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Integrating the Clarity Learning Model with STEAM and Digital Mind Mapping to Enhance Students’ Conceptual Mastery

Jurnal Pendidikan IPA Indonesia · Vol. 15 No. 3 (2026)

DOI
10.15294/jpii.v15i3.49641
ISSN
2089-4392, 2339-1286
Published
2026-09-29
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Newton's laws are fundamental physics concepts that form a crucial basis for understanding more complex subjects. However, many students still struggle to understand and apply these concepts, particularly in interpreting force diagrams, vector representation, mathematical relationships, and diverse problem situations. This study evaluates the effect of a STEAM-integrating Clarity Learning Model (STEAM-integrating CLM) supported by digital mind mapping (DMM) on students’ conceptual mastery. A mixed-method approach with an embedded experimental design was used, and samples were selected using cluster random sampling. The experimental group was taught using the STEAM-integrating CLM with DMM, while the control group received instruction using CLM. Data were collected using a conceptual mastery (CM) test. The data were analyzed using an independent-samples t-test, normalized gain, and effect size. The results show that students in the experimental group achieved significantly higher CM than those in the control group. The normalized gain was large, with an effect size of 1.6. These findings indicate that integrating STEAM and DMM within CLM effectively improves students’ CM.

Keywords

Collaboration network of the authors

6 authors · 9 co-authorship links · 4 across different organisations

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  • State University of Malang
  • University of Technology Malaysia
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Lia YuliatiState University of Malang1
Parno ParnoState University of Malang1
F. M. HermantoState University of Malang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Integrating the Clarity Learning Model with STEAM and Digital Mind Mapping to Enhance Students’ Conceptual Mastery</dc:title>
	<dc:creator xml:lang="en">Irvaniyah, Bintan Nuril</dc:creator>
	<dc:creator xml:lang="en">Parno</dc:creator>
	<dc:creator xml:lang="en">Ali, Marlina</dc:creator>
	<dc:subject xml:lang="en">clarity learning model</dc:subject>
	<dc:subject xml:lang="en">conceptual mastery</dc:subject>
	<dc:subject xml:lang="en">Newton’s laws</dc:subject>
	<dc:subject xml:lang="en">STEAM</dc:subject>
	<dc:description xml:lang="en">Newton's laws are fundamental physics concepts that form a crucial basis for understanding more complex subjects. However, many students still struggle to understand and apply these concepts, particularly in interpreting force diagrams, vector representation, mathematical relationships, and diverse problem situations. This study evaluates the effect of a STEAM-integrating Clarity Learning Model (STEAM-integrating CLM) supported by digital mind mapping (DMM) on students’ conceptual mastery. A mixed-method approach with an embedded experimental design was used, and samples were selected using cluster random sampling. The experimental group was taught using the STEAM-integrating CLM with DMM, while the control group received instruction using CLM. Data were collected using a conceptual mastery (CM) test. The data were analyzed using an independent-samples t-test, normalized gain, and effect size. The results show that students in the experimental group achieved significantly higher CM than those in the control group. The normalized gain was large, with an effect size of 1.6. These findings indicate that integrating STEAM and DMM within CLM effectively improves students’ CM.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-09-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/49641</dc:identifier>
	<dc:identifier>10.15294/jpii.v15i3.49641</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 15 No. 3 (2026): September 2026</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v15i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/49641/11580</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia</dc:rights>
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