The Impact of The STEAM Approach on The Level of Students Creativity and Critical Thinking Levels: A Systematic Literature Review

Aprilia Enggaring Tyas

doi:10.59175/pijed.v4i2.834

Authors

Aprilia Enggaring Tyas Universitas Bengkulu, Bengkulu, Indonesia

DOI:

https://doi.org/10.59175/pijed.v4i2.834

Keywords:

Critical and Creative Thinking, High Order Thinking Skills, STEAM Approach

Abstract

This systematic literature review investigates the impact of the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach on students’ creativity and critical thinking across various educational levels. Drawing on a comprehensive selection of national and international studies, the review reveals consistent evidence that STEAM-based learning implemented through project-based, problem-based, and integrative instructional models significantly enhances students’ creative abilities, critical thinking skills, learning outcomes, engagement, and scientific disposition. The integration of art within STEM is shown to play a crucial role in fostering imagination, expression, and holistic problem-solving. Findings indicate that STEAM benefits not only early childhood learners by strengthening curiosity and confidence but also elementary and secondary students through improved higher-order thinking and collaboration skills. Moreover, STEAM contributes to broader educational, social, and economic outcomes by promoting transferable 21st-century competencies such as communication, adaptability, and perseverance. Despite its effectiveness, successful implementation requires adequate teacher readiness, structured learning design, and supportive educational policies. Overall, this review affirms STEAM as a relevant and impactful pedagogical innovation that supports meaningful, humanistic, and future-oriented learning.

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