The Influence of STEM-Based Digital Learning on 6C Skills of Elementary School Students

1 Introduction

The 6C skills are necessary for the twenty-first century: character, citizenship, critical thinking, creative thinking, collaboration, and communication (Aslam, Aimin, Li, & Ur Rehman, 2020, Inganah, Darmayanti, & Rizki, 2023). Character traits are intimately linked to the formation of personal values, ethics, and morals, which enable people to grow in integrity and responsibility (Autio, Mudambi, & Yoo, 2021; López Peláez, Aguilar-Tablada, Erro-Garcés, & Pérez-García, 2022; Sari, Siregar, & Lubis, 2021). Citizenship skills center on a person’s capacity to participate actively in social life and be aware of all their rights and responsibilities as citizens. This ability helps people to be social members of society who take responsibility for social change and care about it. Critical thinking abilities call for people to be able to evaluate, assess, and decide based on the information presented. The goal of developing critical thinking skills is to make it simpler for people to solve problems and make wise judgments. Thinking creatively is another skill. To find knowledge that seeks to solve problems, people who can think creatively must be able to come up with fresh concepts and ideas. This encourages people to come up with novel, creative solutions. The ability to work cooperatively with others to accomplish shared objectives is referred to as collaboration skills. The ability to work in teams is encouraged by these collaboration skills. The final skill is communication or the ability to develop successful interactions with others. These communication abilities include the capacity for appropriate speaking, listening, and information transfer. In the twenty-first century, it is crucial to acquire these 6C skills because they are necessary for success. Therefore, everyone, especially elementary school children, must grasp these skills.

Children in the primary level of basic education are those between the ages of 6 and 12 (Bashirian et al., 2018). For elementary school pupils, developing 6C skills is necessary since at that age, character formation and development are at a critical time. The development of 6C skills is highly suited to be developed at this level since primary school pupils are in a period of active learning, during which they will experience the growth of mindset and behavior. In addition, having these 6C abilities can aid children in building a strong basis for their future, ensuring a strong foundation for primary school pupils. For students in primary school to succeed in the future academically, socially, and emotionally, they must develop character skills, citizenship skills, critical thinking skills, collaboration skills, and communication skills.

In addition, students can comprehend social norms, values, and attitudes at an early age (Kenedi, Helsa, Ariani, Zainil, & Hendri, 2019; Kenedi, Anita, & Afrian, 2023; Uge, Neolaka, & Yasin, 2019; Vieira & Tenreiro-Vieira, 2016). Students’ understanding of the concept of ethics, responsibility, and integrity can help them develop positive values in their lives because of developing character skills and values in elementary school. The development of pupils’ learning capacities will also benefit from the development of critical and creative thinking skills. The ability to critically evaluate any material learned and come up with innovative solutions when dealing with issues in both learning and everyday life (Sumarni & Kadarwati, 2020). In addition, collaboration skills are crucial for the development of primary school pupils’ cooperation abilities. Students will learn how to collaborate with others, respect individual differences, recognize when they need assistance from others, and build relationships with one another. In addition, 6C skills will teach primary school pupils how to speak, listen, and communicate clearly. Students who have good communication skills will find it easier to communicate and comprehend others. It will be simpler for primary school children to prepare for future obstacles if they comprehend these 6C skills. Therefore, these 6C skills must be taught to elementary school kids.

However, the researchers discovered that the 6C skills of primary school pupils were still lacking as a result of their literature analysis (Depila, Mulyasari, & Riyanti, 2023; Noorhapizah, Pratiwi, Prihandoko, Ayuni, & Putri, 2023; Rani & Mujianto, 2023; Srirahmawati, Deviana, & Wardani, 2023). This is supported by a measurement of the 6C skills of 100 primary school pupils in Indonesia, where the average score is 65.38 and falls into the low category. According to the researcher’s analysis, the lack of 6C skills among primary school pupils is a result of teachers’ instruction that is not in line with the twenty-first-century learning. Developing 6C skills is still not a major focus of most of the traditional curricula used in primary schools. It will be difficult for students to think critically, creatively, or collaboratively, and it will be difficult for elementary school students to communicate effectively if the curriculum only emphasizes theoretical aspects and excludes other aspects, such as creative and social aspects. The model of learning that teachers employ is the subject of another analysis. Teachers continue to use traditional teaching methods including the lecture model and the assignment model. While these 6C skills would be easily attained if there is a process of interaction carried out by students and in group cooperation (Ghavifekr, 2020; Mendo-Lázaro, León-del-Barco, Felipe-Castaño, Polo-del-Río, & Iglesias-Gallego, 2018), these two typical models utilized by teachers do not aid elementary school pupils in interacting, communicating, and working with others. The learning process has not yet established a connection between learning and a problem-based approach. Students in primary school will be inspired to think critically, creatively, and collaboratively while designing and identifying the best answer through the problem-based method. In contrast to problem-based learning, current learning presents a lot of information. In addition, the absence of technological integration contributes to elementary school kids’ inadequate 6C skills. Students’ development of the 6C skills will be aided using technology in the classroom in the twenty-first century. But, a lot of elementary school teachers still do not make the most of technology-based learning.

Changes in the learning process are required to improve kids’ 6C skills in elementary school. Teachers must be able to create a learning approach that will help primary school pupils build their 6C skills. In considering these issues, the growth of the twenty-first century, and the unique characteristics of elementary school pupils and researchers have created a learning model that takes all these factors into perspective. The model is a digital learning model based on science, technology, engineering, and mathematics (STEM). STEM concepts are combined with the usage of digital technology in the STEM-based digital learning model. In this STEM-based digital learning model, students learn using interactive media, applications, hardware, software, and other technologies that support and enhance their comprehension of the material. The STEM-based digital learning model focuses on using STEM ideas to solve problems in real-world situations. This STEM-based digital learning strategy entails engaging, creative, and relevant learning experiences for pupils. Various digital tools, including e-learning platforms, multimedia content, videos, educational games, and simulations, are utilized in this STEM-based digital learning approach to allow discovery, information, and the process of student interaction with learning resources. Previous studies have determined that this STEM-based digital learning model is legitimate and practicable for use in the teaching and learning process in elementary schools. The purpose of this study is to evaluate the validity of the learning model. The impact of this STEM-based digital learning technique on primary school kids’ 6C skills will require more investigation.

Therefore, this research aims to determine the effect of this STEM-based digital learning model on elementary school students’ 6C skills. The following research inquiries will be addressed in this study:

1. Is there a difference in character skills between students who follow STEM-based digital learning and those who follow conventional STEM learning?

2. Is there a difference in citizenship skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning?

3. Is there a difference in critical thinking skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning?

4. Is there a difference in creative thinking skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning?

5. Is there a difference in collaboration skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning?

6. Is there a difference in communication skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning?

7. Is there a simultaneous difference in 6C skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning?

This study is significant because it can shed light on how digital technology is used in STEM education and how it affects students’ 6C skills in primary school. The findings of this study can be used as empirical proof of the impact STEM-based digital learning models have on students’ 6C skills in primary school. For the findings of this study to be applied as a curriculum enhancement for the twenty-first century, it will also outline the breadth of the STEM curriculum and digital technology to enhance the 6C skills of elementary school pupils. Therefore, it is crucial to conduct this research with the primary goal of understanding how STEM-based digital learning models affect students’ 6C skills in elementary school.

2 Literature Review

3 Research Methodology

This kind of study is a quasi-experiment study. For several considerations, research with a quasi-experimental design was chosen to observe the effect of STEM-based digital learning on elementary school students’ 6C skills. In the educational process, it is difficult to exercise full control over the variables that influence the results, and it is often unethical to assign a control group that is not exposed to a particular treatment (Gopalan, Rosinger, & Ahn, 2020). In a quasi-experimental design, it is possible to control independent variables, although the control is not as strict as in pure experimental research (Lee, Shin, & Greiner, 2015). In addition, many external variables, such as student background or the quality of teaching in elementary schools, can influence research results. A quasi-experimental design makes controlling some of these variables easier, although more tightly than in a pure experiment. Although this design has less control, the results can still be generalized to a broader population, providing valuable insight into real-world cause-and-effect relationships. Thus, this research can provide a better understanding of the impact of STEM-based digital learning on elementary school students’ skills, although with some limitations in control and generalization. Group randomized design is the study methodology used. In a randomized design, research subjects are randomly divided into an experimental group (which receives treatment) and a control group (which may not receive or receive other treatment). Each group is then observed for differences in the dependent variable. This design allows researchers to compare the effects of STEM-based digital learning on students’ 6C skills between treatment and control groups.

STEM-based digital learning as an experimental class and traditional STEM learning as a control class serve as the study’s independent variables. Traditional STEM learning is a traditional approach to the education of STEM, primarily focusing on direct instruction from teachers and the use of textbooks as the main source of information. In this methodology, students generally assume a passive role, absorbing information through lectures and printed materials, and their abilities are assessed through written exams and individual assignments that emphasize memorization and the application of concepts. Unlike modern educational approaches that integrate technology and active learning methodologies, conventional STEM learning often involves the minimal use of technology in the learning process and tends to teach STEM disciplines separately, without significant interconnection between fields.

The 6C skills – character, citizenship, critical and creative thinking, collaboration, and communication skills – are the dependent variables in this study. The sample used was 200 elementary school students from 4 government schools in the province’s city center in the same area. These students are grade 5 elementary school students consisting of 105 female students and 9 male students ranging from 9 to 12 years old. 100 students from elementary schools are divided into experimental groups (classes that use STEM-based digital learning), while another 100 students from elementary schools are divided into control groups (classes that use conventional STEM-based learning).

Each class is given the same curriculum related to “Changes in the Form of Objects” with 12 meetings over 3 months. The topic resented can be seen in Table 1.

Before conducting the research, the teacher in each class designed the lesson. Teachers in experimental classes design learning using STEM-based digital learning steps. First, the teacher conveys the learning objectives, which helps students understand the direction and purpose of learning activities. Then, the teacher explains STEM concepts using various digital media such as educational videos, interactive simulations, AR, etc. This process allows students to understand concepts visually and practically. After that, students are invited to explore STEM concepts through experiments or interactive simulations provided using digital technology. Next, students are given projects relevant to STEM applications, allowing them to apply the concepts they have learned in real-world situations. The projects used are like exploring the forms of everyday objects. Collaborative discussions between students are carried out through digital platforms designed to be cloud-based, and other college applications use discussion forums. This process facilitates active interaction and learning between students. Teachers provide evaluation and feedback to students to evaluate the achievement of predetermined learning goals. This evaluation helps assess students’ understanding of the material and their ability to apply STEM concepts in each project. At the end of the lesson, the teacher and students reflect together to understand the achievements achieved during the learning process.

Teachers in the control class design learning using conventional learning steps. First, the teacher conveys the learning objectives to give direction and focus to students about what will be learned. Then, the teacher selects STEM materials and concepts that suit the learning objectives and presents them to students using presentations, demonstrations, and lectures. After that, students are invited to carry out projects exploring the forms of everyday objects prepared by the teacher, which allows them to apply STEM concepts in real-life contexts. Students are asked to actively participate in the project work process and collaborate with fellow students in discussions. Teachers ensure that STEM concepts are integrated into project work and provide evaluation and feedback to students to evaluate the achievement of learning objectives. This evaluation helps assess students’ understanding of the material and their ability to apply STEM concepts in the context of a given project. At the end of the lesson, the teacher and students reflect on the achievements achieved during the learning process.

In this study, data were collected through a case study test, utilizing an assessment rubric based on the 6C skills indicators to design the questions. Each question was crafted to reflect at least one of the 6C indicators, ensuring comprehensive coverage of each skill set. The validation process involved a two-step approach. Initially, experts in the field reviewed a total of 10 questions, verifying their validity and certifying their appropriateness for assessing students’ 6C skills. This expert validation is a widely recognized method for ensuring content validity, aligning with the practices outlined by Alexandrova & Haybron (2016). Furthermore, an additional layer of validation was applied through construct validation, a method that confirms whether a test reflects a set of theoretical concepts. The validity of the construct in the case study questions was assessed using the Pearson correlation coefficient. This statistical measure is commonly utilized to evaluate the strength and direction of the relationship between two continuous variables. In the context of the study, the Pearson correlation coefficient was employed to examine the extent to which the responses to the case study questions align with the intended construct or concept being measured. A high correlation coefficient indicates a strong relationship, suggesting that the questions effectively capture the targeted construct. Conversely, a low correlation coefficient may indicate the need for refinement or reconsideration of the questions to better assess the construct of interest. Therefore, the utilization of the Pearson correlation coefficient in assessing construct validity adds rigor and reliability to the findings of the case study. According to the construct validation results, all items were deemed valid, with the value of the r-count on each item surpassing the r-table value. This approach to validation supports the reliability and validity of the assessment tools used in educational research, as discussed by Zamanzadeh et al. (2015).

To complement the validity assessment, the questions underwent a reliability test, yielding an r-value of 0.937. This high degree of reliability indicates that the questions are consistently measuring what they are intended to measure, further affirming their suitability for evaluating the effectiveness of the intervention. The use of both validity and reliability testing is critical in educational research to ensure that assessment instruments accurately measure learning outcomes, as emphasized by Mohamad, Sulaiman, Sern, and Salleh (2015). This rigorous validation process underscores the reliability of our findings and the efficacy of our intervention in enhancing students’ 6C skills. The questions that have been declared valid in content and construct and have high reliability are listed in Table 2.

To conduct a normality test (the test used is Kolmogorov–Smirnov because the data tested is more than 100), homogeneity test, homogeneity test of variance–covariance matrix/box-M, and multitest of collinearity, the data analysis technique requires the SPSS 26 application. This data analysis aims to answer the question about the differences in 6C skills between STEM-based digital learning and conventional STEM learning.

The hypotheses of this research are as follows:

1. Ho: There is no difference in character skills between students who follow STEM-based digital learning and those who follow conventional STEM learning.

   Ha: There is a difference in character skills between students who follow STEM-based digital learning and those who follow conventional STEM learning.

2. Ho: There is no difference in citizenship skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

   Ha: There is a difference in citizenship skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

3. Ho: There is no difference in critical thinking skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

   Ha: There is a difference in critical thinking skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

4. Ho: There is no difference in creative thinking skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

   Ha: There is a difference in creative thinking skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

5. Ho: There is no difference in collaboration skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

   Ha: There is a difference in collaboration skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

6. Ho: There is no difference in communication skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

   Ha: There is no difference in communication skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

7. Ho: There is no simultaneous difference in 6C skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

   Ha: There is a simultaneous difference in 6C skills between students who take part in STEM-based digital learning and those who take part in conventional STEM learning.

4 Results and Discussion

The researcher created a lesson plan at the beginning of the study. The experimental class was prepared with a different lesson plan than the control class. While the experimental class used digital STEM-based learning, the learning in the control class was constructed using traditional STEM learning. In the experimental class, the learning process commenced with the teacher clearly articulating the learning objectives, ensuring every student understood the direction and goals of the activities to be undertaken. Subsequently, STEM concepts were elucidated using digital media, such as interactive presentations and educational videos, making the material more engaging and facilitating comprehension. The exploration of concepts was afforded through opportunities for students to engage in practical learning with technology, including the use of virtual experiments and simulations. This allowed students to delve deeper into STEM concepts.

The application of the learned concepts in real-life situations was conducted through projects, wherein students utilized their knowledge in practical and life-relevant contexts. Collaborative discussions among students were facilitated using a digital platform like a Google classroom, enhancing learning through peer-to-peer interaction and the development of communication skills. The evaluation and feedback from the teacher were measured based on the achievement of learning objectives and student comprehension, utilizing digital evaluation methods to provide rapid and focused feedback. A reflection session at the end of the activities reinforced the learning that had occurred and prepared students for upcoming challenges, utilizing group discussions or online journals to reflect on their experiences.

Conversely, the control class adopted a more traditional approach. The learning began with the teacher presenting the learning objectives, setting the focus of the learning. STEM concepts were delivered through methods such as presentations, demonstrations, and lectures, with the teacher playing a central role in the transmission of knowledge. Students were then invited to apply these concepts in prepared projects, allowing them to practice theory in real-life situations. This process involved discussion and collaboration among students, albeit limited to face-to-face interaction and the use of physical materials. Evaluation and feedback were given based on direct observation and project assessment, to determine the extent to which the learning objectives had been achieved. Finally, a joint reflection was conducted to conclude the learning and achievements during the process.

The 6C skills were assessed at the end of the lesson. The measurement results were tabulated to simplify data presentation. The data tabulation’s findings are listed in Table 3.

Table 3 presents the average value and standard deviation for each piece of data. The data were tabulated, and then a normality test was carried out. If the sig value is more than 0.05, then the data come from regularly distributed data, according to the normality test requirements. The normality test findings are listed in Table 4.

Since each set of data had a sig value greater than 0.05 (p > 0.05) and was readily apparent from Table 4, it was possible to conclude that each group of data had a normal distribution. The homogeneity test was the subsequent test. The purpose of this test was to establish if the data originated from the same variance. If the data had a sig value greater than 0.05 (p > 0.05), it was from the same variance. The homogeneity test results are listed in Table 5.

Table 5 shows that each data had a sig value based on a mean greater than 0.05 (p > 0.05). This demonstrated that the data’s variance originated from the same data. The box-M homogeneity test of the variance-covariance matrix was the next. The box-M test was used to determine whether the data for the six dependent variables shared the same variance-covariance matrix for the independent variables. If the sig value was more than 0.05 (p > 0.05), the box-M value was qualified. The outcomes of the box-M/variance-covariance matrix homogeneity test are listed in Table 6.

From Table 6, the output sig value was 0.368. It was clear from this that the Box-M test value was qualified. The multicollinearity test came next. The six dependent variables were examined to see if they were linear using the multicollinearity test for Manova. The correlation value must be lower than 0.8 to pass the multicollinearity test. The findings of the multicollinearity test are listed in Table 7.

Table 7 shows that the data’s Pearson correlation value was less than 0.800, allowing for the possibility of hypothesis testing. Table 8 shows the findings of the hypothesis testing.

To answer the hypothesis, it can be done by paying attention to the class row in Table 8:

1. The sig value for character skills was 0.000 less than 0.05, it can be concluded that Ho was rejected and Ha was accepted, so that there were differences in character skills between students who followed STEM-based digital learning and those who followed conventional STEM learning.

2. The sig value for citizenship skills was 0.000 less than 0.05, it can be concluded that Ho was rejected and Ha was accepted so that there were differences in citizenship skills between students who participated in STEM-based digital learning and those who participated in conventional STEM learning.

3. The sig value for critical thinking skills was 0.000 less than 0.05, it can be concluded that Ho was rejected and Ha was accepted so that there were differences in critical thinking skills between students who followed STEM-based digital learning and those who followed conventional STEM learning.

4. The sig value for creative thinking skills was 0.000 less than 0.05, it can be concluded that Ho was rejected and Ha was accepted so that there were differences in creative thinking skills between students who participated in STEM-based digital learning and those who participated in conventional STEM learning.

5. The sig value for collaboration skills was 0.000 less than 0.05, it can be concluded that Ho was rejected and Ha was accepted so that there were differences in collaboration skills between students who participated in STEM-based digital learning and those who participated in conventional STEM learning.

6. The sig value for communication skills was 0.000 less than 0.05, it can be concluded that Ho was rejected and Ha was accepted so that there were differences in communication skills between students who participated in STEM-based digital learning and those who participated in conventional STEM learning.

The seventh hypothesis can answered by the multivariate test listed in Table 9.

From the results of the multivariate test on the class row in Table 9, the sig value of Pillai’s Trace, Wilks’s lambda, Hotelling’s trace, and Roys’s largest root was 0.000 less than 0.05, it can be concluded that Ho was rejected and Ha was accepted, so it was concluded that there were simultaneous differences in 6C skills between students who followed STEM-based digital learning and those who followed conventional STEM learning. This was confirmed by the average value results in Table 1, which showed that pupils in primary schools who studied using STEM-based digital learning had better average 6C skill values than those who studied using traditional learning methods. According to this study, using STEM-based digital learning has an impact on primary school kids’ 6C skills.

5 Discussion

According to the study’s findings, STEM-based digital learning models had a positive impact on elementary school pupils’ 6C skills. The outcomes of earlier studies backed up the findings of this one. The production of digital multimedia on human anatomy and physiology based on STEM education for students was explored in a study conducted by Hidayati and Irmawati (2019). The findings showed that digital multimedia on human anatomy and physiology had been created based on STEM education and was successful in enhancing students’ critical thinking abilities. Abouhashem et al. (2021) investigated the effects of creating a virtual-based STEM teaching paradigm on junior high school students. According to the study’s findings, adopting a virtual-based STEM learning approach was able to increase secondary school students’ insight and maximize student productivity. Seage and Türegün’s (2020) study looked at how blended learning affected primary school pupils’ STEM achievement. According to the findings, blended learning children in elementary school performed better on STEM tests than their conventionally taught counterparts. Syafei, Saregar, Thahir, Sari, and Anugrah’s (2020) study looked at how STEM-based schoology e-learning materials on static fluid material were created for high school pupils. According to the study’s findings, static fluid material had been used to construct STEM-based Schoology e-learning resources for high school students that were suitable for usage. This research was supported by Hasibuan, Sari, Syahputra, and Nahadi’s (2022) research, which looked at how high school students’ critical thinking and self-control skills were affected by project-based learning and STEM-based e-learning. According to the study’s findings, STEM-based e-learning and project-based learning students had better critical thinking and self-regulation skills than high school students who studied traditionally. Murniati, Fathurrohman, and Letari (2022) carried out another study in which they looked at the creation of STEM-based digital teaching materials for students on the fundamentals of nuclear physics. According to the study’s findings, adopting digital teaching resources with a STEM focus can enhance student learning outcomes. Research on digital-based STEM learning has started to emerge, as can be observed from the findings of earlier studies. Teaching materials and digital media were used for the learning. The creation of media and educational resources was done to help junior high, high school, and college students with their critical thinking abilities, learning outcomes, concept knowledge, and self-regulation. This will turn out to be a finding that is distinct from those of previous studies. A digital learning strategy based on STEM was employed in this study. By considering the traits of primary school kids, this model was created. In addition, this strategy affects pupils’ development of the 6C skills necessary for the twenty-first century.

Character, citizenship, critical and creative thinking, collaboration, and communication skills are together referred to as the “6C skills.” Due to societal change, global issues, and rapid technological advancements, 6C skills are crucial right now. Equipping elementary school pupils with these abilities will help them adapt and compete against environmental change. The development of 6C skills is linked not only to academic success but also to a sense of responsibility, empathy, and participation in the social order. So that the 6C skills of elementary school pupils can be improved through the implementation of STEM-based digital learning models.

Several factors contributed to the improvement in 6C skills among elementary school pupils who used STEM-based digital learning. Elementary school students will participate in real-world scenarios that require critical thinking about ethical decisions that will have an impact on social society and require them to be accountable for them in the STEM-based digital learning process, in addition to learning related facts and numerous theories. Students’ use of technology to design solutions to challenges illustrates this. For the technology to assist the environment, they must be able to design it (Aguilera-Hermida, 2020; Luckin & Cukurova, 2019; Mubai, Ambiyar, Irfan, & Rasul, 2023; Turnbull, Chugh, & Luck, 2021; Yanto, Ganefri, Sukardi, Kurani, & Yanto, 2023). Students in primary school will comprehend the value of honesty and integrity in the learning process by adopting this STEM-based digital learning model. They will comprehend how to make decisions and how to accept responsibility for such judgments. In addition, primary school pupils had the chance to learn about numerous ethical concerns connected to the process of technological progress. The procedure of pupils working together in teams allowed for further observation of the development of their character skills. The foundation of learning in this STEM-based digital learning strategy included projects. Students collaborated in teams to accomplish predetermined objectives during this project-based learning approach. Students would gain character characteristics such as responsibility, cooperation, and respect for one another’s viewpoints by participating in this team (Abdullah, Silalahi, Body, & Desnelita, 2023; Bassachs, Cañabate, Serra, & Colomer, 2020; Griffiths, Alsip, Hart, Round, & Brady, 2021; Nahar, 2022). Students had to use creativity to solve difficulties as part of this learning model’s problem-solving process. Character qualities like patience, perseverance, and adaptability in the face of difficulties could be developed through this creativity.

The process of pupils taking ownership of their education could also be considered as an increase in character skills. This monitored independent system was used to construct the STEM-based digital learning model. Students in elementary school had to be able to learn independently using the available resources. Students had to be able to manage their time and take the initiative to accomplish each job with this monitored independent system. The character skills of the pupils will grow as a result of this independent learning (Geng, Law, & Niu, 2019; Loeng, 2020; Mashrabovna, 2022; Morris, 2019).

Students in elementary schools were also able to develop their citizenship skills due to STEM-based digital learning models. Students were connected to global concerns relating to technology, the environment, health, and issues related to daily living using digital technology in this STEM-based digital learning paradigm. According to several studies, exposing pupils to global challenges may enhance their citizenship engagement (Bartelds, Savenije, & Van Boxtel, 2020; Maass, Doorman, Jonker, & Wijers, 2019; Milenkova & Lendzhova, 2021; Zainil, Kenedi, Indrawati, & Handrianto, 2023). Students in elementary school could interact with connected multimedia and obtain a variety of knowledge from various learning tools. Students might communicate with one another online. Students engaged in this interaction process understood and discussed the effects and implications of global information and attempted to contribute to the problem-solving process. Students from elementary schools participated as a crucial component of the international community in resolving global issues. The contribution of elementary school kids was a part of the student’s citizenship engagement (Araújo, Morais, & Paiva, 2022; Lauricella, Herdzina, & Robb, 2020; Yusof, Noor, Mansor, & Yunus, 2019). Furthermore, STEM-based digital learning models made it easier for elementary school children to work on projects that were concerned with international issues. With the help of kids from other nations, elementary school children created a variety of technologically based solutions. The primary school pupils’ 6C skills would be developed through this process of interaction with students from other nations.

The critical thinking abilities of elementary school kids were also able to develop thanks to this STEM-based digital learning model. In this STEM-based digital learning strategy, elementary school kids were exposed to challenging issues that were relevant to their everyday lives and required solutions. Students in elementary school had to gather knowledge, facts, and data about the issues, as well as carefully considered possible solutions. Students then conducted a critical evaluation of these options by focusing on their benefits and drawbacks. In addition, elementary school kids selected one solution that they felt was pertinent to the issue at hand. Students’ critical thinking abilities were developed during the process of finding this solution (Mahanal, Zubaidah, Sumiati, Sari, & Ismirawati, 2019; Saputra, Joyoatmojo, Wardani, & Sangka, 2019; Sumarni & Kadarwati, 2020; Syahril et al., 2022). In addition to being able to accept the information given, elementary school kids had to elaborate on their inquiries and fully comprehend all the material. Students had to be able to comprehend different points of view, evaluate the reliability of information sources, and make the best choice to solve problems. In addition, students’ methods for gathering information can be used to determine whether their critical thinking abilities are improving. Students in primary school were expected to be able to locate both the major information and any supporting information that would add to the main information. This technique would foster skepticism toward the information discovered to strengthen critical thinking (Basri & As’ari, 2019; Escolà-Gascón, Dagnall, & Gallifa, 2021; Silva, Sousa-Filho, Yamim, & Diógenes, 2020). It may be inferred that STEM-based digital learning combined with active learning stages could enhance primary school pupils’ critical thinking abilities. Students in elementary school were asked to absorb and analyze the knowledge in addition to simply receiving it. Through this approach, elementary school students will develop critical thinking skills, learn to assess material critically, and develop suitable and logical answers to a variety of situations.

Digital learning tools with a STEM focus may also enhance critical and creative thinking. In this STEM-based digital learning model, elementary school children were expected to not only understand a variety of concepts but also to generate a variety of fresh concepts and creative solutions that could be used. Students in elementary schools were given questions to complete as part of this STEM-based digital learning strategy. It was asked to be able to propose a solution that had never been offered before, not one that previously existed to solve the problem. Primary school pupils had the chance to undertake a range of distinctive experiments that originated from their perspective. The development of novel models, prototypes, and solutions was promoted among elementary school kids. Students search for alternative answers was an integral component of developing their creative thinking abilities (Adri & Abdullah, 2022; Mustofa & Hidayah, 2020; Nurkhin & Pramusinto, 2020). Students would also be taught how to make diverse judgments as part of this STEM-based digital learning process, and they would be expected to be able to dare to consider all possible dangers associated with choosing this answer. To foster their capacity for creative thinking, pupils were required to consider into account all potential risks. Students’ innovative skills were also enhanced by this STEM-based digital learning technique. Students in elementary schools not only came up with a novel solution but also had to test, develop, and polish it as part of the STEM-based digital learning process. Students in primary schools were challenged to use meaningful innovation by applying feedback, reducing hurdles, and changing fundamental ideas and concepts. Students’ capacity for creative thought will be enhanced through the process of altering fundamental concepts to create novel innovations (Erdoğan, 2019; Gafour & Gafour, 2020). Elementary school pupils would understand that innovation did not occur purely by coincidence but required a range of creative efforts that were regularly improved by employing this STEM-based digital learning model. STEM-based digital learning could provide primary school pupils with a pleasant learning environment where they can think creatively, experiment with new concepts, and develop original solutions. All these activities helped pupils in primary school acquire the critical-thinking abilities they would need in the future.

Elementary pupils’ collaborative abilities were also improved by STEM-based digital learning models. In addition to teaching kids how to understand scientific and technology ideas, this STEM-based digital learning model also taught elementary school pupils the value of cooperating effectively in working groups to accomplish the determined objectives. Students worked cooperatively in teams on projects as part of the STEM-based digital learning model’s learning process. Students in elementary school were instructed to plan, create, and solve problems as a team. Due to the interaction between students as they shared ideas by interacting with one another and using all their potentials, this technique helped students develop their collaboration skills (Hidayat & Muharizal, 2023; Syahrin, Suwignyo, & Priyatni, 2019). It will also be able to gain additional talents through the collaborative process. Students were instructed to take responsibility for the assignment and be able to split the labor to work cooperatively. Students in elementary school could improve their capacity to comprehend their part in and contribute to the achievement of the intended goals. This process of pupils sharing duties and taking responsibility will aid in the development of a responsible attitude in students (Muff, Liechti, & Dyllick, 2020; Óskarsdóttir, Donnelly, Turner-Cmuchal, & Florian, 2020). In addition, elementary school kids were required to listen and communicate as part of the learning process using this STEM-based digital learning paradigm. In addition to being expected to communicate their ideas and concepts clearly and effectively, elementary school kids should be able to listen to and respect the opinions and ideas of other pupils. Students’ efforts to communicate these ideas were part of a larger attempt to help them become better communicators (Fatimah, Asy’ari, Sandria, & Nasucha, 2023). Conflicts also emerged during the collaborative process as a result of the students’ divergent points of view. To reach the greatest choice, primary school kids would learn, respect, and value each other’s viewpoints during this conflict resolution process. Students’ ability to collaborate will be enhanced through this method of student dispute resolution (López-Alcarria, Olivares-Vicente, & Poza-Vilches, 2019; Qureshi, Khaskheli, Qureshi, Raza, & Yousufi, 2023). Overall, this STEM-based digital learning model’s collaborative process would help students gain the skills and knowledge necessary to cooperate in groups and contribute to a team effort. To deal with people from various backgrounds regularly, students would find these collaborative abilities to be of great use.

Students in primary school would improve their communication abilities thanks to this STEM-based digital learning strategy. This STEM-based digital learning paradigm helped pupils in primary school improve their communication abilities by emphasizing connected topics as well as scientific and technological features. Elementary school pupils were asked to be able to write systematic and structured reports on the findings of the research and project results they created as part of the learning process utilizing the STEM-based digital learning model. To make the results easy to communicate with and understand by other pupils, elementary school students were asked to string words that may summarize the findings. Elementary school pupils’ communication abilities could be improved by the kids’ process of selecting and stringing words (Selvaraj & Aziz, 2019). In addition, elementary school students were required to create oral and visual presentations as part of the STEM-based digital learning process. The ability to arrange information, create visual materials, and boldly present in front of other pupils were all prerequisites for primary school children. Communication skills among the students could be improved through the presentation-making process. Students were also expected to be able to communicate with one another during this process of collaboration. Within the work team, students gained the ability to communicate ideas, hear other people’s viewpoints, and have conversations. The team’s collaborative technique will help pupils’ communication abilities (Fadli, 2020). In addition, students were required to find and convey information to teachers, peers, and other communities as part of this STEM-based digital learning process. Students’ communication abilities would be improved during the process of finding and conveying this information (Hasanah & Malik, 2020; Wahyuningsih & Afandi, 2020). The communication abilities of primary school pupils would be enhanced by their ability to choose the appropriate words to use when speaking with their teachers, peers, and the community. Therefore, this STEM-based digital learning approach could help elementary school pupils improve their communication abilities.

Overall, the study revealed that using a STEM-based digital learning approach could help elementary school pupils develop their 6C skills. For elementary school pupils, this STEM-based digital learning model became more realistic, dynamic, and engaging. With the help of this STEM-based digital learning model, elementary school children’s 6C skills can be developed while also being exposed to meaningful experiences. Elementary school kids were able to build 6C skills that applied to the real world through project activities, simulations, collaboration, and experimentation in a digital environment.

6 Conclusion

According to the calculations, there is a simultaneous difference between students who follow STEM-based digital learning and those who follow conventional STEM learning in their 6C skills. This difference is further reinforced by the average value results, which show that pupils in primary school who use STEM-based digital learning have higher average values for 6C skills than those who do not. According to this study, STEM-based digital learning has an impact on primary school kids’ 6C skills.

7 Research Limitations

The limitation of this research is the limited research period. Learning and developing skills only sometimes happen quickly or are immediately visible in a short period. To truly understand the effects of STEM-based digital learning on 6C skills, it often takes longer to observe these changes fully.

8 Recommendation

There are several things related to recommendations in this research, namely, considering expanding the research period so that changes in 6C skills can be observed more deeply and comprehensively. Conduct longitudinal research that allows you to observe student development over time. This recommendation will help understand the long-term impact of STEM-based digital learning on 6C skills.