Transdisciplinary STEAM and Quality Control Approaches Elevating Vocational Education in Support of SDGs
DOI:
https://doi.org/10.56294/saludcyt20252519Keywords:
STEAM, Quality Control, Vocational Education, Learning Model, SDGsAbstract
Introduction: the rapid development of modern industries requires vocational education to equip students with both technical expertise and creative, interdisciplinary competencies. To meet these demands, learning models must integrate scientific and technological knowledge with systematic quality assurance. This study examines the relevance and importance of combining STEAM-based learning with Quality Control (QC) to enhance students’ readiness for industry-standard production.
Method: this study employed a Pretest–Posttest Control Group Design involving 32 vocational students divided into experimental and control classes. The experimental class received STEAM-QC–based instruction, integrating scientific concepts, technological tools, engineering design, artistic creativity, and mathematical analysis while applying QC at every production stage. Data were collected through tests, observations, and product assessments, and analyzed using Shapiro–Wilk and Levene tests, N-Gain, and Two-Way ANOVA. A total of 42 scholarly sources supported the theoretical and methodological framework.
Results: the STEAM-QC intervention strengthened students’ interdisciplinary understanding, improved their systematic work processes, and enhanced the feasibility of their final products. Learning outcomes showed higher improvement in the experimental group, and product evaluations demonstrated better performance in construction quality, aesthetics, and durability. The model also promoted more consistent decision-making and reflective practice during production.
Conclusions: the integration of STEAM and QC provides an effective instructional model for vocational education by aligning academic learning with industrial quality standards. This approach supports the development of competent and innovative graduates and contributes to achieving SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure).
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Copyright (c) 2025 Fani prima, Prof. Dr. Rijal Abdullah, M.T, Dr. Juniman Silalahi, M.Pd, Windry Novalia Jufri, S. Pd., M. Pd, Yuwalitas Gusmareta, S.Pd, M.Pd.T (Author)
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