» AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies
Objective: This study aims to describe the implementation of Science, Technology, Engineering, Art, and Mathematics (STEAM) learning through a hybrid project-based approach using “Kipas Eco Craft,” a product made from used bottle caps, as well as student engagement, implementation challenges, and adaptive strategies in Grade VI at SDN 004 Domo. Methods: This study employed a descriptive qualitative approach. Data were collected through participatory observation, semi-structured interviews with students, parents, and the school principal, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Method and source triangulation were applied to enhance the credibility of the findings. Results: The “Kipas Eco Craft” project integrated all five STEAM components through contextual learning activities. Online learning was used for concept exploration and product design, while face-to-face sessions focused on assembly, testing, and product refinement. Students demonstrated enthusiasm, collaboration skills, participation in design decision-making, and increased awareness of plastic waste. The challenges included limited digital devices and internet connectivity, restricted face-to-face learning time, work safety considerations, and differences in work pace among groups. Novelty/Implications: The novelty of this study lies in integrating STEAM learning, a hybrid model, and the use of locally available waste materials in a project adapted to technological access limitations in elementary schools. Dividing activities according to their characteristics, with exploration and design conducted online and practical work and testing carried out face-to-face, offers a potentially replicable strategy for similar learning contexts. These findings highlight the need to strengthen teachers’ competencies in designing integrated STEAM learning and to provide simple learning resources to support innovative, inclusive, and contextually relevant education.