Project-based STEM learning through vertical garden design: Enhancing elementary students’ numeracy and mathematical problem-solving

Cucu Maryam; Turmudi; Sandi Budi Iriawan

doi:10.58524/jasme.v6i3.1420

Authors

Cucu Maryam Universitas Pendidikan Indonesia, Indonesia
Turmudi Universitas Pendidikan Indonesia, Indonesia
Sandi Budi Iriawan Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i3.1420

Keywords:

Elementary Mathematics Education, Mathematical Problem-Solving, Numeracy, Project-Based STEM Learning, Vertical Garden Design

Abstract

Background: The persistently low numeracy performance of Indonesian elementary students, as indicated by the PISA 2022 results and the national Education Report Card, highlights the need for contextual mathematics instruction that connects mathematical concepts with authentic learning experiences.

Aims: This study investigated the effectiveness of project-based STEM learning through vertical garden design in enhancing fifth-grade students’ numeracy and mathematical problem-solving compared with the Direct Instruction model.

Method: A quasi-experimental study employing a nonequivalent control group design was conducted with 46 fifth-grade students, comprising an experimental group (n = 23) and a control group (n = 23). Data were collected using validated and reliable numeracy and mathematical problem-solving tests and analyzed through descriptive statistics, normalized gain (N-Gain), paired-sample t-test, Wilcoxon signed-rank test, independent-sample t-test, and Cohen’s effect size.

Results: Project-based STEM learning significantly improved students’ numeracy (p < 0.001) and mathematical problem-solving (p < 0.001). The experimental group achieved significantly greater numeracy improvement (N-Gain = 0.68) than the control group (N-Gain = 0.52), with a large effect size (d = 0.914). In contrast, no significant between-group difference was found in mathematical problem-solving improvement (p = 0.428; d = 0.236), likely due to a ceiling effect.

Conclusion: Project-based STEM learning through vertical garden design effectively enhances elementary students’ numeracy and mathematical problem-solving. Its strongest contribution lies in improving contextual numeracy, while its comparative advantage over Direct Instruction depends on the specific mathematical competency being developed.

References

Abdurrahman, A., Maulina, H., Nurulsari, N., Sukamto, I., Umam, A. N., & Mulyana, K. M. (2023). Impacts of integrating engineering design process into STEM makerspace on renewable energy unit to foster students’ system thinking skills. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e15100

Adeleke, J. O., Balogun, H. A., & Ayanwale, M. A. (2025). Assessment of content and cognitive dimensions of learners’ mathematics performance. STEM Education, 5(3), 383–400. https://doi.org/10.3934/steme.2025019

Alkair, S., Ali, R., Abouhashem, A., Aledamat, R., Bhadra, J., Ahmad, Z., Sellami, A., & Al-Thani, N. J. (2023). A STEM model for engaging students in environmental sustainability programs through a problem-solving approach. Applied Environmental Education & Communication, 22(1), 13–26. https://doi.org/10.1080/1533015X.2023.2179556

Arce, E., Suárez-García, A., López-Vázquez, J. A., & Fernández-Ibáñez, M. I. (2022). Design sprint: Enhancing STEAM and engineering education through agile prototyping and testing ideas. Thinking Skills and Creativity, 44, 101039. https://doi.org/10.1016/j.tsc.2022.101039

Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on blended learning to improve students’ critical thinking skills. Universal Journal of Educational Research, 8(3B), 24–32. https://doi.org/10.13189/ujer.2020.081503

Arık, M., & Topçu, M. S. (2022). Implementation of engineering design process in the K–12 science classrooms: Trends and issues. Research in Science Education, 52(1), 21–43. https://doi.org/10.1007/s11165-019-09912-x

Asmara, A. S., Yusuf, Y., Prawiyogi, A. G., Zonyfar, C., Alhamssyah, M. A., & Alfarid, M. N. (2026). Profiling numeracy literacy among ninth-grade students: Empirical evidence from junior secondary education. Infinity Journal, 15(1), 291–318. https://doi.org/10.22460/infinity.v15i1.p291-318

Awwad, F. (2025). Enhancing electronics courses education: Active learning strategies for undergraduate engineering students. International Journal of Engineering Pedagogy, 15(2), 42. https://doi.org/10.3991/ijep.v15i2.51739

Baran, M., Baran, M., Karakoyun, F., & Maskan, A. (2021). The influence of project-based STEM (PjBL-STEM) applications on the development of 21st-century skills. Journal of Turkish Science Education, 18(4), 798–815. https://doi.org/10.36681/tused.2021.104

Barham, A., Naccache, H., & Hasan, M. (2026). Assessing the reliability and validity of a numeracy test for pre-service mathematics teachers: Cultivating proficiency in mathematics education. Social Sciences & Humanities Open, 13, 102857. https://doi.org/10.1016/j.ssaho.2026.102857

Bhaumik, K., Reddy, S. S., Datta, A., Ismayel, G., & Sarif, B. M. (2024). Fostering higher-order thinking: Pedagogical strategies in engineering education. Journal of Engineering Education Transformations, 86–99. https://doi.org/10.16920/jeet/2024/v38i1/24177

Chistyakov, A. A., Zhdanov, S. P., Avdeeva, E. L., Dyadichenko, E. A., Kunitsyna, M. L., & Yagudina, R. I. (2023). Exploring the characteristics and effectiveness of project-based learning for science and STEAM education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2256. https://doi.org/10.29333/ejmste/13128

Christou, P. (2023). How to use artificial intelligence (AI) as a resource, methodological and analysis tool in qualitative research? The Qualitative Report. https://doi.org/10.46743/2160-3715/2023.6406

Djam’an, N. (2025). Examining the implementation of environmental education in the STEAM approach for sustainability. Discover Education, 4(1), 410. https://doi.org/10.1007/s44217-025-00837-4

Dumitru, D., & Halpern, D. F. (2023). Critical thinking: Creating job-proof skills for the future of work. Journal of Intelligence, 11(10). https://doi.org/10.3390/jintelligence11100194

Fauzan, A., Harisman, Y., Yerizon, Y., Suherman, S., Tasman, F., Nisa, S., Sumarwati, S., Hafizatunnisa, H., & Syaputra, H. (2024). Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience. Infinity Journal, 13(2), 301–316. https://doi.org/10.22460/infinity.v13i2.p301-316

Geiger, V., & Schmid, M. (2024). A critical turn in numeracy education and practice. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1363566

Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(1). https://doi.org/10.3390/soc15010006

Gillies, R. M. (2023). Using cooperative learning to enhance students’ learning and engagement during inquiry-based science. Education Sciences, 13(12). https://doi.org/10.3390/educsci13121242

Grotlüschen, A., Desjardins, R., & Liu, H. (2020). Literacy and numeracy: Global and comparative perspectives. International Review of Education, 66(2), 127–137. https://doi.org/10.1007/s11159-020-09854-x

Grundy, L. S., & Koretsky, M. D. (2025). “More conceptual than actual”: Epistemic metacognition in response to a non-numerical statics question. Journal of Engineering Education, 114(4), e70035. https://doi.org/10.1002/jee.70035

Hoogland, K. (2023). The changing nature of basic skills in numeracy. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1293754

Idrus, H., Rahim, S. S. A., & Zulnaidi, H. (2022). Conceptual knowledge in area measurement for primary school students: A systematic review. STEM Education, 2(1), 47. https://doi.org/10.3934/steme.2022003

Jiang, C., & Pang, Y. (2023). Enhancing design thinking in engineering students with project-based learning. Computer Applications in Engineering Education, 31(4), 814–830. https://doi.org/10.1002/cae.22608

Lazić, B. D., Knežević, J. B., & Maričić, S. M. (2021). The influence of project-based learning on student achievement in elementary mathematics education. South African Journal of Education, 41(3), 1–10. https://doi.org/10.15700/saje.v41n3a1909

Leavy, A., & Hourigan, M. (2020). Posing mathematically worthwhile problems: Developing the problem-posing skills of prospective teachers. Journal of Mathematics Teacher Education, 23(4), 341–361. https://doi.org/10.1007/s10857-018-09425-w

Lee, M. Y., & Lee, J. S. (2025). Project-based learning as a catalyst for integrated STEM education. Education Sciences, 15(7). https://doi.org/10.3390/educsci15070871

Lin, K.-Y., Wu, Y.-T., Hsu, Y.-T., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. International Journal of STEM Education, 8(1), 1. https://doi.org/10.1186/s40594-020-00258-9

López-Meneses, E., Sirignano, F. M., Vázquez-Cano, E., & Ramírez-Hurtado, J. M. (2020). University students’ digital competence in three areas of the DigComp 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 36(3), 69–88. https://doi.org/10.14742/ajet.5583

Manfreda Kolar, V., & Hodnik, T. (2021). Mathematical literacy from the perspective of solving contextual problems. European Journal of Educational Research, 10(1), 467–483. https://doi.org/10.12973/eu-jer.10.1.467

Morris, D. L. (2025). Rethinking science education practices: Shifting from investigation-centric to comprehensive inquiry-based instruction. Education Sciences, 15(1). https://doi.org/10.3390/educsci15010073

Naseer, F., Tariq, R., Alshahrani, H. M., Alruwais, N., & Al-Wesabi, F. N. (2025). Project-based learning framework integrating industry collaboration to enhance student future readiness in higher education. Scientific Reports, 15(1), 24985. https://doi.org/10.1038/s41598-025-10385-4

Nguyen, T. P. L., Nguyen, T. H., & Tran, T. K. (2020). STEM education in secondary schools: Teachers’ perspective towards sustainable development. Sustainability, 12(21). https://doi.org/10.3390/su12218865

Nurwijaya, S. (2024). Pengaruh pendekatan pembelajaran STEM terhadap kemampuan numerasi siswa SD di Kepulauan Aru. Pedagogy: Jurnal Pendidikan Matematika, 9(1), 56–62. https://doi.org/10.30605/pedagogy.v9i1.3604

Olivares, D., Lupiáñez, J. L., & Segovia, I. (2021). Roles and characteristics of problem solving in the mathematics curriculum: A review. International Journal of Mathematical Education in Science and Technology, 52(7), 1079–1096. https://doi.org/10.1080/0020739X.2020.1738579

Oyovwe, S. O., & Oyovwi, M. O. (2026). Unveiling the latent curriculum incidental mathematics through digital task integration in secondary education. Discover Education, 5(1), 286. https://doi.org/10.1007/s44217-026-01123-7

Pellegrini, M., Lake, C., Neitzel, A., & Slavin, R. E. (2021). Effective programs in elementary mathematics: A meta-analysis. AERA Open, 7, 2332858420986211. https://doi.org/10.1177/2332858420986211

Proshkin, V., & Astafieva, M. (2025). Implementation of a conceptual and procedural approach in university-level mathematics education using the Moodle LMS. International Journal for Technology in Mathematics Education, 32(3), 91–113. https://doi.org/10.1564/tme_v32.3.01

Raj, T., Chauhan, P., Mehrotra, R., & Sharma, M. (2022). Importance of critical thinking in education. World Journal of English Language, 12(3), 126. https://doi.org/10.5430/wjel.v12n3p126

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-century skills and student engagement in the math classroom. Heliyon, 10(23). https://doi.org/10.1016/j.heliyon.2024.e39988

Retno, R. S., Purnomo, P., Hidayat, A., & Mashfufah, A. (2025). Conceptual framework design for STEM-integrated project-based learning (PjBL-STEM) for elementary schools. Asian Education and Development Studies, 14(3), 579–604. https://doi.org/10.1108/AEDS-08-2024-0188

Reyna, V. F., & Brainerd, C. J. (2023). Numeracy, gist, literal thinking and the value of nothing in decision making. Nature Reviews Psychology, 2(7), 421–439. https://doi.org/10.1038/s44159-023-00188-7

Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.913219

Solihah, P. A., Kaniawati, I., Samsudin, A., & Riandi, R. (2024). Prototype of greenhouse effect for improving problem-solving skills in science, technology, engineering, and mathematics (STEM)-education for sustainable development (ESD): Literature review, bibliometric, and experiment. Indonesian Journal of Science and Technology, 9(1). https://doi.org/10.17509/ijost.v9i1.66773

Subramaniam, R. C., Morphew, J. W., Rebello, C. M., & Rebello, N. S. (2025). Presenting a STEM ways of thinking framework for engineering design-based physics problems. Physical Review Physics Education Research, 21(1), 010122. https://doi.org/10.1103/PhysRevPhysEducRes.21.010122

Syukri, M., Haya, F., Maghfirah, S., Herliana, F., Rasul, M. S., & Pratama, H. (2026). STEM-based engineering design process models in physics learning: Systematic literature review. European Journal of STEM Education, 11(1). https://doi.org/10.20897/ejsteme/17784

Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23). https://doi.org/10.3390/su122310113

Torres-Peña, R. C., Peña-González, D., Lara-Orozco, J. L., Ariza, E. A., & Vergara, D. (2025). Enhancing numerical thinking through problem solving: A teaching experience for third-grade mathematics. Education Sciences, 15(6). https://doi.org/10.3390/educsci15060667

Vistara, M. F., Rochmad, R., & Wijayanti, K. (2022). Systematic literature review: STEM approach through engineering design process with project-based learning model to improve mathematical creative thinking skills. Mathematics Education Journal, 6(2), 140–156. https://doi.org/10.22219/mej.v6i2.21150

Wilson, K. (2021). Exploring the challenges and enablers of implementing a STEM project-based learning programme in a diverse junior secondary context. International Journal of Science and Mathematics Education, 19(5), 881–897. https://doi.org/10.1007/s10763-020-10103-8

Yi, S., Xu, X., Dai, J., & Hou, H. (2026). Improving elementary students’ numerical operation abilities through knowledge building in China. The Journal of Educational Research, 1–19. https://doi.org/10.1080/00220671.2025.2607040

Zhu, C., Leung, C. O.-Y., Lagoudaki, E., Velho, M., Segura-Caballero, N., Jolles, D., Duffy, G., Maresch, G., Pagkratidou, M., & Klapwijk, R. (2023). Fostering spatial ability development in and for authentic STEM learning. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1138607