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Abstract
Problem-solving ability is an essential skill for elementary school students to meaningfully understand science concepts, including the water cycle, which is closely related to everyday life phenomena. However, conventional teaching methods often do not provide sufficient opportunities for students to develop this skill optimally. This study aims to investigate the effect ofimplementing the STEM learning model on students’ problem-solving ability in the context of the water cycle in a fifth-grade elementary school classroom. The study employed a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 30 fifth-grade students selected through convenience sampling. The research instrument used was a problem-solving ability test, and the data were analyzed quantitatively using a paired sample t-test. The results showed that the implementation of the STEM model had a significant positive effect on enhancing students’ problem-solving ability, categorized as high. These findings indicate that integrating STEM into science learning can be an effective approach to foster critical thinking and problem-solving skills from an early age.
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