INTEGRATION OF STEAM AND DESIGN THINKING IN SCIENCE LEARNING AND ITS IMPLICATIONS FOR SUSTAINABLE ENERGY EDUCATION IN JUNIOR HIGH SCHOOL
Published:
2026-10-06Downloads
Abstract
Integrating STEAM and design thinking offers opportunities to connect science learning with human needs and sustainability challenges. However, using these terms does not necessarily establish meaningful disciplinary integration, an explicit design process, or robust evidence of learning outcomes. This draft systematic review examines integration practices, reported educational outcomes, relevance to energy education, and implications for curriculum design in lower secondary schools. The materials include a bibliographic export, a supplied selection diagram, and an extraction matrix containing 112 records marked as included. The diagram reports 155 initial records, 27 duplicates, seven exclusions during initial screening, and nine exclusions during eligibility assessment. An audit of extraction depth identified eight records supported by full-text sections, 71 by abstracts, 28 by metadata, and five records representing entire conference proceedings. A preliminary thematic synthesis distinguishes direct integration evidence, supporting STEAM research, and contextual evidence concerning energy and sustainability. The findings suggest that user engagement, alternative generation, and revision informed by testing help make the design process explicit. Several studies report favorable outcomes for motivation, creativity, and reasoning; however, variation in research designs, measures, and comparison conditions limits causal interpretation. Evidence specifically addressing STEAM with design thinking for energy learning and SDG 7 in lower secondary schools remains unconfirmed within the available extraction. The principal implication is the alignment of learning goals, interdisciplinary activities, teacher support, and individual assessment. Full-text verification, reconciliation of exclusion remains reasons, and methodological quality appraisal necessary before this manuscript can be treated as a completed systematic review.
Keywords:
STEAM Design Thinking Science Learning Sustainable Energy Systematic ReviewsReferences
Aboagye, G. A., Owusu, K. F., Aklasu, E., Nti, F. P. M., Adamtey, D. E., Duako, K. F., & Essel, HB (2026). A systematic review of design thinking as a pedagogical strategy in higher education learning experiences. Discover Education, 5(1), 803. https://doi.org/10.1007/s44217-026-02088-3
Alev, S., Kasapoglu, K., Aydogdu, B., Duban, N., Sirakaya, M., & Cetinkaya, H. (2025). Enhancing digital fluency skills and STEAM teaching self-efficacy of teachers of gifted students through digitally supported STEAM learning. School Science and Mathematics. Advance online publication. https://doi.org/10.1111/ssm.18362
Amastuti, W., Wulandari, IN, Suryani, E., Hawa, AM, Purwanti, KY, Rini, ZR, Rizqi, HY, & Suhirno. (2026). Integrating local wisdom into project-based STEAM education: Preparing future-ready students in Indonesian elementary schools. KnE Social Sciences, 11(5), 1-23. https://doi.org/10.18502/kss.v11i5.21477
Anugrahsari, I., Nurhayati B, & Syamsiah. (2025). The influence of the STEAM integrated PjBL learning model on communication skills, critical thinking skills, and problem-solving skills of students in biology. Journal of Science Education Research, 11(6), 670-687. https://doi.org/10.29303/jppipa.v11i6.11411
Bernstein, D., Puttick, G., Wendell, K., Shaw, F., Danahy, E., & Cassidy, M. (2022). Designing biomimetic robots: Iterative development of an integrated technology design curriculum. Educational Technology Research and Development, 70(1), 119-147. https://doi.org/10.1007/s11423-021-10061-0
Bouskos, M., & Paraskeva, F. (2026). STEAMscapers: A digital escape room scenario based on STEAM and project-based learning. International Journal of Education and Information Technologies, 20, 45. https://doi.org/10.46300/9109.2026.20.6
Creely, E., & Henriksen, D. (2025). Towards a unified approach to creativity in education: Integrating Whitehead and Dewey. Creativity. Theories – Research - Applications, 12(1), 48-74. https://doi.org/10.2478/ctra-2025-0003
Dermawan, DD, & Andaartiani, K. (2022). Electronic development of STEAM-based worksheets to improve students' creative thinking abilities. Hypotenuse: Journal of the Mathematical Society, 4(1). https://doi.org/10.18326/hipotenusa.v4i1.7213
Ferreira-Santos, J., & Pombo, L. (2025). The Art Nouveau path: Promoting sustainable competencies through a mobile augmented reality game. Multimodal Technologies and Interaction, 9(8), 77. https://doi.org/10.3390/mti9080077
Flamonia, P., Hasanah, L., Liliawati, W., & Suwarma, IR (2026). Integrating the engineering design process into STEM-based physics education: A systematic literature review of research trends, implementation, and effectiveness. Journal of Science Education Research, 12(7), 34-48. https://doi.org/10.29303/jppipa.v12i7.15601
Herianingtyas, NLR, Shobayar, RN, Faizin, A., & Rizapoor, H. (2025). Mapping global trends in design thinking for creative education: A bibliometric analysis. In Towards Resilient Societies: The Synergy of Religion, Education, Health, Science, and Technology (pp. 317-322). CRC Press. https://doi.org/10.1201/9781003645542-51
Hikmah, N., Nugroho, AS, & Patonah, S. (2025). Development of STEAM-esd-oriented renewable energy learning tools to improve creative thinking and environmental literacy. Journal of Physics Learning Research, 16(3), 280-286. https://doi.org/10.26877/jp2f.v16i3.1562
Hong, Q.N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.P., Griffiths, F., Nicolau, B., O'Cathain, A., Rousseau, M.C., Vedel, I., & Pluye, P. (2018). The mixed methods appraisal tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291. https://doi.org/10.3233/efi-180221
Ismania, D., & Amini, R. (2026). Development of STEAM-PjBL-based Microsoft Sway-assisted science learning media in elementary schools. Journal of Education Research, 7(3), 1800-1811. https://doi.org/10.37985/jer.v7i3.3947
Jia, Y., Zhou, B., & Zheng, X. (2021). A curriculum integrating STEAM and Maker education promotes pupils' learning motivation, self-efficacy, and interdisciplinary knowledge acquisition. Frontiers in Psychology, 12, 725525. https://doi.org/10.3389/fpsyg.2021.725525
Juškevičienė, A., Dagienė, V., & Dolgopolovas, V. (2021). Integrated activities in STEM environment: Methodology and implementation practice. Computer Applications in Engineering Education, 29(1), 209-228. https://doi.org/10.1002/cae.22324
Juškevičienė, A., Pears, A., Jevsikova, T., & Stupurienė, G. (2023). Computational thinking design application for STEAM education. In Data Science in Applications (pp. 1-26). Springer International Publishing. https://doi.org/10.1007/978-3-031-24453-7_1
Kamala, I., Wilujeng, I., & Suyanto, S. (2026). STEAM in science education: The role of art in enhancing 21st century skills for interdisciplinary learning. AMPLITUDO: Journal of Science and Technology Innovation, 5(2), 11-27. https://doi.org/10.56566/amplitude.v5i2.579
Küçükaydın, M.A., & Ulum, H. (2025). The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates. International Journal of Technology and Design Education, 35(2), 629-645. https://doi.org/10.1007/s10798-024-09923-4
Lena, N., Hayat, MS, & Novita, M. (2026). STEAM project-based science learning design as a strategy to improve digital literacy and student motivation. Educational Scientific Periodicals, 6(2), 424-430. https://doi.org/10.51214/bip.v6i2.2191
Maulana, Y., Sussiana, N., & Murnaka, NP (2026). The effectiveness of problem-based learning integrated with the STEAM-LABIRIN approach in developing students' conceptual understanding and critical thinking skills. Indonesian Journal of Islamic Educational Review, 3(2), 350-358. https://doi.org/10.58230/ijier.v3i2.664
Mulder, WRSP, Khoiri, N., & Hayat, MS (2023). Analysis of the characteristics of the development of web-based science learning media with the STEAM approach. Journal of Science Education Research, 9(11), 9586-9592. https://doi.org/10.29303/jppipa.v9i11.5095
Ng, W., & Fergusson, J. (2020). Engaging high school girls in interdisciplinary STEAM. Science Education International, 31(3), 283-294. https://doi.org/10.33828/sei.v31.i3.7
Novarman, A., Supriyatin, & Rusdi. (2026). PjBL-STEAM approach to enhance students' creativity and science process skills in biology learning. Biosphere, 19(2), 753-765. https://doi.org/10.21009/biospherejpb.58601
OECD. (2023). PISA 2022 results (volumes I and II) – country notes: Indonesia. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
Page, MJ, McKenzie, JE, Bossuyt, PM, Boutron, I., Hoffmann, TC, Mulrow, CD, Shamseer, L., Tetzlaff, JM, Akl, EA, Brennan, SE, Chou, R., Glanville, J., Grimshaw, JM, Hróbjartsson, A., Lalu, MM, Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S., …, Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pangestu, K., Nugroho, IA, Ambarwati, U., & Lestari, P. (2025). Exploring the relationship between STEM-based learning and TPACK: A systematic literature review. Journal of Science Education Research, 11(1), 56-64. https://doi.org/10.29303/jppipa.v11i1.9113
Pauzi, Rayendra, Hidayati, A., & Rahmi, U. (2026). Promoting critical thinking through an SDG-integrated STEAM e-module for grade 10 high school students. Journal of Science Education Research, 12(6), 47-52. https://doi.org/10.29303/jppipa.v12i6.12484
Pelamonia, J., Ginting, C., Kempa, E., Tobing, D., & Leasa, M. (2025). Students' critical thinking skills based on the STEAM approach: The issue of waste recycling and ecology. Journal of Environment and Sustainability Education, 3(3), 396-413. https://doi.org/10.62672/joease.v3i3.95
Pratiwi, SI, Suryanti, Rachmadyanti, P., & Mariana, N. (2026). Improving IPAS learning outcomes through STEAM-based Scratch media with the Suroboyoan dialect context for fifth-grade elementary school students. Information Technology Education Journal, 5(3), 196-210. https://doi.org/10.59562/intec.v5i3.12820
Purnamasari, R., Maftuh, B., Hakam, KA, Hidayat, M., Warlim, Ganeswara, GM, Ruyadi, Y., Dahliyana, A., & Somad, MA (2026). STEAM-based PjBL (project-based learning) model to improve critical thinking character of elementary school. Journal of Educational Sciences, 10(1), 602-616. https://doi.org/10.31258/jes.10.1.p.602-616
Purwati, USP, & Nur Hayati, DS (2026). STEM and STEAM education in secondary school science: A systematic review of research trends (2021–2025). Eduscience Journal, 13(4), 1254-1266. https://doi.org/10.36987/jes.v13i4.8523
Putri, AS, Prasetyo, ZK, Purwastuti, LA, Prodjosantoso, AK, & Putranta, H. (2023). Effectiveness of STEAM-based blended learning on students' critical and creative thinking skills. International Journal of Evaluation and Research in Education (IJERE), 12(1), 44. https://doi.org/10.11591/ijere.v12i1.22506
Romadona, SSBI, Izzah, AEN, Nafia, ZI, & Roosyanti, A. (2026). Implementing STEAM– project based learning in solid geometry learning: A descriptive study of elementary students' critical thinking skills. Elementary School Wahana, 34(2), 46-58. https://doi.org/10.17977/um035v34i22026p46-58
Rukayah, Daryanto, J., Atmojo, IRW, Ardiansyah, R., Saputri, DY, & Salimi, M. (2022). Augmented reality media development in STEAM learning in elementary schools. Ingénierie des systèmes d information, 27(3), 463-471. https://doi.org/10.18280/isi.270313
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066x.55.1.68
Sabella, W., & Zannah, F. (2024). Ethno-STEAM based e-comic "Lilis Lamiang", is it necessary to use it on science learning in elementary schools? Journal of Science Education Research, 10(10), 7431-7436. https://doi.org/10.29303/jppipa.v10i10.8337
Shaid, NAN, Sulaiman, NA, Kamaruzaman, FM, & Arsad, NM (2025). Narrative-animation STEAM enrichment program: Enhancing creativity, writing, and affective skills in primary students. In M. Shelley & OT Ozturk (Eds.), Proceedings of ICRES 2025 International Conference on Research in Education and Science (pp. 254–262). ISTES. https://files.eric.ed.gov/fulltext/ED679008.pdf
Suprapto, N., Deta, UA, Fahmi, MN, Dermawan, DA, Nurmalasari, D., Hidayatullaah, HN, Monica, E., Damarsha, AB, & Citra, NF (2025). Systematic literature review: Strengthening teacher competence through creative project-based STEAM implementation in physics learning. Studies in Philosophy of Science and Education, 6(3), 203-212. https://doi.org/10.46627/sipose.v6i3.717
Syukri, M., Ukhaira, Z., Zainuddin, Herliana, F., & Arsad, N.M. (2022). The influence of STEAM-based learning application on students' critical thinking ability. Asian Journal of Science Education, 4(2), 37-45. https://doi.org/10.24815/ajse.v4i2.28272
Ta, T. T. (2025). Cultivating design thinking in Vietnamese high school students: A STEAM-powered pedagogical experiment. AsTEN Journal of Teacher Education, 9(2). https://doi.org/10.56278/asten.v9i2.3338
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45. https://doi.org/10.1186/1471-2288-8-45
Trivena, Salu, B., & Markus, G. (2025). Integrating STEAM and edupreneurship in primary education to improve science literacy and student creativity. Pendas Cakrawala Journal, 11(3), 657-666. https://doi.org/10.31949/jcp.v11i3.13980
United Nations. (2025). The sustainable development goals report 2025: Goal 7. https://unstats.un.org/sdgs/report/2025/Goal-07/
Vinayagan, K., Nawi, ND, & Abdul Rahman, NF (2026). Integrating arts into STEM: A systematic review of STEAM education practices in Southeast Asia. Journal of Research, Innovation, and Strategies for Education (RISE), 3(6), 170-184. https://doi.org/10.70148/rise.v3i5.10
Wannapiroon, N., & Pimdee, P. (2022). Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: A conceptual model using a digital virtual classroom learning environment. Education and Information Technologies, 27(4), 5689-5716. https://doi.org/10.1007/s10639-021-10849-w
Yanakieva, E., Bieniusa, A., Becka, T., Moser, B.B., Jerger, D., & Thyssen, C. (2023). Bridging the gap: Infusing natural science classes with computer science concepts and skills. In Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education (pp. 180-193). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-44900-0_14
Yanti, R., Susongko, P., & Indriyanti, DR (2026). Developing a STEAM-based water cycle diorama integrating 3D printing, virtual reality, and local wisdom: An educational design research. Proceedings of International Conference on Science, Education, and Technology, 12, 309-316. https://proceedings.unnes.ac.id/ISET/article/view/5409
License
Copyright (c) 2026 Fitri Handayani, Haryono, Trimurtini, Budiyono
This work is licensed under a Creative Commons Attribution 4.0 International License.
