Pendekatan STEAM Berbasis Proyek dalam Pengembangan Kognitif dan Kreativitas Anak Usia Dini

Meutea Tri Kurniati; Enjelin Okta Andini; Nur Azza Atirah

doi:10.30587/jieec.v8i2.11715

Authors

Meutea Tri Kurniati UIN Sunan Kalijaga Yogyakarta, Indonesia
Enjelin Okta Andini UIN Sunan Kalijaga Yogyakarta, Indonesia
Nur Azza Atirah Universiti Sains Islam Malaysia, Negeri Sembilan, Malaysia

DOI:

https://doi.org/10.30587/jieec.v8i2.11715

Keywords:

STEAM,Project-Based Learning, Cognitive Development, Creativity, Early Childhood.

Abstract

This study aims to analyze the implementation of the Science, Technology, Engineering, Art, and Mathematics (STEAM) project-based approach in fostering cognitive development and creativity among early childhood learners. This study employed a descriptive qualitative literature review method. Data were collected from national and international journal articles, conference proceedings, and scholarly books published between 2019 and 2026 that were relevant to the research topic. The data were analyzed using content analysis through the stages of data reduction, data presentation, synthesis of findings, and conclusion drawing. The findings indicate that project-based STEAM learning is implemented through exploration, experimentation, observation, and project activities that provide meaningful learning experiences for young children. This approach contributes positively to the development of critical thinking, problem-solving skills, creativity, communication, collaboration, and cognitive abilities. However, its implementation continues to face several challenges, including limited teacher competence in integrating STEAM components, inadequate learning facilities, and the need for continuous professional development and mentoring. This study provides a comprehensive synthesis of the implementation, benefits, and challenges of project-based STEAM as a foundation for developing innovative learning practices in early childhood education.

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