Miftahus Surur, Vera Septi Andrini, Teguh Arie Sandy, Umi Hidayati, Agus Permana, Sitti Nursinar, Wayan Haarits Setiawan
Introduction: this study examined the impact of Collaborative Problem-Solving Based STEAM (Science, Technology, Engineering, Arts, and Mathematics), academic ability, and support on student engagement and creative thinking skills among university students in Indonesia. Objective: the objective of this study was to explore how Collaborative Problem-Solving Based STEAM, academic ability, and support influenced students’ engagement and creative thinking, with a focus on understanding the relationships between these factors. Method: a quantitative research design was employed, utilizing Structural Equation Modeling (SEM) to analyze data. The sample consisted of 290 students from Universitas PGRI Mpu Sindok, STKIP PGRI Situbondo, UIN Sunan Gunung Djati Bandung and Universitas Negeri Gorontalo, selected using purposive sampling. Data were collected through a structured questionnaire that measured five latent variables: STEAM, academic ability, support, engagement, and creative thinking skills. Results: the analysis revealed that STEAM-based learning significantly enhanced both engagement (β=0,463, p<0,001) and creative thinking skills (β=1,042, p<0,001), with engagement serving as a mediator between the two. Support was found to positively influence engagement (β=0,405, p<0,001) but negatively impacted creative thinking skills (β=−0,360, p<0,001), suggesting that excessive support may have hindered independent creativity. Academic ability had no significant direct effect on either engagement (β=0,0163, p=0,732) or creative thinking (β=0,0483, p=0,217). Conclusion: the study concluded that STEAM education significantly enhanced engagement and creativity, with a balanced level of support being crucial for fostering student autonomy. These findings provided valuable insights for developing educational strategies, particularly in countries like Indonesia, where resources were limited. Future research should focus on integrating STEAM learning while ensuring a balance between support and independence to further enhance student creativity and engagement. © 2025; Los autores.
STKIP PGRI Situbondo, Situbondo, Indonesia; Universitas PGRI Mpu Sindok, Nganjuk, Indonesia; Ahli Media Consultant, Malang, Indonesia; UIN Sunan Gunung Djati Bandung, Bandung, Indonesia; Universitas Negeri Gorontalo, Gorontalo, Indonesia; Universitas Negeri Malang, Malang, Indonesia
