STEAM Integrated Role Playing in Project-Based Disaster Mitigation Learning at Vocational High Schools

rina marlina; Tri Cahyanto; Neneng Windayani; Lilik Sopiyanti

doi:10.70115/cahaya.v4i3.659

Authors

Rina Marlina Sunan Gunung Djati State Islamic University Bandung, West Java, Indonesia https://orcid.org/0009-0004-4303-016X
Tri Cahyanto Sunan Gunung Djati State Islamic University Bandung, West Java, Indonesia https://orcid.org/0000-0002-5427-7959
Neneng Windayani Sunan Gunung Djati State Islamic University Bandung, West Java, Indonesia https://orcid.org/0000-0002-7623-9160
Lilik Sopiyanti State Vocational High School 3 Bandung, West Java, Indonesia

DOI:

https://doi.org/10.70115/cahaya.v4i3.659

Keywords:

STEAM, Role Playing , Mitigation Disaster, disaster mitigation education, Project-Based Learning, Vocational Education , disaster literacy

Abstract

Disaster mitigation education in vocational high schools requires learning approaches that connect scientific knowledge, vocational competencies, collaborative skills, and decision-making. This study examines the implementation of Project-Based Learning (PjBL) integrated with Science, Technology, Engineering, Arts, and Mathematics (STEAM) and role-playing in disaster mitigation learning within the IPAS Project at SMKN 3 Bandung. A qualitative descriptive design was employed involving one teacher and seven students selected purposively based on their active participation throughout the learning activities. Data were collected through classroom observations, semi-structured interviews, and document analysis of teaching modules, worksheets, drama scripts, props, portfolios, photographs, videos, and peer assessments. Data were analyzed thematically and validated through source and methodological triangulation. The findings show that learning progressed through problem identification, project planning, task organization, rehearsal monitoring, simulation performance, and evaluation and reflection. Science was the most prominent STEAM component, particularly in explaining disaster causes, impacts, and mitigation strategies. Technology supported information retrieval and communication, while arts were manifested through script development and performance. Engineering and mathematics were less explicitly integrated, primarily appearing in property management, spatial planning, and time allocation, without systematic design testing or quantitative measurement. The approach promoted student engagement, communication, collaboration, and disaster literacy. However, implementation was constrained by limited instructional time, differences in student confidence, and uneven participation. Strengthening engineering scaffolding, quantitative data use, explicit STEAM assessment rubrics, and individual accountability is therefore recommended.

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