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The study aimed to find out how the integration of STEAM-Project-Based Learning (STEAM-PjBL) was applied with the aim of developing students' scientific literacy. The study employed a qualitative research method with multiple data collection through interviews, observations, reflective journals, and a scientific literacy test. The integration of STEAM-PjBL was applied in a science classroom at a public elementary school in West Java, Indonesia with the thirty grade 4 students. The study consisted of five steps of reflection, research, discovery, application, and communication (Laboy-Rush, 2010). A house miniature with hand-powered electric generator or solar-powered generator is employed as STEAM project on alternative energy learning topic. The collected data was analysed using five aspects of scientific literacy, namely general scientific ideas, science characteristic, natural science in context, higher-order thinking skills, and affective aspect. The results of scientific literacy analysis show that overall the highest percentage has reached the level of competence. Integration of STEAM-PjBL into science learning encouraged students to be able to see the relevance of science knowledge of phenomena in daily life, develop curiosity and problem solving, and increase students' courage to ask questions and explore various sources to find information. The challenges faced during the research are source and time management, development of project ideas according to the topic of learning, and student involvement in learning. In addition, students also get meaningful and interesting learning by STEAM project making. This research also provides an opportunity for teachers to develop their competence in applying various learning models.
Adriyawati et al. (Fri,) studied this question.