Integration of STEAMS-based Design Thinking to Enhance Critical Thinking and Collaboration Skills of Fifth-Grade Elementary School Students: A Literature Review

Abstract

Critical thinking and collaboration skills are essential 21st-century competencies that remain relatively low among elementary school students in Indonesia. The STEAM approach integrated with Design Thinking is considered promising for developing these two skills; however, the social element has not yet been explicitly incorporated into the framework. This study aims to analyze the potential of STEAMS (adding the Social element) integration based on Design Thinking in enhancing critical thinking and collaboration skills of grade V elementary school students. The method employed is a literature review, analyzing ten relevant national and international journal articles. Data analysis used content analysis techniques. The results indicate that the Design Thinking-based STEAM approach significantly enhances critical thinking skills with a large effect size (d=0.98) and collaboration skills with a 34% improvement (d=1.73). Improvements in critical thinking sub-skills include interpretation, analysis, inference, information search, creative reasoning, as well as reflection and self-regulation. Enhanced collaboration sub-skills include perspective-taking (d=1.89), conflict resolution (d=1.67), communication effectiveness (d=1.54), and shared responsibility (d=1.42). Studies specifically targeting grade V elementary school students reported significant improvements in interpretation, analysis, and inference skills (Z=-3.982, p=0.00). Social dimensions such as empathy and self-confidence also developed through the Design Thinking process. Thus, STEAMS based on Design Thinking holds great potential for enhancing critical thinking and collaboration skills of grade V elementary school students.