Implementing a STEAM-Based Character Makeup Learning Model for Performance Arts in Elementary Education
Abstract
This study investigated how effective a STEAM-based Character Makeup Learning Model is in boosting creativity among fifth-grade students at SD 28 Batang Anai. It employed a one-group pretest–posttest design with 28 students who took part in four STEAM-integrated sessions involving character makeup projects. Creativity was evaluated across four dimensions using a validated rubric. Classroom observations assessed how well STEAM components were implemented. Results revealed a significant increase in overall creativity, with the average score rising from 62.40 at pretest to 70.40 at posttest. A paired-sample t-test confirmed a statistically significant difference (t(27) = 4.23, p = 0.0002), with a Cohen’s d of 0.80, indicating a moderate-to-large effect. Specific gains in dimensions were: fluency (+2.80), flexibility (+2.70), elaboration (+3.10), and originality (+3.40), showing notable improvements across all creativity facets. Classroom observations showed high overall STEAM implementation (78%), with Arts and Science as the strongest areas, while Engineering needed more scaffolding. Character makeup product assessments demonstrated consistent progress, with 35% of students reaching high performance post-intervention. These findings suggest that incorporating performance arts into STEAM learning effectively promotes multidimensional creativity in elementary students.
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DOI: https://doi.org/10.17509/md.v21i2.93336
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Universitas Pendidikan Indonesia, Purwakarta Campus
Jl. Veteran No. 8. Purkawarta
West Java, Indonesia
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