Student Responses to Hybrid PjBL-STEAM Through The Toilet Check System Project in Elementary School
DOI:
https://doi.org/10.58764/j.im.2026.7.220Keywords:
hybrid learning, student responses, project-based learning, STEAM, elementary schoolAbstract
Aim: This study aimed to describe first-grade students’ responses to hybrid learning integrated with Project-Based Learning (PjBL)-STEAM through the Toilet Check System project in Civic Education. Method: A quantitative descriptive approach involved 28 students. Data were collected using a four-point observation sheet covering ten indicators: interest, active participation, response to digital media, understanding of instructions, collaboration, responsibility, creativity, problem solving, communication, and reflection. The data were analysed using frequencies, percentages, mean, median, and standard deviation. Result: Twenty-two students obtained a score of 4, five students a score of 3, and one student a score of 2. The total score was 105 out of 112 (93.75%), with a mean of 3.75, a median of 4.00, and a standard deviation of 0.52, indicating a very positive response. Novelty/Implication: The novelty lies in combining hybrid learning, PjBL-STEAM, and a Toilet Check System project as a contextual Civic Education experience for early-grade students. The findings imply that digital technology should support concrete experience, collaboration, and problem solving while direct teacher-student interaction remains central.
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