The Effect of a STEAM Approach Assisted by Digital Mind Mapping (DMM) within the Problem Based Learning Model on Improving Students’ Critical Thinking Skill in Work and Energy

Abstract

This study examined the effect of a Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach assisted by Digital Mind Mapping (DMM) integrated into the Problem-Based Learning (PBL) model on students' critical thinking skills in the topic of Work and Energy. A quasi-experimental method with a nonequivalent control group design was employed. The sample consisted of 36 students in the experimental class and 31 students in the control class, selected through purposive sampling. The experimental class was taught using the STEAM approach assisted by DMM integrated into the PBL model, while the control class received the PBL model only. Data were collected using a validated critical thinking skills test comprising 10 multiple-choice items with a Cronbach's alpha reliability coefficient of 0.717. Data were analyzed using significance testing, normalized gain (N-gain), and effect size analysis. The findings showed that the experimental class demonstrated significantly greater improvement in critical thinking skills than the control class, with a higher N-gain across most critical thinking indicators. The effect size of 1.100 indicated a very large treatment effect. These findings suggest that integrating a STEAM approach assisted by DMM into the PBL model is effective in improving students' critical thinking skills in Work and Energy.