Cover Image

The Effect of STEAM-based Learning on Students’ Concept Mastery and Creativity in Learning Light And Optics

Gita Ayu Wandari, Agus Fany Chandra Wijaya, Rika Rafikah Agustin


The integrated knowledge should be implemented to face the 21st-century era. Beside the integrated knowledge, mastery the concept and creativity also must be involved in order to enhance the quality of education. Thus, this research was aimed to investigate the effect of STEAM-Based Learning on Students’ Concept Mastery and Creativity in learning Light and Optics. The method that used was a mixed method with convergent parallel design. The population in this research was 8th-grade students in private junior high school in West Bandung and the sample was one class of 8th grade. The school implemented Indonesian Curriculum 2013 in the teaching-learning process. The sampling techniques were convenience sampling. The number of participants in this research was 27 students. The quantitative data in this research was obtained through an objective test. The objective test was made based on Bloom’s Taxonomy revision by Anderson. The qualitative data was obtained through the creativity rubric adopted from Creative Product Semantic Scale (CPSS) developed by O’Quinn and Bessemer. The dimension that was in creativity is novelty, resolution, and elaboration and synthesis. According to the research, students’ concept mastery improved as much as 0.78 with category high improvement after the implementation of STEAM-Based Learning. For students’ creativity achievement, in every dimension gained different result: 1) Novelty is categorized into good with 75.6%, 2) Resolution is categorized into good with 77.8%, and 3) Elaboration and synthesis are categorized into enough with 65.3 %. Overall, students’ concept mastery and creativity in the implementation of STEAM-Based Learning in learning light and optic is categorized as good.

Full Text:

Download PDF


Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing (A Revision of Bloom’s Taxonomy of Educational Objectives). United States: Addison Wesley Longan, Inc.

Baek, J.-E., & Yoon, M.-B. (2016). Development and Application of STEAM Education Program Based on Robots: Through a Theme-Based Robot Soccer. International Journal of Computer Science and Information Technology for Education, 1(1), 27–34.

Besemer, S. P. (2000). Creative product analysis to foster innovation. Design Management Journal (Former Series), 11(4), 59-64.

Besemer, S. P., & Treffinger, D. J. (1981). Analysis of creative products: Review and synthesis. The Journal of Creative Behavior, 15(3), 158-178.

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research (Vol. 4). United States: Pearson.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.

Gurteen, D. (1998). Knowledge, creativity and innovation. Journal of knowledge Management, 2(1), 5-13.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.

Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM journal, 1(2), 15.

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change. Journal of Educational Technology & Society, 19(3).

Kim, D. H., Ko, D. G., Han, M. J., & Hong, S. H. (2014). The Effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.

Kim, S. W., Chung, Y. L., Woo, A. J., & Lee, H. J. (2012). Development of a theoretical model for STEAM education. Journal of the Korean Association for Science Education, 32(2), 388-401.

Kim, Y., & Park, N. (2012). Development and application of STEAM teaching model based on the Rube Goldberg’s invention. In Computer science and its applications (pp. 693-698). Springer, Dordrecht.

Kong, Y. T., & Huo, S. (2014). An Effect of STEAM Activity Programs on Science Learning Interest. Advanced Science and Technology Letters, 59, 41–45.

O'Quin, K., & Besemer, S. P. (2006). Using the creative product semantic scale as a metric for results‐oriented business. Creativity and Innovation Management, 15(1), 34-44.

Pratiwi, W. N. W., Rochintaniawati, D., & Agustin, R. R. (2018). The Effect of Multiple Intelligence-Based Learning Towards Students' Concept Mastery and Interest in Matter. Journal of Science Learning, 1(2), 49-52.

Shidiq, A., Rochintaniawati, D., & Sanjaya, Y. (2017). The Use of Self Construction Animation Learning Software to Improve the Students Concept Mastery on Structure and Functions of Plants. Pancaran Pendidikan, 6(3).



  • There are currently no refbacks.

Copyright (c) 2018 Authors

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Science Learning is published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia
Email: js