Longitudinal Issues with STEAM Learning Assessment

The aim of this study was to select one of the strongest research issues from a literature mapping report and turn it into a more measurable research focus. The study design was a secondary document analysis with a thematic positioning abstraction procedure. The unit of analysis was a summary of the frequency of the types of research gaps in the report, not a re-reading of all the source articles. The data were taken from the gap table, then categorized by frequency, selected one top issue, and abstracted into temporal validity issues. The results showed that the lack of longitudinal evidence was the issue with the highest frequency in the mapping. This finding does not mean that all STEAM articles did not have follow-up. The findings only show the position of the issue in the report classification. The main abstraction of this article is that learning evaluation needs to separate three outcomes: immediate improvement, retention after a break, and transfer to a new task or context. This framework makes the question of long-term impact clearer for teachers and researchers. This study contributes in the form of a simple focus method and a step-by-step measurement design. The main limitation is the lack of a per-article article matrix and evidence of an auditable quality assessment. Subsequent research needs to test this framework with longitudinal STEAM studies in Indonesian schools.