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Fostering Creative Thinking in Early Learners through STEAM-Based Ecoprint Projects
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Abstract
This research investigates the impact of integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) project-based learning (PjBL) with Ecoprint activities on developing creative thinking skills in early childhood. A mixed-methods concurrent embedded design was adopted, focusing on preschool children aged 4-6 years from two educational institutions in Karangsari Village, Cirebon District. The study engaged 30 participants in Ecoprint activities, utilizing natural materials to create prints on paper and fabric. These activities were framed within the STEAM PjBL methodology, encompassing stages of Reflection, Research, Discovery, Application, and Communication to facilitate a comprehensive earning experience. Qualitative data, collected through interviews with educators and observations of the Ecoprint projects, were complemented by quantitative assessments of the children's development of creative thinking skills. This dual approach allowed for a rich, multifaceted analysis of the learning processes and outcomes. The creative thinking abilities of the participants were evaluated using a standardized rating scale aligned with criteria set forth by the Ministry of Education and Culture, tracking progress from initial baselines to post-intervention stages. The findings indicate a notable enhancement in creative thinking among the children, with a significant majority advancing from lower levels of creative dev. Children can select and sort the base color materials from the collected leaves. At this stage, the potential of STEAM PjBL, combined with hands-on, environmentally focused artistic activities like Ecoprint, is to enrich early childhood education by fostering creative, innovative thinking. The study's implications extend to curriculum development, advocating for including interdisciplinary, experiential learning strategies that blend scientific inquiry with artistic creativity. However, the research is limited by its scope and its participants' demographic and geographic characteristics. Future studies are recommended to explore the scalability of this approach and its long-term impacts across diverse educational settings, potentially offering valuable insights into the role of integrated STEAM education in nurturing holistic cognitive development in young learners.
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Introduction
In the 21st century, the dynamic interplay between rapid technological advancements and evolving educational paradigms necessitates a transformative pedagogy approach, especially in early childhood education's foundational years. The global educational agenda increasingly emphasizes the importance of equipping young learners with a suite of competencies known as the 4Cs: creativity, critical thinking, communication, and collaboration(Septikasari, 2018). These competencies are essential for navigating the complexities of the digital age and the future workforce. The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) within educational frameworks has been advocated as a robust strategy to foster these 21st-century skills from an early age, highlighting the need for innovative and interdisciplinary learning models(Aguayo et al., 2023)(Haugas, 2023).
Extensive research has underscored the efficacy of the STEAM approach in cultivating an integrated skill set that marries the analytical rigor of STEM disciplines with the creative and flexible thinking fostered by the arts(Areljung, 2022)(Chung et al., 2020). This interdisciplinary method not only aligns with the cognitive development trajectories of young learners but also reflects the collaborative and multifaceted nature of contemporary professional environments (Chaldi Mantzanidou, 2021;(Su, 2024). Moreover, the application of Project-Based Learning (PjBL) within the STEAM framework has been identified as a particularly effective pedagogical strategy, engaging students in active and contextualized learning processes that promote both individual and collaborative problem-solving and innovation(Cohrssen, 2021)(Errina et al., 2022).
Despite the growing body of evidence supporting the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in early childhood education (ECE) for fostering critical and creative thinking skills, significant challenges persist in curriculum development, educator preparedness, and the scalability of such programs. The pedagogical shift towards a STEAM-focused curriculum in ECE necessitates a reevaluation of existing educational materials and teaching strategies to ensure they are conducive to interdisciplinary learning and inquiry-based pedagogy(DeJarnette, 2018)Widiastuti Yuliati, 2023). Moreover, the successful implementation of STEAM in ECE settings hinges on the professional development of educators, who must be equipped with not only the content knowledge across multiple disciplines but also the pedagogical expertise to facilitate integrated and exploratory learning experiences (Fitriyah Ramadani, 2021;Mahardika Putra, 2023). Additionally, the development of age-appropriate STEAM materials that captivate young learners' interests while challenging their cognitive and creative abilities is critical for the effective engagement of children in STEAM learning (Aktürk Demircan, 2017;(Annisa et al., 2019).
The literature further elucidates the necessity of designing STEAM-PjBL (Project-Based Learning) educational and engaging activities for young learners. This dual focus is paramount in early childhood settings, where the intrinsic motivation to learn is closely tied to the enjoyment and relevance of the activities(Errina et al., 2022)Rosita Rizka, 2023). The incorporation of creative arts through methods such as Ecoprinting presents a novel avenue to achieve this, blending artistic expression with scientific inquiry in a manner that is accessible and appealing to young children (Fatmala Hartati, 2020;Octariza Mutmainah, 2021). However, the success of such integrative STEAM activities relies heavily on a nuanced understanding of child development and learning theories, ensuring that these activities are aligned with children's developmental stages and learning styles.
Notwithstanding the promising potential of STEAM-PjBL approaches in cultivating creative and critical thinking from an early age, the research landscape reveals a paucity of empirical studies focused specifically on the impact of these methodologies on creative thinking skills within ECE. While anecdotal and qualitative evidence points to the efficacy of STEAM-PjBL in enhancing engagement and learning outcomes, there remains a gap in quantitative research that rigorously evaluates the cognitive and developmental impacts of these approaches on young learners(DeJarnette, 2018)Widiastuti Yuliati, 2023). This gap underscores the need for methodologically robust studies that can provide concrete evidence of the benefits of STEAM-PjBL, thereby informing curriculum development, teacher training programs, and educational policy decisions aimed at optimizing early childhood education for the demands of the 21st century.
In identifying the limitations and controversies within the existing body of research, this study acknowledges the need for a deeper understanding of how STEAM-PjBL activities can be optimized for early childhood education. The challenge lies in balancing the inherent complexity of STEAM subjects with the developmental needs and interests of young children, ensuring that these educational experiences are effective and enjoyable. This research aims to contribute to early childhood education by offering a detailed exploration of STEAM-PjBL through Ecoprinting activities. This study seeks to provide actionable insights for educators and policymakers on integrating STEAM principles into early learning environments by focusing on developing creative thinking skills. The ultimate goal is to enrich the educational experiences of young learners, equipping them with the critical and creative thinking skills necessary for success in the 21st century.
Methods
This study employed a mixed-methods approach with a concurrent embedded design to explore the impact of STEAM Project-Based Learning (STEAM-PjBL) through Ecoprint projects on developing creative thinking skills in early childhood education. The research combined qualitative data, primarily descriptions of the STEAM-PjBL learning processes in preschool settings, with quantitative data on the progression of children's creative thinking abilities involved in the study(Cresswell, 2017)(Sugiyono, 2016).
Figure 1.Example Research Activity Flow with Concurrent Embedded Mixed Methodcaption for this image
The qualitative data were collected through interviews with teachers and observations during the project activities at two preschools in Karangsari Village, Cirebon District, namely RA Al-Hikmah and RA Miftahul Ulum. At RA Al-Hikmah, the implementation was conducted
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