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The Effect of STEAM Integrated Project Based Learning on Students’ Critical Thinking on Static Fluids Concept

Jurnal Pendidikan Fisika Indonesia · Vol. 21 No. 2 (2025) · hlm. 218–228

DOI
10.15294/jpfi.v21i2.14764
ISSN
2355-3812, 1693-1246
Terbit
2025-12-12
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to see the effect of project-based learning (PjBL) integrated with the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) on students' critical thinking skills on static fluid material in grade XI of high school. The research employed a quasi-experiment with a two-group pretest–posttest control group design. The sample consisted of two classes, namely class XI MIA 2 (experimental group) and class X MIA 1 (control group), which were selected using a simple random sampling technique, with each class consisting of 36 students. The research instrument used was an essay test designed to assess students' critical thinking skills. The data were analysed using a t-test to determine the differences between groups. Pretest results indicated comparable initial critical thinking abilities between the experimental and control groups. However, following the implementation of STEAM-integrated PjBL, the experimental group demonstrated a significant improvement in post-test scores compared to the control group. This improvement was reflected in a higher percentage increase in critical thinking skills, indicating the positive impact of the integrated approach. The effectiveness of this intervention was further supported by a high score on the relative effectiveness test, emphasizing its value in enhancing critical thinking skills. These findings suggest that active, interdisciplinary learning strategies can effectively enhance students' analytical and problem-solving abilities, better preparing students for real-world challenges through deeper engagement and creative thinking.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JPFI/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Effect of STEAM Integrated Project Based Learning on Students’ Critical Thinking on Static Fluids Concept</dc:title>
	<dc:creator xml:lang="en">Simanjuntak, Mariati Purnama</dc:creator>
	<dc:creator xml:lang="en">Rajagukguk, Juniastel </dc:creator>
	<dc:creator xml:lang="en">Panjaitan, Dita Trisna</dc:creator>
	<dc:creator xml:lang="en">Siagian, Asister Fernando </dc:creator>
	<dc:subject xml:lang="en">project based learning, STEAM, critical thinking</dc:subject>
	<dc:description xml:lang="en">



This study aims to see the effect of project-based learning (PjBL) integrated with the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) on students' critical thinking skills on static fluid material in grade XI of high school. The research employed a quasi-experiment with a two-group pretest–posttest control group design. The sample consisted of two classes, namely class XI MIA 2 (experimental group) and class X MIA 1 (control group), which were selected using a simple random sampling technique, with each class consisting of 36 students. The research instrument used was an essay test designed to assess students' critical thinking skills. The data were analysed using a t-test to determine the differences between groups. Pretest results indicated comparable initial critical thinking abilities between the experimental and control groups. However, following the implementation of STEAM-integrated PjBL, the experimental group demonstrated a significant improvement in post-test scores compared to the control group. This improvement was reflected in a higher percentage increase in critical thinking skills, indicating the positive impact of the integrated approach. The effectiveness of this intervention was further supported by a high score on the relative effectiveness test, emphasizing its value in enhancing critical thinking skills. These findings suggest that active, interdisciplinary learning strategies can effectively enhance students' analytical and problem-solving abilities, better preparing students for real-world challenges through deeper engagement and creative thinking.



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	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-12</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/JPFI/article/view/14764</dc:identifier>
	<dc:identifier>10.15294/jpfi.v21i2.14764</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan Fisika Indonesia; Vol. 21 No. 2 (2025); 218-228</dc:source>
	<dc:source>2355-3812</dc:source>
	<dc:source>1693-1246</dc:source>
	<dc:source>10.15294/jpfi.v21i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/JPFI/article/view/14764/7539</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan Fisika Indonesia</dc:rights>
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