A Systematic Review of STEAM Implementation in Fluid Dynamics Learning Atika Nur Fadhilah (1), Parno (1), Eny Latifah (2), Raden Bambang Sumarsono (3), Cindy Tyas Harvina (1), Marlina Ali (4)
1) Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia.
2) Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia.
3) Department of Educational Administration, Facullty of Education, Universitas Negeri Malang, Indonesia
4) School Education, Universiti Teknologi Malaysia, Malaysia
Abstract
STEAM implementation has become an important approach in physics learning, especially in fluid dynamics material that is abstract, contextual, and closely related to real-life phenomena. Various studies indicate that integrating science, technology, engineering, arts, and mathematics can support students^ conceptual understanding, creativity, and problem-solving skills in learning fluid dynamics. This study aims to systematically examine the implementation of STEAM in fluid dynamics learning, including its impact on learning outcomes, students^ conceptual understanding, and the challenges encountered during implementation. The method used is a Systematic Literature Review (SLR) with the PRISMA framework, based on research articles published between 2016 and 2026 obtained from several reputable databases. The results of the review show that STEAM-based learning in fluid dynamics is commonly implemented through project-based learning, inquiry activities, experiments, and technology-integrated learning media. Most studies report positive impacts on students^ conceptual understanding, learning motivation, creativity, collaboration skills, and problem-solving abilities. However, several challenges were also identified, including limited learning facilities, teachers^ difficulties in designing integrated STEAM activities, time constraints, and students^ varying initial abilities. Overall, the findings indicate that STEAM implementation has strong potential to create more meaningful, interactive, and contextual learning experiences in fluid dynamics learning.
