its relevance, implement it, and experience related challenges in classroom practice. Addressing the increasing demand for interdisciplinary, student-centered learning, the study employed a qualitative design using open-ended questionnaires administered to 12 purposively selected teachers in a private elementary school in North Jakarta. Data were analyzed through inductive thematic analysis to explore teachers’ perceptions, strategies, challenges, and professional learning needs. Findings indicate that teachers view STEAM as a holistic, future-oriented pedagogical approach aligned with child development and twenty-first-century competencies. However, implementation remains at an early stage, characterized by cautious, planning-focused experimentation. Teachers reported enhanced student engagement, improved collaboration, and the emergence of inquiry-based practices during integrated activities, despite challenges such as limited instructional confidence, lack of formal training, time constraints, and classroom management demands. The study provides empirical insight into how novice educators navigate STEAM integration without structured preparation and underscores the importance of sustained, practice-based professional learning. It concludes that effective and sustainable STEAM implementation requires alignment among classroom practice, professional development, and educational policy, supported by ongoing mentoring and collaborative learning structures to strengthen teachers’ confidence and professional identity.

Downloads

Download data is not yet available.

Author Biographies

Rosma Indriana Purba, Universitas Pelita Harapan

is affiliated with Universitas Pelita Harapan, Banten, Indonesia. She serves as a lecturer in primary education and has extensive experience teaching in both national and international programs. In addition to her academic role, she holds leadership responsibilities as Head of the Primary Education Study Program. Her scholarly interests center on educational research and its impact on classroom practice and instructional improvement. (email: rosma.purba@uph.edu).

Carmel Serafim Putri, Universitas Pelita Harapan

is an undergraduate student at the International Teachers College, Universitas Pelita Harapan, where she majors in Primary Education. She is actively involved in educational research and received her first peer-reviewed publication in 2025. Her research interests include learning styles, play-based learning, gamification, and experiential learning in elementary education. Her academic work seeks to contribute to the development of effective instructional practices that support holistic student growth. (email: 01457230006@student.uph.edu).

Solomon Chheang, Universitas Pelita Harapan

is a student researcher at the International Teachers College, Universitas Pelita Harapan, where he studies Primary Education. He is a strong believer in putting students at the center of learning. He has done work that focuses on outdoor education, learning by doing (experiential learning), and learning through play. Solomon hopes to work more directly with kids while also helping to improve the schools in his home country. By connecting what happens in the classroom with new research, he hopes to make school more active, fun, and meaningful for future students. (email: 01457230010@student.uph.edu).

References

L. E. Sari, S. Syahrial, and R. Risdalina “Implementation of STEAM learning to improve learning interest and critical thinking abilities of elementary school students (Penerapan pembelajaran STEAM untuk meningkatkan minat belajar dan kemampuan berpikir kritis siswa SD),” J. Ilm. Pendidik. Citra Bakti, vol. 10, no. 3, pp. 530-543, 2023, doi: 10.38048/jipcb.v10i1.1652. DOI: https://doi.org/10.38048/jipcb.v10i3.1652

D. V. Sigit, R. H. Ristanto, and S. N. Mufida, “Integration of project-based e-learning with STEAM: An innovative solution to learn ecological concept,” Int. J. Instruct., vol. 15, no. 3, pp. 23–40, 2022, doi: 10.29333/iji.2022.1532a. DOI: https://doi.org/10.29333/iji.2022.1532a

W. Wijayanti, “Kekuatan inovasi dalam perubahan kehidupan masyarakat,” Dinamika Pendidik., vol. 16, no. 1, pp. 13–31, 2009. [Online]. Available: https://journal.uny.ac.id/index.php/dinamika-pendidikan/article/view/4114

K. L. Boice, J. R. Jackson, M. Alemdar, A. E. Rao, S. Grossman, and M. Usselman, “Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program,” Educ. Sci., vol. 11, no. 3, e105, 2021, doi: 10.3390/educsci11030105. DOI: https://doi.org/10.3390/educsci11030105

K. L. Cook, R. Cox, D. Edelen, and S. B. Bush, “Elementary student perspectives on STEAM education,” Educ. Sci., vol. 15, no. 6, e689, Jun. 2025, doi: 10.3390/educsci15060689. DOI: https://doi.org/10.3390/educsci15060689

R. Hidayanthi, N. H. Siregar, D. A. Siregar, and H. L. Siregar, “Implementation of STEAM-based digital learning for students’ numeracy literacy in elementary schools,” Res. Dev. Educ. (RaDEn), vol. 4, no. 1, pp. 653–661, 2024, doi: 10.22219/raden.v4i1.32663. DOI: https://doi.org/10.22219/raden.v4i1.32663

N. Spyropoulou, K. Mathiopoulos, and A. Kameas, “‘We believe in STEAM education, but we need support’: In-service teachers’ voices on the realities of STEAM implementation,” Educ. Sci., vol. 15, no. 10, e1300, Oct. 2025, doi: 10.3390/educsci15101300. DOI: https://doi.org/10.3390/educsci15101300

N. Malik, S. Bano, and M. Rafiq-Uz-Zaman, “Navigating the future of learning: A review of teacher professional development and implementation challenges in K-12 STEAM education (2015–2025),” Phys. Educ. Health Soc. Sci., vol. 3, no. 3, pp. 615-628, 2025, doi: 10.63163/jpehss.v3i3.681. DOI: https://doi.org/10.63163/jpehss.v3i3.681

M. Erol and A. Erol, “Reflections of STEAM education on children according to early childhood and primary school teachers,” Int. J. Soc. Educ. Sci., vol. 5, no. 3, pp. 493–506, 2023, doi: 10.46328/ijonses.507. DOI: https://doi.org/10.46328/ijonses.507

R. Kulevičienė, G. Šmitienė, J. Melnikova, and A. Batuchina, “Challenges faced by primary school teachers in implementing STEAM education (Pradinių klasių mokytojams kylantys iššūkiai įgyvendinant STEAM ugdymą(si)),” Reg. Fm. Dev. Stud., vol. 46, no. 2, pp. 61–70, Jul. 2025, doi: 10.15181/rfds.v46i2.2728. DOI: https://doi.org/10.15181/rfds.v46i2.2728

I. Anggraeni, E. H. Mulyana, J. Dadaha, and K. Tawang, “Dasar kebutuhan pengembangan buku panduan permainan STEAM berbasis coding untuk guru PAUD (Basic needs for developing a coding-based STEAM game guidebook for early childhood education teachers),” J. Pendidik. Guru Pendidik. Anak Usia Dini, vol. 6, no. 2, pp. 108 – 120, 2024, doi: 10.33387/cahayapd.v6i2.7617. DOI: https://doi.org/10.33387/cahayapd.v6i2.7617

T. D. Truong and Q. G. Tran, “Factors influencing STEAM teaching at private schools in Vietnam: A case study of Ho Chi Minh City,” Educ. Process: Int. J., vol. 17, e2025340, 2025, doi: 10.22521/edupij.2025.17.340. DOI: https://doi.org/10.22521/edupij.2025.17.340

F. E. Sativa and B. N. Buahana, “Implementasi pembelajaran berbasis STEAM pada pendidikan anak usia dini (Implementation of STEAM-based learning in early childhood education),” Aura: J. Pendidik., vol. 5, no. 1, pp. 35–43, 2024, doi: 10.37216/aura.v5i1.1466.

I. Dhitasarifa and I. U. Wusqo, “The effect of STEAM approach digital teaching materials on increasing creative problem-solving skills,” Turk. On. J. Dist. Educ., vol. 25, no. 3, pp. 18–27, 2024, doi: 10.17718/TOJDE.1302079. DOI: https://doi.org/10.17718/tojde.1302079

A. Ng, S. Kewalramani, and G. Kidman, “Integrating and navigating STEAM (inSTEAM) in early childhood education: An integrative review and inSTEAM conceptual framework,” Eurasia J. Math. Sci. Technol. Educ., vol. 18, no. 7, e2133, 2022, doi: 10.29333/ejmste/12174. DOI: https://doi.org/10.29333/ejmste/12174

A. Wijayanti, W. Wiyanto, S. Ridlo, and P. Parmin, “Implementation of STEAM in science learning: A systematic literature review,” in Proc. Int. Conf. Sci. Educ. Technol., vol. 8, pp. 238–245, 2022. [Online]. Available: https://proceedings.unnes.ac.id/ISET/article/view/1757.

C. Dignam, L. K. Pennington, and A. Daifallah, “Beyond the acronym: Interconnections of STEAM, the humanities, and digital citizenship,” Int. J. Soc. Educ. Sci., vol. 6, no. 3, pp. 452–480, 2024, doi: 10.46328/ijonses.686. DOI: https://doi.org/10.46328/ijonses.686

A. A. Alghamdi, “Exploring early childhood teachers’ beliefs about STEAM education in Saudi Arabia,” Early Child. Educ. J., vol. 51, no. 2, pp. 247–256, Feb. 2023, doi: 10.1007/s10643-021-01303-0. DOI: https://doi.org/10.1007/s10643-021-01303-0

T. Jantakoon, K. Jantakun, and T. Jantakun, “A STEAM learning ecosystem on gamification system to promote innovators,” Higher Educ. Stud., vol. 15, no. 1, pp. 53-68, 2024, doi: 10.5539/hes.v15n1p53. DOI: https://doi.org/10.5539/hes.v15n1p53

J. Li, H. Luo, L. Zhao, M. Zhu, L. Ma, and X. Liao, “Promoting STEAM education in primary school through cooperative teaching: A design-based research study,” Sustain. (Switzerland), vol. 14, no. 16, e10333, Aug. 2022, doi: 10.3390/su141610333. DOI: https://doi.org/10.3390/su141610333

E. Ortega-Torres, “Training of future STEAM teachers: Comparison between primary degree students and secondary master’s degree students,” J. Technol. Sci. Educ., vol. 12, no. 2, pp. 484–495, 2022, doi: 10.3926/jotse.1319. DOI: https://doi.org/10.3926/jotse.1319

T. N. Berman, “STEAM learning centers: A tool for early childhood educators,” Voices of Reform: Educ. Res. Inform Reform, vol. 6, no. 1, pp. 106–119, 2023, doi: 10.32623/6.00008.

Y. E. Y. Siregar, Y. Rahmawati, and Suyono, “The impact of an integrated STEAM project delivered via mobile technology on the reasoning ability of elementary school students,” J. Technol. Sci. Educ., vol. 13, no. 1, pp. 410–428, 2023, doi: 10.3926/jotse.1446. DOI: https://doi.org/10.3926/jotse.1446

B. Stone, “Holistic identity development in STEAM,” International Journal of the Whole Child, vol. 7, no. 1, pp. 75–83, 2022.

T. Lupión-Cobos, J. I. Crespo-Gómez, and C. García-Ruiz, “Challenges and opportunities to teaching inquiry approaches: STEM projects in primary education,” Journal of Baltic Science Education, vol. 22, no. 3, pp. 1–16, 2023. DOI: https://doi.org/10.33225/jbse/23.22.454

J. W. Creswell, Qualitative Inquiry and Research Design: Choosing Among Five Approaches, 3rd ed. Los Angeles, CA, USA: SAGE, 2013.

J. A. Maxwell, “Qualitative research design: The five essential components,” vol. 2, p. 1, 2004.

S. Wahyuni, Qualitative Research Method Theory and Practice, 2nd ed., 2022.

R. K. Yin, Case Study Research and Applications: Design and Methods, 6th ed., 2018, doi: 10.1177/109634809702100108. DOI: https://doi.org/10.1177/109634809702100108

T. Oko, “Review of interviewing as qualitative research: A guide for researchers in education and the social sciences,” PsycCRITIQUES, vol. 37, no. 7, pp. 717-718, 1992, doi: 10.1037/032390. DOI: https://doi.org/10.1037/032390

S. Belbase, B. R. Mainali, W. Kasemsukpipat, H. Tairab, M. Gochoo, and A. Jarrah, “At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems,” Int. J. Math. Educ. Sci. Technol., vol. 53, no. 11, pp. 2919–2955, 2022, doi: 10.1080/0020739X.2021.1922943. DOI: https://doi.org/10.1080/0020739X.2021.1922943

T. Houghton et al., “STEAMTEACH Austria: Towards a STEAM professional development program,” Int. J. Res. Educ. Sci., vol. 8, no. 3, pp. 502–512, 2022, doi: 10.46328/ijres.2747. DOI: https://doi.org/10.46328/ijres.2747

Suryanti, M. Nursalim, N. L. Choirunnisa, and I. Yuliana, “STEAM-project-based learning: A catalyst for elementary school students’ scientific literacy skills,” European J. Educ. Res., vol. 13, no. 1, pp. 1–14, 2024, doi: 10.12973/eu-jer.13.1.1. DOI: https://doi.org/10.12973/eu-jer.13.1.1

O. Arifudin, S. Bumbungan, P. A. Timika, and I. Kartika, “Application of STEAM learning methods to increase student creativity and innovation,” Int. J. Teach. Learn., vol. 3, no. 1, pp. 97–108, 2025. [Online]. Available: https://injotel.org/index.php/12/article/view/366. DOI: https://doi.org/10.15294/edukom.v12i1.29322

M. P. E. Morales et al., “Teacher professional development program (TPDP) for teacher quality in STEAM education,” Int. J. Res. Educ. Sci., vol. 7, no. 1, pp. 188–206, 2020, doi: 10.46328/ijres.1439. DOI: https://doi.org/10.46328/ijres.1439