Lesson 1.1: Definition and Origins of STEAM
Understanding STEAM and Its Elements
The STEAM approach is an extension of STEM (Science, Technology, Engineering, Mathematics) that explicitly adds the element of art to enrich the learning process and stimulate students’ creativity. Yakman (2008) introduced the STEAM model, emphasizing that art in STEAM is not merely aesthetic but also includes divergent and subjective thinking that complements the objective thinking in science (Yakman & Lee, 2012). Through this integration, STEAM aims to create holistic and contextual learning by combining academic understanding with artistic expression to solve real-world problems (Perignat & Katz‑Buonincontro, 2019; Herro & Quigley, 2017).
Within Yakman’s theoretical framework, the arts in STEAM encompass various disciplines such as visual arts, design, music, dance, and even the humanities. This interdisciplinary approach helps students formulate solutions from multiple perspectives, strengthening aspects of creativity and collaboration (Yakman & Lee, 2012; Park & Ko, 2012). Research by Murnawianto et al. (2017) confirms that STEAM is a transdisciplinary approach: students are encouraged to use diverse perspectives from different fields of study to solve problems, from problem identification to solution evaluation.
The core elements of STEAM consist of five integrated components: science, technology, engineering, arts, and mathematics. Each component plays a specific role: science for exploration, technology as a supporting tool, engineering for design and construction processes, arts for creative ideas and expression, and mathematics as the foundational language of analysis (Bati et al., 2018; Tan & Lee, 2022). Khidmiyah et al. (2021) add that the arts element may include physical arts, language arts, social arts, or fine arts, providing both aesthetic value and communicative and creative functions within STEAM projects.
Furthermore, STEAM employs project-based learning, which emphasizes student-centered and collaborative characteristics. The integration of arts enables students to engage emotionally and imaginatively in problem-solving, thereby enhancing motivation, participation, and creativity (Wahyuningsih et al., 2020; Perignat & Katz‑Buonincontro, 2019). To support this, technology also serves as an interactive and enjoyable medium—through online platforms, digital sketches, video production, or simulations—making it easier to explore ideas and reflect collaboratively (Khidmiyah et al., 2021; Wu et al., 2022).
Thus, the fundamental elements of STEAM can be summarized as follows:
(1) Holistic Integration of Five Disciplines
The STEAM approach combines five core fields science, technology, engineering, arts, and mathematics into an integrated learning process. This integration is not carried out separately or partially, but is designed to be interconnected within a real-world context or learning project. According to Yakman & Lee (2012), this integration allows students to see the relationships between disciplines in everyday life, enabling them to understand concepts more fully and meaningfully. In this way, learners not only study theories in each field but also comprehend how all these elements work together to produce innovative solutions or products (Perignat & Katz‑Buonincontro, 2019). Holism in STEAM equips students with systemic and interconnected thinking skills, which are essential for facing 21st-century challenges.
(2) Student-Centered Collaborative Projects
One of the key principles in the implementation of STEAM is that learning must be student-centered and project-based. This means that students take an active role in the learning process, rather than being mere recipients of information. They are given the freedom to explore ideas, make decisions, work collaboratively in teams, and take responsibility for their outcomes. Wahyuningsih et al. (2020) state that collaborative projects allow students to take on various roles, such as researchers, designers, engineers, or artists. This model trains social skills, communication, and group responsibility while fostering a sense of ownership over the learning process. In the context of STEAM, the projects involve exploring real-world problems and creative solutions, thereby encouraging emotional engagement and higher learning motivation.
(3) Arts as a Catalyst for Creative and Expressive Thinking
The arts element in STEAM is not merely decorative; it is a crucial component that stimulates imagination, self-expression, and creative thinking. The arts encompass various forms such as visual arts, music, dance, graphic design, as well as verbal and dramatic expression. The presence of art allows students to express ideas more freely and subjectively, broadening their perspectives and approaches to problem-solving (Herro & Quigley, 2017). This element helps students build empathy, develop intuition, and consider aesthetics within their innovation processes. In STEAM projects, students can use the arts to design appealing prototypes, create storyboards for their ideas, or communicate their results in emotionally engaging ways. Thus, art is not an accessory but a key driver of creativity that supports the other disciplines.
(4) Technology as an Interactive Facilitator
Technology plays a vital role in STEAM as a tool that makes learning more interactive, dynamic, and relevant to the modern world. The use of technology includes digital tools such as design software, coding applications, animation, AR/VR, as well as social media and online learning platforms. Khidmiyah et al. (2021) emphasize that technology in the STEAM context is not merely a presentation tool but a medium for exploration, experimentation, and creation. For example, students can use 3D design apps to build models, record experimental processes through video, or present project outcomes via interactive platforms. Technology helps bridge abstract ideas with visual and tangible representations and facilitates remote collaboration. Thus, digital skills become an integral part of the competencies developed through the STEAM approach.
(5) Applying Transdisciplinary Methods to Solve Real-World Problems
STEAM highlights the importance of a transdisciplinary approach, which merges perspectives from various disciplines without rigid boundaries, aiming to address real-world contextual problems. In this approach, the focus is no longer on mastering content from a single field, but on how to synergistically utilize knowledge from multiple fields to design innovative and applicable solutions. According to Murnawianto et al. (2017), transdisciplinarity in STEAM helps students understand the complexity of a problem and fosters more flexible, cross-boundary thinking. This process also requires students to act as problem solvers, innovators, and independent learners. The topics explored are typically open-ended, such as environmental, health, or social issues, encouraging deep exploration and active student engagement.
The Origins and Development of STEAM
Background of the Emergence of STEAM
STEAM has its roots in STEM, which was first popularized in the 1990s in the United States by the National Science Foundation (NSF). The main goal of STEM was to enhance the nation’s competitiveness in science and technology, which were considered vital for economic growth and national security (Bybee, 2013). STEM aimed to respond to concerns that U.S. education was falling behind in preparing the younger generation to face the global technological revolution.
However, over time, the STEM approach was perceived as insufficient because it focused too heavily on technical and rational aspects. This led to a growing call to add the element of Art (A) into the model, transforming it into STEAM. The inclusion of the arts not only adds aesthetic value but also broadens space for imagination, empathy, visual communication, and cultural expression (Dewi & Arifin, 2020). The addition of “A” helps students understand the social context of technology and empowers them to become creators, not merely users of technology.
The development of the STEAM curriculum stemmed from the urgent need to foster 21st-century competencies, including creativity, collaboration, problem-solving, and deep communication (Irwanto & Ananda, 2024). Through a systematic review, Irwanto and Ananda (2024) revealed that between 2011 and 2021, 99% of articles on STEAM reported positive impacts, highlighting the urgency of integrating disciplines, as reflected in leading research such as the International Journal of STEM Education in the U.S. In the Indonesian context, Huda et al. (2024) stated that the implementation of STEAM can enhance students’ interest in technology as well as the integration of digital tools and methods, with student interest acting as a key mediator for the success of STEAM.
The integration of the arts into STEM is not intended merely as an accessory but as a means to strengthen divergent and reflective thinking. Kashaka (2024) highlighted that the visual and performative processes of the arts help students grasp scientific concepts through visual metaphors, improving memory and language through multimodal approaches. Furthermore, a study by MDPI (2023) emphasized that although many STEAM programs use the arts primarily to support mathematics or science, few programs authentically develop arts competencies, signaling the need for a more balanced approach between the “A” and the “STEM.”
The implementation of STEAM faces real challenges: interdisciplinary teacher training and the rigid structure of existing school systems (Sánchez & Cortés, 2024). In a global review, Milara & Orduña (2024) noted that teachers often struggle to design STEAM modules due to limited understanding beyond their primary disciplines, along with the complexity of assessing learning outcomes. On the positive side, SEADAE (2020) reported that STEAM integration improves students’ academic performance, creative skills, and communication abilities, while preparing them to tackle real-world challenges through authentic pedagogy. Thus, STEAM is not merely an educational paradigm but a holistic strategy that requires systemic changes in curriculum and teacher training.
Key Figures and Institutions Popularizing STEAM
A key figure in the development of STEAM is Georgette Yakman, an educator and curriculum consultant who formally formulated the STEAM framework in 2006. She emphasized that each field within STEAM is interconnected in shaping a functional and sustainable society (Yakman, 2019). In addition, various institutions such as The Rhode Island School of Design (RISD) have strengthened the STEAM movement by promoting the integration of the arts in the development of technology and science. Global organizations like UNESCO and the OECD have also supported this approach within the context of 21st-century education.
The STEAM (Science, Technology, Engineering, Arts, Mathematics) approach gained recognition through innovative projects initiated by individuals like Carrie Leung (2014), who founded the organization SteamHead and the MakeFashion Edu movement. Through SteamHead, Leung has focused on developing maker education in China and North America, integrating design, technology, and the arts into project-based curricula. Activities such as Maker Faire and fashion-tech runway shows have provided real-world platforms for students to apply science and art in meaningful contexts (Leung, 2018). Her significant role has been highlighted in the STEAM journal as a real-world example of multidisciplinary integration aimed at fostering creativity and collaboration (Pomeroy, 2022).
At the institutional level, the Georgia Institute of Technology, through CEISMC (Center for Education Integrating Science, Mathematics, and Computing), launched the GoSTEAM program, which integrates music and the arts into STEM curricula for K–12 students. This program is designed to enhance student engagement and imagination and serves as an example of holistic curriculum implementation in both higher and primary education (Eger, 2021; Jones, 2022).
In Indonesia, the STEAM learning model has attracted attention from institutions such as the Balai PAUD dan Dikmas South Sulawesi (2019) and researchers like Hasnawati et al. (2019), who emphasize the importance of scientific approaches and hands-on practice in learning modules. They highlight that the integration of “hands and minds” is the core of STEAM learning, along with the importance of collaboration between theory, practice, and local culture as added value in primary education.
Nuragnia et al. (2021), in their research in elementary schools in West Java and Banten, found that teachers have already implemented inquiry- and problem-based learning that is reflective, collaborative, and integrative across content and skills. However, they also noted significant challenges, including limitations in pedagogy, facilities, time, and technological resources that need to be addressed to improve the effectiveness of STEAM.
Research by Zahlimar et al. (2024) in higher education highlighted the role of cross-disciplinary collaboration and innovation in implementing STEAM holistically. They emphasized the importance of cooperation between science, technology, arts, and mathematics departments to create relevant and transformative learning experiences, which in turn boost student engagement and problem-solving skills.
Additionally, the study by Idha Isnaningrum & Novi Marliani (2025) in early childhood education (PAUD) demonstrated that cross-disciplinary integration in STEAM enhances children’s cognitive abilities, creativity, and character development, such as independence. They stressed that teachers need deep understanding and supportive environments for STEAM to be effectively applied from an early age.
Research by Maulina et al. (2024) extended the focus to higher education, showing that project-based STEAM implementation not only strengthens soft skills such as collaboration and leadership but also equips students to face the complexities of the workforce, which demands creative and cross-disciplinary solutions.
Comprehensively, the efforts of individual figures like Leung, institutions such as Georgia Tech, and various educational organizations in Indonesia demonstrate that STEAM has evolved from grassroots initiatives to gaining recognition as an essential element in modern education systems. The support from reputable academic research and successful implementation across various educational levels confirms that STEAM can foster the creativity, collaboration, and problem-solving skills essential for the 21st century.
The Relevance of STEAM in Contemporary Education
STEAM has become highly relevant in contemporary education as it addresses the need for 21st-century skills such as creativity, critical thinking, collaboration, and digital literacy (Fitriani & Hadi, 2021). Research by Azizah et al. (2024) shows that ecoprint-making training combined with the STEAM approach significantly enhances students’ creativity through real-world environmental problem-solving (Azizah et al., 2024). Differentiated learning models at an early age demonstrate that the integration of STEAM strengthens skills such as numeracy, literacy, and problem-solving, all of which contribute to students’ readiness to face global challenges (Violy, 2024).
Several elementary and secondary schools in Indonesia have implemented STEAM through project-based learning modules under the Merdeka curriculum, for example, the development of digital flipbook media for ecosystem topics and the creation of the STEAM-based activity book “Diriku”. Validation results show that these media are highly feasible and effective in enhancing students’ conceptual understanding as well as their creative skills (Ratnasari et al., 2023; Novelina et al., 2024). Beyond increasing knowledge, this approach also nurtures intrinsic motivation and responsiveness to the demands of the Society 5.0 era, as shown in the study of the digital module STEAMALUS, where teachers’ creativity continues to evolve in designing interactive teaching materials (Istiningsih et al., 2024).
A comparative study by Aulia et al. (2024) at Banguntapan Junior High School revealed that classes using STEAM-based Project-Based Learning (PjBL) experienced significant improvements in technological literacy (average score of 83.96 compared to 72.93) and creative thinking (73.44 compared to 68.62) compared to conventional classes. Similar findings were reported by Fitriyah & Ramadani (2021), who found that STEAM-based PjBL stimulated critical thinking and creativity among elementary students through project modeling, such as constructing temples from folded paper (Fitriyah & Ramadani, 2021). These findings align with a literature review by Sugita et al. (2025), which confirmed that STEAM enhances engagement, creativity, and critical thinking, although challenges related to teacher readiness and curriculum structure still require attention (Sugita et al., 2025).
In classroom practice, for instance, group discussions on the topic “Why is art important in science and technology education?” guide students to understand that art is not merely aesthetic but also rooted in ethics, culture, and communication. Projects such as solar-powered art installations offer concrete examples of how renewable energy (science/technology) and collaborative art can create meaningful public works. Studies show that after participating in such projects, students are able to critically compare conventional learning with STEAM, fostering deeper reflection on the relevance of integrated and contextual architectural education.
Thus, the relevance of STEAM lies in its ability to bridge technical and humanistic aspects developing logical, innovative, and empathetic problem-solving while creating contextual and transformative learning experiences. Strong support from empirical studies and scientific reviews over the past eight years confirms that STEAM is not merely a trend but a strategic direction for education aimed at shaping high-quality human resources in the digital and global era.
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