Traditional mathematics education often struggles to connect abstract concepts with real-world relevance, particularly in geometry, where students find it challenging to visualize spatial relationships and applications. This study addresses this gap by integrating Balinese Meru temple architecture into a Project-Based Learning (PjBL) model infused with STEAM (Science, Technology, Engineering, Arts, Mathematics) to improve students’ conceptual understanding of geometry. A quasi-experimental post-test-only control group design was employed, involving 63 eighth-grade students (31 in the experimental group and 32 in the control group) at SMP Negeri 1 Singaraja, Indonesia. The experimental group participated in PjBL-STEAM activities exploring Meru temple geometry, while the control group received conventional instruction. Data were collected through post-tests assessing conceptual understanding, analyzed using independent sample t-tests, and supplemented with observations and interviews. Results indicated that the PjBL-STEAM approach incorporating Meru temple geometry significantly outperformed conventional methods, with the experimental group achieving a higher mean score (81.84 vs. 73.05, p = 0.024). Students demonstrated an improved ability to articulate geometric concepts, identify relevant examples, and apply their knowledge within cultural contexts. The study concludes that culturally contextualized PjBL-STEAM enhances conceptual mastery by bridging abstract mathematics with tangible cultural artifacts, suggesting its potential for broader application in other educational areas.
No takes yet. Share an insight, caveat, or question.
Astawa et al. (2025) studied this question.