Model Pro-D-Stem: Integration Of Project-Based Learning, Design Thinking, And Stem To Enhance Elementary School Students' Problem-Solving Skills And Environmental Awareness
Abstract
21st-century education demands the development of problem-solving skills and environmental awareness from elementary school. However, curriculum implementation in elementary schools remains dominated by teacher-centered approaches.This article aims to present an innovative learning model resulting from the integration of Project-Based Learning (PjBL), Design Thinking, and STEM, named the Pro-D-STEM model.The method used is a conceptual study with a descriptive-qualitative approach through a systematic literature synthesis. The model development procedure follows the framework of Joyce & Weil (2014), which includes syntax, social system, principles of reaction, support system, as well as instructional and nurturant effects.The development results indicate that the Pro-D-STEM model has an operational syntax consisting of six phases: (1) Empathize, (2) Define, (3) Ideate, (4) Prototype, (5) Test, and (6) Reflect & Celebrate. This model is also equipped with a collaborative social system, scaffolding-based principles of reaction, and a support system utilizing recycled materials. The instructional impact of this model is the enhancement of problem-solving skills, while the nurturant effects include strengthening environmental awareness, collaboration, and a growth mindset.The Pro-D-STEM model offers a structured learning framework to address the gap between the demands of 21st-century competencies and learning practices in elementary schools. Further research is needed to empirically test the effectiveness of the model.