The Effectiveness of STEAM-Based Learning in Enhancing Early Childhood Creativity in the Deep Learning Era
DOI:
https://doi.org/10.31958/jies.v6i2.17381Keywords:
Early Childhood, Deep Learning, Creativity, STEAMAbstract
The digital era, marked by rapid advances in artificial intelligence and deep learning technologies, has transformed the paradigm of early childhood education, creating a need for learning models that effectively foster creativity as a key twenty-first-century competency. This study aimed to analyze the effectiveness of the Science, Technology, Engineering, Art, and Mathematics (STEAM) learning model in enhancing early childhood creativity through project-based activities integrating science, technology, art, and simple engineering concepts. A quantitative approach with a quasi-experimental non-equivalent control group design was employed involving 30 children aged 5–6 years, consisting of 15 children in the experimental group and 15 children in the control group from a kindergarten. The experimental group participated in STEAM-based learning, while the control group received conventional instruction. The findings revealed that the STEAM learning model was effective in improving children's creativity. MANCOVA analysis indicated that pretest scores had a significant effect on posttest outcomes (p < 0.001), whereas parents’ educational background showed no significant influence on creativity development or intervention outcomes. These results demonstrate that interactive, collaborative, and project-based STEAM learning encourages children to become more active, enthusiastic, innovative, and creative in expressing their ideas. Therefore, the STEAM learning model is recommended as an effective strategy for implementing the Merdeka Curriculum and strengthening creativity and critical thinking skills in early childhood education
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