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This study uses qualitative methods describing the integration of STEAM-project-based learning with the aim of training the critical thinking skills of 18 male and 18 female students in science learning. The application of STEAM is done by integrating it with a project-based learning model on the topic of energy transformation through the electric bell project. Instruments are used to explore the development of critical thinking skills through interviews, observations, reflective journals, and critical thinking skills tests. The study found that students trained STEAM-PjBL to ask questions and have a good understanding of the energy change from electrical energy to sound energy. In addition, through problem solving and project creation, students are encouraged to connect ideas, make assumptions, and infer concepts. The challenges faced in this study are time management, project ideas related to teaching concepts, and student engagement. In addition, STEAM-PjBL integration provides an opportunity for teachers to develop their competencies in applying various methods to encourage students in the test results of the test is students achieve mastering (40%) and competent (30%) at a critical level. Only temporary small (3.80%) students no concept of transformation correctly, even after knowing the distance.