Low-Cost STEM for Meaningful Learning with Local Materials in Resource-Constrained Elementary Schools

Abstract

Limited resources should not restrict students’ opportunities to experience meaningful STEM learning. This study aimed to analyze the implementation of low-cost STEM using local materials and examine the integration of science, technology, engineering, and mathematics in learning activities among fifth-grade students at UPT SDN 6 Pinrang, Indonesia. A qualitative case study design was employed involving 27 students. Data were collected through classroom observations, student activity sheets, designs and prototypes, documentation, and student reflections, and were analyzed through data condensation, categorization, presentation, and interpretation. The findings showed that readily available local materials could support STEM experiences through problem identification, concept exploration, solution design, construction, testing, evaluation, and redesign. STEM integration was evident when students applied scientific concepts to understand phenomena, used tools and materials purposefully, engaged in engineering design processes, and employed measurement to support decision-making. The activities also provided opportunities for collaboration, problem-solving, and scientific reflection. The study concludes that low-cost STEM using local materials offers a practical and contextual pedagogical strategy for creating meaningful learning experiences through accessible resources.