INTEGRASI STEAM DALAM PEMBELAJARAN SAINS: ANALISIS KETERAMPILAN KOLABORASI DAN KOMUNIKASI
DOI:
https://doi.org/10.51878/learning.v6i3.11354Keywords:
STEAM, Kolaborasi, Komunikasi, Pembelajaran SainsAbstract
ABSTRACT
The demands of 21st-century education have positioned collaboration and communication skills as essential competencies that need to be fostered through science learning. Although the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach has been increasingly implemented to support this objective, studies examining the relationship between these two skills within science education remain relatively limited. In response to this gap, this article synthesizes research findings on the implementation of STEAM and its contribution to the development of students’ collaboration and communication skills. A literature review method was employed by analyzing 28 national and international articles published between 2016 and 2026 and retrieved through Google Scholar. The review process involved identification, screening, categorization, and synthesis of studies based on predetermined inclusion criteria. The findings indicate that STEAM creates learning experiences that actively engage students in discussion, teamwork, idea negotiation, problem-solving, and the communication of learning outcomes. Such learning conditions enable collaboration and communication skills to develop simultaneously through sustained interaction throughout the learning process. These findings suggest that STEAM serves not only as an interdisciplinary approach to science education but also as an effective learning framework for fostering 21st-century competencies in a more meaningful and integrated manner.
ABSTRAK
Tuntutan pembelajaran abad ke-21 menempatkan keterampilan kolaborasi dan komunikasi sebagai kompetensi yang perlu dikembangkan sejak dini melalui pembelajaran sains. Meskipun pendekatan Science, Technology, Engineering, Arts, and Mathematics (STEAM) semakin banyak diterapkan untuk mendukung tujuan tersebut, kajian yang menjelaskan hubungan antara kedua keterampilan tersebut dalam konteks pembelajaran sains masih relatif terbatas. Berangkat dari kondisi tersebut, artikel ini menyajikan sintesis terhadap berbagai penelitian yang membahas implementasi STEAM dan kontribusinya terhadap pengembangan keterampilan kolaborasi serta komunikasi siswa. Kajian dilakukan melalui metode literature review terhadap 28 artikel nasional dan internasional yang dipublikasikan pada periode 2016–2026 dan diperoleh melalui Google Scholar. Proses kajian mencakup identifikasi, penyaringan, pengelompokan, dan sintesis temuan berdasarkan kriteria inklusi yang telah ditetapkan. Hasil analisis memperlihatkan bahwa STEAM menciptakan pengalaman belajar yang mendorong peserta didik untuk terlibat dalam diskusi, kerja sama, negosiasi gagasan, pemecahan masalah, dan penyampaian hasil belajar secara aktif. Kondisi tersebut memungkinkan keterampilan kolaborasi dan komunikasi berkembang secara bersamaan melalui interaksi yang berkelanjutan selama proses pembelajaran. Temuan ini menunjukkan bahwa STEAM tidak hanya berfungsi sebagai pendekatan integratif lintas disiplin, tetapi juga sebagai kerangka pembelajaran yang mendukung pengembangan kompetensi abad ke-21 secara lebih bermakna dalam pembelajaran sains.
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