Implementing Project-Based Hybrid STEAM Learning Through the “Eco Craft Fan” from Recycled Bottle Caps: A Qualitative Study in a Grade Six Elementary School
DOI:
https://doi.org/10.58764/j.im.2026.7.216Keywords:
STEAM, hybrid learning, project-based learning, recycling, elementary educationAbstract
Objective: This study aims to describe the implementation of Science, Technology, Engineering, Art, and Mathematics (STEAM) learning through a hybrid project-based approach using “Kipas Eco Craft,” a product made from used bottle caps, as well as student engagement, implementation challenges, and adaptive strategies in Grade VI at SDN 004 Domo. Methods: This study employed a descriptive qualitative approach. Data were collected through participatory observation, semi-structured interviews with students, parents, and the school principal, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Method and source triangulation were applied to enhance the credibility of the findings. Results: The “Kipas Eco Craft” project integrated all five STEAM components through contextual learning activities. Online learning was used for concept exploration and product design, while face-to-face sessions focused on assembly, testing, and product refinement. Students demonstrated enthusiasm, collaboration skills, participation in design decision-making, and increased awareness of plastic waste. The challenges included limited digital devices and internet connectivity, restricted face-to-face learning time, work safety considerations, and differences in work pace among groups. Novelty/Implications: The novelty of this study lies in integrating STEAM learning, a hybrid model, and the use of locally available waste materials in a project adapted to technological access limitations in elementary schools. Dividing activities according to their characteristics, with exploration and design conducted online and practical work and testing carried out face-to-face, offers a potentially replicable strategy for similar learning contexts. These findings highlight the need to strengthen teachers’ competencies in designing integrated STEAM learning and to provide simple learning resources to support innovative, inclusive, and contextually relevant education.
Downloads
References
» click to expand references listAlim, J. A., Oktaviani, C., Hermita, N., & Putra, Z. H. (2023). Enchanting math audiblebook: Insights from teachers, university students, and young learners. Pythagoras: Jurnal Matematika dan Pendidikan Matematika, 18(2). https://doi.org/10.21831/pythagoras.v18i2.65593
Afifi, A. A., Eliza, M., & Arifin, N. A. (2024). One Roof Integrated Six-Year Secondary High School in Indonesia: A Proposal for Efficiency and Quality Improvement. Perwakilan: Journal of Good Governance, Diplomacy, Customary Institutionalization and Social Networks, 2(2), 105-118.
De Meester, J., De Cock, M., Langie, G., & Dehaene, W. (2021). The process of designing integrated STEM learning materials: Case study towards an evidence-based model. European Journal of STEM Education, 6(1), 10. https://doi.org/10.20897/ejsteme/11341
Fendrik, M., Antosa, Z., Witri, G., & Andhi, R. R. (2024). Development of ethnomathematics-based hybrid learning model using a cybergogy approach to improve mathematical proficiency of prospective elementary school teachers. Al Ibtida: Jurnal Pendidikan Guru MI, 11(2), 258–272. https://doi.org/10.24235/al.ibtida.snj.v11i2.14959
Furi, R., Afifi, A. A., & Eliza, M. (2025). Implementing the Merdeka Curriculum in Chemistry Learning Through Tutoring: A Qualitative Study at Madrasah Aliyah Darul Funun El Abbassiyyah. Journal of Regional Development and Technology Initiatives, 3(1), 189-195.
Gamage, K. A. A., Gamage, A., & Dehideniya, S. C. P. (2022). Online and hybrid teaching and learning: Enhance effective student engagement and experience. Education Sciences, 12(10), 651. https://doi.org/10.3390/educsci12100651
Hamna, H., & BK, M. K. U. (2022). Science literacy in elementary schools: A comparative study of flipped learning and hybrid learning models. Profesi Pendidikan Dasar, 9(2), 132–147. https://doi.org/10.23917/ppd.v9i2.19667
Harris, A., & de Bruin, L. R. (2018). Secondary school creativity, teacher practice and STEAM education: An international study. Journal of Educational Change, 19(2), 153–179. https://doi.org/10.1007/s10833-017-9311-2
Hendrowati, T. Y., Badrun, M., Siswoyo, & Istiani, A. (2025). The impact of hybrid learning on student engagement and academic performance in post-pandemic science education. Jurnal Penelitian Pendidikan IPA, 11(4), 154–165. https://doi.org/10.29303/jppipa.v11i4.10701
Hermita, N., Alim, J. A., Putra, Z. H., Putra, R. A., Anggoro, S., & Aryani, N. (2023). The effect of STEM autonomous learning city map application on students’ critical thinking skills. International Journal of Interactive Mobile Technologies, 17(3), 87–101.
Hermita, N., Diniya, D., Dipuja, D. A., Nasien, D., & Wijaya, T. T. (2024). Teachers’ response to STEAM-based learning media implementation for improving learning quality in Riau Malay culture subject. Jurnal Kependidikan, 8(1), 43–53. https://doi.org/10.21831/jk.v8i1.71302
Hermita, N., Ningsih, H. S., Alim, J. A., Alpusari, M., Putra, Z. H., & Wijaya, T. T. (2020). Developing science comics for elementary school students on animal diversity. Solid State Technology, 63(1), 2492–2500.
Hermita, N., Putra, Z. H., Alim, J. A., Tang, J., Wijaya, T. T., Li, L., Pereira, J., & Tamur, M. (2021). The Hungry Ant: Development of video-based learning on polyhedron. International Journal of Interactive Mobile Technologies, 15(17), 18.
Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early childhood teacher beliefs about STEAM education after a professional development conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5
Kartini, D., & Widodo, A. (2020). Exploring elementary teachers’, students’ beliefs and readiness toward STEAM education. Mimbar Sekolah Dasar, 7(1), 58–69. https://doi.org/10.53400/mimbar-sd.v7i1.22453
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z
Khoiri, N., Roshayanti, F., & Widarti, R. (2023). Integration of STEAM and ESD: Improving the understanding of fluid concepts and creativity. Journal of Education and e-Learning Research, 10(3), 578–584.
Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15, 587–605.
Li, K. C., Wong, B. T. M., Kwan, R., Chan, H. T., Wu, M. M. F., & Cheung, S. K. S. (2023). Evaluation of hybrid learning and teaching practices: The perspective of academics. Sustainability, 15(8), 6780.
Liliawati, W., Rusnayati, H., Purwanto, & Aristantia, G. (2017). Implementation of STEAM education to improve mastery concept. IOP Conference Series: Materials Science and Engineering, 288, 012148. https://doi.org/10.1088/1757-899X/288/1/012148
Mardita, M., Alim, J. A., Hermita, N., & Wijaya, T. T. (2022). The effect of thinking-based STEM learning on students’ critical thinking ability. Journal of Educational Science and Technology (EST), 8(2), 150–155. https://doi.org/10.26858/est.v8i2.26680
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mu’minah, I. H., & Suryaningsih, Y. (2020). Implementation of STEAM (Science, Technology, Engineering, Art and Mathematics) in 21st century learning. Bio Educatio, 5(1), 65–73. https://doi.org/10.31949/be.v5i1.2105
Oktaviani, C., Alim, J. A., Antosa, Z., & Hermita, N. (2022). Pengembangan audible books berbasis etnomatematika sebagai media literasi untuk siswa di sekolah dasar. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(3), 2464–2478. https://doi.org/10.24127/ajpm.v11i3.5355
Permana, N. D., Lestari, I., Harahap, F. D. S., Azhar, A., & Defianti, A. (2023). Project based learning (PjBL) model with STEAM approach: Its impact on students creative thinking skills on energy in living system topic. Journal of Natural Science and Integration, 6(2), 186–195.
Putra, Z. H., Hermita, N., Alim, J. A., Dahnilsyah, D., & Hidayat, R. (2021). GeoGebra integration in elementary initial teacher training: The case of 3-D shapes. International Journal of Interactive Mobile Technologies, 15(19), 21.
Putri, A. S., Prasetyo, Z. K., Purwastuti, L. A., Prodjosantoso, A. K., & Putranta, H. (2023). Effectiveness of STEAM-based blended learning on students’ critical and creative thinking skills. International Journal of Evaluation and Research in Education, 12(1), 44–52. https://doi.org/10.11591/ijere.v12i1.22506
Quigley, C. F., & Herro, D. (2016). Finding the joy in the unknown: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology, 25, 410–426. https://doi.org/10.1007/s10956-016-9602-z
Riyanda, A. R., Agnesa, T., Wira, A., Ambiyar, A., Umar, S., & Hakim, U. (2022). Hybrid learning: Alternatif model pembelajaran di masa pandemi COVID-19. Jurnal Basicedu, 6(3), 4461–4469. https://doi.org/10.31004/basicedu.v6i3.2794
Sitorus, M. S., Sirait, S., Syani, A. J., Hermita, N., & Barokah, R. G. S. (2026). Pengembangan media ajar diorama berbasis STEM pada materi metamorfosis untuk meningkatkan keterampilan berpikir kritis siswa kelas III sekolah dasar. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 12(2).
Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wijaya, T. T., Li, L., Hermita, N., Putra, Z. H., & Alim, J. A. (2021). Helping junior high school student to learn Fibonacci sequence with video-based learning. International Journal of Interactive Mobile Technologies, 15(11), 183.
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education. Pupils’ Attitudes Towards Technology (PATT-19) Conference.
Yuhendri, O. S., Daulay, Q. A., Fitra, R., Hermita, N., & Barokah, R. G. S. (2026). Implementasi STEM berbasis etnosains dan dampaknya terhadap keterampilan pengambilan keputusan siswa sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(2). https://doi.org/10.23969/jp.v11i02.49423
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Vovi Ulfah, Jesi Alexander Alim, Neni Hermita
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
