Exploring the Role of Diagnostic Assessment in Enhancing Student Creativity in STEAM Learning on Environmental Change

Abstract

STEAM-based education has evolved to integrate science, technology, engineering, art, and mathematics in solving global, complex real-world problems, including environmental issues such as climate change and ecosystem destruction that demand creative, innovative, sustainable solutions. STEAM helps learners combine scientific data with creative design to generate sustainable solutions and foster creative thinking. Cognitive Diagnostic Assessments identify learners' cognitive strengths and weaknesses, allowing targeted interventions to enhance creativity. This study explores the relationship between cognitive diagnostic assessment and students' creativity development based on previous research, reviews scientific literature on diagnostic assessment in STEAM learning on environmental change, finds patterns, trends, and research gaps related to diagnostic assessment in STEAM contexts oriented toward strengthening creative thinking skills, and formulates conceptual and practical recommendations for designing STEAM learning based on diagnostic assessments that encourage creativity. This descriptive qualitative research using the Systematic Literature Review (SLR) approach evaluates Cognitive Diagnostic Assessment to strengthen creativity in STEAM-based environmental change learning, with VOSviewer media for collecting research data from credible sources. The results show research novelty between 2021 and 2024, the relationship between cognitive diagnostic assessment and students' creativity development in STEAM learning, especially on environmental change topics, based on existing literature reviews, enabling comprehensive knowledge learning from various scientific sources as a foundation for developing more effective, innovative learning models or strategies and achieving student learning goals.