BOARDING EDUCATION THROUGH THE LSTEAM LEARNING MODEL: A STRATEGIC RESPONSE TO THE DEMANDS OF 21ST CENTURY EDUCATION
Downloads
Objective: This conceptual article aims to explore how boarding schools can integrate the LSTEAM (Law, Science, Technology, Engineering, Art, and Mathematics) model to develop globally competent students who are ethically grounded and culturally rooted. Method: Through a literature review and contextual analysis, the study investigates the potential for applying the LSTEAM approach within the unique ecosystem of boarding school education. Results: The findings suggest that LSTEAM provides a transformative framework that aligns ethical reasoning, scientific exploration, technological literacy, and creative expression. The study highlights the importance of project-based learning, cultural relevance, and collaborative pedagogy in implementing LSTEAM effectively in a boarding school setting. Novelty: This article contributes to the growing body of knowledge by proposing a holistic educational model for boarding schools, emphasizing the integration of LSTEAM to produce students capable of navigating global challenges while staying connected to their cultural roots. The model promotes a balance between global competence and local cultural awareness, offering new insights into 21st-century educat.
A. Xavier F, syed shariq naeem, waseem rizwi, and H. rabha, “Subject naïve students using AI LLM-GPTs can outperform students with subject knowledge, even while using internet search engines or e-books for problem-solving (Preprint),” Jul. 2025, doi: 10.2196/preprints.81264.
I. W. Suastra, N. K. Rapi, P. Yasa, and I. G. Arjana, “Elaborating Indigenous Science Content into Science Learning Process: A New Science Instructional Model to Develop Students’ Local Wisdom-Based Characters and Higher Order Thinking Skills,” JPI (Jurnal Pendidikan Indonesia), vol. 10, no. 3, p. 516, Oct. 2021, doi: 10.23887/jpi-undiksha.v10i3.31176.
S. Black, L. Baillie, and C. Kane, “Developing the skills to support nursing and midwifery students with specific learning differences in practice: An evaluation of a learning resource,” The Journal of Practice Teaching and Learning, vol. 11, no. 2, pp. 9–26, Jan. 2010, doi: 10.1921/175951511x661237.
K. Kasemsap, “Advocating Problem-Based Learning and Creative Problem-Solving Skills in Global Education,” in Research Anthology on Developing Critical Thinking Skills in Students, IGI Global, 2021, pp. 1372–1398. doi: 10.4018/978-1-7998-3022-1.ch072.
O. Dalrymple, J. Spencer, and P. Myers, “The STEAM Team – engaging students through interactive and immersive learning,” Futurum Careers, 2021, doi: 10.33424/futurum211.
A. Rahman, N. Jana, and A. Asdar, “Pengaruh Penerapan Model Project Based Learning (PJBL) Terintegrasi STEAM (Science, Technology, Engineering, Art, and Mathematics) Terhadap Kreativitas Siswa,” Issues in Mathematics Education (IMED), vol. 9, no. 1, pp. 14–26, Mar. 2025, doi: 10.35580/imed.v9i1.5533.
A. Linklater, “The Nation-State, War and Human Equality,” in The Idea of Civilization and the Making of the Global Order, Policy Press, 2020, pp. 89–124. doi: 10.1332/policypress/9781529213874.003.0004.
A. Dilekçi and H. Karatay, “The effects of the 21st century skills curriculum on the development of students’ creative thinking skills,” Think Skills Creat, vol. 47, p. 101229, Mar. 2023, doi: 10.1016/j.tsc.2022.101229.
A. K. Sudrajat, H. Susilo, and S. E. Indriwati, “Application of Learning Based on Problem through Lesson Study in Learning Biology in 21st Century Course for Developing Biology Students Critical Thinking Skills and Collaboration Ability,” in Proceedings of the 2nd International Conference on Learning Innovation, SCITEPRESS - Science and Technology Publications, 2018, pp. 145–152. doi: 10.5220/0008409101450152.
H. Caldwell, “The arts in Stem: Steam,” in STEM in the Primary Curriculum, Learning Matters, 2019, pp. 154–168. doi: 10.4135/9781526479310.n11.
E. Eisner and K. Powell, “Special Series on Arts-Based Educational Research: Art In Science?,” Curriculum Inquiry, vol. 32, no. 2, pp. 131–159, Jan. 2002, doi: 10.1111/1467-873x.00219.
W. Maltas, “From STEM to STEAM: Integrating Arts Education into the STEM disciplines of Science, Technology, Engineering and Math,” Drexel University Libraries. doi: 10.17918/etd-6766.
D. Blockley, “What Can We Learn About STEAM from Bridges?,” in The STEAM Revolution, Springer International Publishing, 2018, pp. 155–167. doi: 10.1007/978-3-319-89818-6_11.
A. M. Juve and L. Zisblatt, “Bloom’s Taxonomy: Utilizing the Cognitive Domain of Bloom’s Taxonomy to Support Development of Learners from Novice to Expert,” in Professional, Ethical, Legal, and Educational Lessons in Medicine, K. Lalwani, I. T. Cohen, E. Y. Choi, B. Robins, and J. R. Kirsch, Eds., Oxford University PressNew York, 2024, pp. 267–273. doi: 10.1093/med/9780197655979.003.0046.
M. P. Maharani, “Transformation Of Islamic Boarding School Culture In The Digital Era: Collaboration Of Local Values And Global Competence,” International Journal of Technology and Education Research, vol. 3, no. 01, pp. 43–45, Jan. 2025, doi: 10.63922/ijeter.v3i01.1468.
O. Dalrymple, J. Spencer, and P. Myers, “The STEAM Team – engaging students through interactive and immersive learning,” Futurum Careers, 2021, doi: 10.33424/futurum211.
K. K. Koo and R. Chresfield, “‘Strive to survive’ International Students’ Unique Stressors and Well-Being: What They Need and How to Support Them?,” in Supporting International Students in US Higher Education, Springer Nature Switzerland, 2024, pp. 115–130. doi: 10.1007/978-3-031-46395-2_8.
Y. Cleovoulou, “21st Century Pedagogies and Citizenship Education: Enacting Elementary School Curriculum Using Critical Inquiry-Based Learning,” in Teacher Education in the 21st Century - Emerging Skills for a Changing World, IntechOpen, 2021. doi: 10.5772/intechopen.96998.
N. F. Wadah, A. Rosyidah, W. Makmur, H. Susilo, and S. E. Indriwati, “Empowering Biology Students Creative Thinking Skills in Biology Learning of 21st Century: Guided Inquiry-Based Lesson Study,” in Proceedings of the 2nd International Conference on Learning Innovation, SCITEPRESS - Science and Technology Publications, 2018, pp. 153–158. doi: 10.5220/0008409201530158.
H. Liu, M. Ludu, and D. Holton, “Can K-12 Math Teachers Train Students to Make Valid Logical Reasoning?: A Question Affecting 21st Century Skills,” in Emerging Technologies for STEAM Education, Springer International Publishing, 2015, pp. 331–353. doi: 10.1007/978-3-319-02573-5_18.
N. Milaturrahmah, Mardiyana, and I. Pramudya, “Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century,” in AIP Conference Proceedings, Author(s), 2017, p. 50024. doi: 10.1063/1.4995151.
S. Wulandari and A. Widodo, “How Do Students Understand the Material of Animal Kingdom? (Development Invertebrate Learning Material Based on Students’ Prior Knowledge),” in Proceedings of the 4th Asian Education Symposium (AES 2019), in aes-19. Atlantis Press, 2020. doi: 10.2991/assehr.k.200513.029.
Copyright (c) 2025 Mahdi Sudrajat
This work is licensed under a Creative Commons Attribution 4.0 International License.
