Developing a Design Thinking-Based STEAM Module on Global Hunger Solutions: Empowering Higher-Order Thinking Skills in Middle School Students

Abstract

This study developed and evaluated a design thinking-based STEAM module entitled “STEM-Driven Hunger Solutions” for junior high school students. The module was designed to address the limitations of conventional STEAM learning materials by embedding human-centered problem solving, interdisciplinary inquiry, mathematical estimation, prototyping, and reflective evaluation into a project on hunger and food security. Using a Design-Based Research approach, the module development integrated five phases of design thinking: empathize, define, ideate, prototype, and evaluate. Expert validation was conducted by three validators using a 12-item validation instrument covering STEM content integration, design thinking structure, pedagogical feasibility, higher-order thinking accommodation, usability, and visual design. The validation results showed an average Aiken’s V index of 0.861, indicating high content and construct validity. Two aspects required revision, namely mathematics integration and readability, each obtaining an Aiken’s V index of 0.556. Revisions were made by strengthening mathematical estimation activities, clarifying task instructions, and improving the readability of student worksheets. A field trial using a one-group posttest design was conducted with 117 junior high school students in the Greater Jakarta area during the 2025–2026 academic year, organized into 34 groups. Post-implementation evaluation data were obtained from 117 respondents. The results indicated strong attainment of targeted 21st-century skills, particularly critical thinking and problem solving (9.59/10.00), creativity and innovation (9.57/10.00), and interdisciplinary STEAM integration (9.51/10.00). These findings suggest that integrating design thinking into STEAM modules can provide a pedagogically meaningful framework for cultivating students’ 21st-century skills. Further studies using pretest–posttest designs, control groups, and broader implementation contexts are recommended to strengthen the evidence of effectiveness.