The Influence of STEAM Education on Students' Interest in Technology at Middle Schools in Indonesia

ABSTRACT


INTRODUCTION
In the rapidly evolving educational landscape, there is a paradigm shift towards holistic and interdisciplinary learning approaches to equip students with 21stcentury skills.STEAM education, which integrates Science, Technology, Engineering, Arts, and Mathematics, is gaining global appeal as an innovative educational framework [1].The integration of these disciplines aims to develop diverse skills, fostering critical thinking, creativity, and problem-solving abilities among students [2], [3].STEAM is implemented in various subjects, including history, mathematics, and integrated curriculum, to provide students with a holistic understanding of different fields and enhance their knowledge and skills [4]- [6].By incorporating STEAM education, students can develop collaborative and creative skills, which are essential in addressing challenges in the digital world, such as cybersecurity.Overall, STEAM education offers a comprehensive approach to education that prepares students for the demands of the 21st century [7].
The Indonesian government has recognized the importance of incorporating STEAM education into the national curriculum to nurture a workforce with expertise across multiple disciplines and drive socio-economic development and technological advancement [8], [9].The curriculum has undergone many changes over the years, with each iteration focusing on different aspects and adapting to social changes and scientific advances [10].Various efforts have been made to improve the quality of education in Indonesia, including investing in teacher education programs, infrastructure and facilities, and changes to the curriculum and assessment system [11].In addition, the government has implemented the Merdeka Curriculum, which emphasizes assessment as a learning process and aims to address learning loss and gaps during the pandemic [12].Technical and Vocational Education and Training (TVET) is seen as a way to connect the school and workplace environments and improve graduates' employability and productivity.Strengthening existing TVET institutions is essential to provide graduates with the latest skills and knowledge throughout their careers.However, the implementation of STEAM practices in secondary schools across the nation is characterized by variation, and there is a critical need for empirical research to comprehensively assess their impact on student interest and technology integration.
While the theoretical underpinnings of STEAM education are compelling, the practical implications and measurable outcomes of its implementation in Indonesian secondary schools remain largely unknown [13], [14].This research seeks to bridge this gap by conducting quantitative analyses, and investigating the complex relationship between STEAM education, students' interest in STEM subjects, and technology integration in the Indonesian secondary education landscape.This research aims to detail and explore the implementation of STEAM education in selected secondary schools across Indonesia.In addition, this study aims to evaluate the impact of STEAM education in increasing students' interest, particularly in STEM subjects.Furthermore, it will investigate the correlation between STEAM education and technology integration in the classroom.Through a series of in-depth analyses, the main objective of this research is to provide practical and evidence-based recommendations that can contribute to improving the effectiveness of STEAM education in Indonesia's secondary school system.

STEAM Education in the Global
Context STEAM education, which integrates Science, Technology, Engineering, Arts, and Mathematics, has gained recognition worldwide for its potential to develop well-rounded individuals equipped with critical thinking and problem-solving skills necessary for the 21st century.Studies have shown that STEAM education leads to increased student engagement, improved academic performance, and the cultivation of a creative mindset.It has been applied in various educational levels, from elementary schools to universities, and has been found to contribute significantly to the development of skills needed to face the challenges of the modern era.Implementing STEAM-PjBL (Project-based Learning) in science education has been particularly effective in fostering the abilities required by students in the current COVID-19 pandemic situation [15], [16].To promote STEAM education in higher education, strategies such as government support, curriculum integration, innovative teaching methods, and an optimized educational environment have been proposed [3], [5], [17], [18].

STEAM Education in Indonesia
The implementation of STEAM education in secondary schools in Indonesia varies and research on its effectiveness in this context is limited [19].To gain a more nuanced understanding of the challenges and opportunities associated with STEAM education in Indonesia, further research is needed [20].The Indonesian government's commitment to integrating STEAM education into the national curriculum reflects recognition of its transformative potential [21].However, there is a need for a better understanding of how STEAM practices can be effectively implemented in Indonesia's unique educational landscape [22].This research can help identify the specific challenges faced by teachers and schools in implementing STEAM education and provide insights into how these challenges can be overcome.
By examining the implementation of STEAM education in Indonesian classrooms, researchers can contribute to the development of effective strategies and approaches for integrating STEAM into the national curriculum.

Student Interest in STEM Subjects
Engaging pedagogical approaches, particularly those encompassed within STEAM education, are closely related to heightened student interest in STEM subjects.Research has shown that the use of science cartoons can stimulate a STEAM approach and promote learning in 10th-grade students [23].The use of drones as a pedagogical technology has also been found to have a positive impact on engagement and meaningful learning in STEAM subjects [24].Furthermore, the integration of art, entrepreneurship, and design components in engineering programs has been shown to enhance the quality of the learning process and better prepare students for their careers [25].Additionally, a STEAMbased space-themed learning module is effective in improving science education for primary school students, with gender and academic achievement levels influencing the effectiveness of the module [26].Finally, the stages of integrated teaching units in STEAM programs can promote a deeper understanding and more meaningful learning experience of mathematics [27].

Technology Integration in Education
Technology integration in education has become critical in preparing students for the challenges and opportunities of the digital age.Research shows that technologyenhanced learning environments contribute to improved student learning outcomes, including improved problem-solving skills, increased collaboration, and better preparation for future careers [28]- [30].Government and private institutions have integrated smart classrooms to bring smart learning to students, resulting in better learning experiences [31].The use of information and communication technology (ICT) in the teaching and learning process has shown positive results, improving performance and developing participatory skills [32].However, challenges such as hardware failure, software incompatibility, and distractions from technology need to be overcome.To overcome these challenges, students and educators need to develop skills to solve technological problems.Overall, integrating technology in education has the potential to enhance student learning and prepare them for the digital world.

Research Gaps
While the literature provides valuable insights into the global benefits of STEAM education, the Indonesian context remains relatively unexplored.Research gaps are evident, particularly concerning the impact of STEAM education on student interest in STEM subjects and the integration of technology within Indonesian secondary schools.This study aims to address these gaps by conducting a quantitative analysis, providing empirical evidence to inform educational practices and policies in Indonesia.The synthesis of existing literature sets the stage for a comprehensive investigation into the effectiveness of STEAM education within the Indonesian secondary education landscape.

METHODS
This research adopts a quantitative research design to systematically investigate the relationships between STEAM education, student interest in STEM subjects, and the integration of technology in selected secondary schools across Indonesia.The cross-sectional survey method will be employed to collect data from a representative sample of 250 students.The participants in this study will be drawn from diverse backgrounds and various grade levels within selected secondary schools in Indonesia.The sample size of 250 participants will be determined through stratified random sampling, ensuring a balanced representation across different geographical regions and socio-economic backgrounds.

Data Collection
A structured survey instrument will be designed to collect quantitative data on multiple variables, including the level of STEAM education implementation, student interest in STEM subjects, and the extent of technology integration within the classroom setting.The survey will consist of closed-ended questions, Likert-scale items, and demographic queries.The instrument will be pre-tested to ensure clarity and relevance.

Data Analysis
The quantitative data collected in this study will undergo a comprehensive analysis using the Structural Equation Modeling -Partial Least Squares (SEM-PLS) methodology.This approach is deemed particularly suitable for the research objectives as it enables the examination of intricate relationships between latent variables while accommodating smaller sample sizes [33].The analysis will involve several steps, beginning with the construction of a measurement model to assess the reliability and validity of the survey instrument.Confirmatory Factor Analysis (CFA) within the SEM-PLS framework will be employed to evaluate the relationships between observed variables and their corresponding latent constructs [34].Subsequently, the structural model will be developed to investigate the relationships between the latent variables, with SEM-PLS facilitating the simultaneous estimation of path coefficients, offering insights into both direct and indirect effects of STEAM education on student interest in STEM subjects and technology STEAM Education

Students' Interest Technology
The Eastasouth Journal of Learning and Educations (ESLE)  integration [35].To ensure the robustness and significance of the relationships within the structural model, a bootstrap resampling procedure will be applied, allowing for the estimation of standard errors and confidence intervals for a more accurate evaluation of the model's predictive power [36].Additionally, various fit indices, including the Goodness of Fit Index (GFI) and the Root Mean Square Error of Approximation (RMSEA), will be utilized to assess the overall fit of the SEM-PLS model, providing valuable information about its adequacy in explaining observed data pattern.

Results a. Descriptive Statistics
Before delving into the intricate relationships explored through SEM-PLS, it is essential to provide a comprehensive overview of the descriptive statistics derived from the survey responses.The sample, comprising 250 students from diverse secondary schools in Indonesia, offers valuable insights into the prevailing trends related to STEAM education, student interest in STEM subjects, and the integration of technology within the educational milieu.
In examining the implementation of STEAM education, the mean score of 4.2 (SD = 0.76) reflects a relatively high level of adoption within the surveyed schools, accompanied by a moderate degree of variability.This prompts further exploration into the factors contributing to these variations.Regarding student interest in STEM subjects, the mean score of 3.9 (SD = 0.82) indicates a moderately high level of interest with notable variability among students, prompting a closer examination of the factors influencing individual interest levels in STEM disciplines.In terms of technology integration, the mean score of 4.0 (SD = 0.78) suggests a generally positive disposition towards incorporating technology within the educational setting, with some variance among schools.This calls for an exploration into the factors influencing the degree of technology integration across different contexts.These descriptive statistics provide a foundational understanding, laying the groundwork for a more nuanced analysis of the relationships between these variables using SEM-PLS.The observed variation in scores across the three domains underscores the necessity to unravel the complexities contributing to trends within the Indonesian secondary school system.

b. Measurement Model Analysis
The measurement model analysis involves assessing the reliability and validity of the measurement instruments for each latent variable-STEAM Education (SE), Students' Interest (SI), and Technology (TE).This evaluation is crucial for ensuring the accuracy and effectiveness of the survey items in capturing the intended constructs.

b. Mediating Role of Student Interest
The mediating role of student interest is evident in the positive relationship between STEAM education and technology integration.This suggests that the cultivation of students' interest in STEM subjects serves as a pivotal mechanism for promoting the adoption and integration of technology in the educational landscape [52], [53].

c. Predictive Relevance
The Blindfolding Test results underscore the predictive relevance of STEAM education, providing substantial evidence that this educational approach contributes meaningfully to the prediction of both students' interest and the integration of technology within the secondary school environment.

d. Reliability of Path Coefficients
The bootstrapping tests robustly confirm the reliability of the path coefficients, emphasizing the statistical significance and positive nature of the relationships between STEAM education, student interest, and technology integration.

Practical Implications
The

Source:
Processing data analys (2024) Variance Inflation Factor (VIF) is a statistical measure of the degree of multicollinearity among the independent variables in a regression model.VIF values greater than 5 or 10 are often considered an indication of a multicollinearity problem, indicating that the variables are highly correlated.

Figure 1 .
Figure 1.Model Internal Assessment Source: Data processed by researchers, 2024

Table 1 .
Validity and Reliability Indicators

Table 2 .
Discriminant Validity research

Table 4
presents the results of the Goodness-of-Fit (GOF)

Table 4 .
GOF test Results

Table 7 .
Bootstrapping Test insights into the intricate relationships among STEAM education, student interest, and technology integration within Indonesian secondary schools.The findings highlight the pivotal role of STEAM education as a catalyst in shaping students' interest in STEM subjects and fostering the integration of technology in the educational setting.The robust measurement model, supported by discriminant validity analysis, enhances the credibility of the study's findings.The structural equation model reveals the positive impact of STEAM education on both student interest and technology integration.The identified mediating role of student interest emphasizes the interconnectedness of these variables, suggesting that cultivating genuine interest in STEM subjects is crucial for the effective adoption of technology in education.