Analysis of Problem Solving Skills of Seventh Grade Junior High School Students in Design Thinking-STEAM Integrated Learning on the Water Cycle

Problem-solving is an essential competency in science learning. However, many students still demonstrate limited problem-solving ability due to insufficient opportunities to engage with contextual and authentic learning tasks. The purpose of this study was to analyze problem-solving skills among seventh-grade students during integrated Design Thinking with Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning on the water cycle topic. This research employed a descriptive quantitative method, involving 32 students from class VII-H at SMP Negeri 5 Malang, chosen using a total sampling technique. Data were gathered through an essay test designed according to Polya’s four problem-solving indicators: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. The data collected in this study were processed using descriptive quantitative analysis techniques. The study found that 87.5% of students demonstrated a high level of problem-solving ability, while 12.5% were categorized as moderate. Among the four indicators Devising a Plan and Reviewing the Solution showed the highest achievement, while Understanding the Problem showed the lowest achievement. These findings indicate that integrated Design Thinking-STEAM learning provides a contextual, systematic, and student-centered learning context in which students can demonstrate problem-solving skills on the water cycle topic.