Creative Thinking Skills Through Project-Based Learning (PjBL)-STEM
DOI:
10.29303/jpm.v20i5.9381Published:
2025-07-22Issue:
Vol. 20 No. 5 (2025): July 2025Keywords:
Creative Thinking; PjBL; STEMArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Creative thinking skills are important for students in generating ideas, learning, and ease of processing information. The PjBL-STEM model, in line with 21st century learning, empowers students to develop talents and abilities. This study aims to determine the improvement of students' creative thinking skills and the effect of the PjBL-STEM model on students' creative thinking skills. This type of research uses a quantitative approach with a pre-experiment method with One Group Pretest-Posttest Design. Sampling was taken using saturated sampling technique, namely all fourth-grade students of UPT SDN 173 Gresik, totalling 22 students. Data collection techniques involve giving tests with research instruments in the form of creative thinking skills questions that have been validated and are reliable. Data analysis used the N-Gain Test to determine the increase in creative thinking ability indicators after implementing the PjBL-STEM model and paired sample T-test to determine the effect of the PjBL-STEM model on students' creative thinking ability with a significance level of 0.05. The results showed that the average N-Gain value was 0.77 which means that there was an increase in students' creative thinking skills with a high category and the results of the paired sample T-test analysis obtained a significant value of 0.000> 0.05 which means that there is a statistically significant difference between the creative thinking skills of students before and after the application of the PjBL-STEM model, so it can be concluded that the PjBL-STEM model is effective for increasing the influence of students' creative thinking skills. In the broader world of education, applying the PjBL-STEM model can empower students to develop talents and abilities holistically per the demands of the 21st-century curriculum, while improving STEM literacy, collaboration skills, and learning independence. Therefore, integrating the PjBL-STEM model in the current curriculum can strengthen meaningful, relevant, and contextualized learning, and prepare students to face real-world challenges with better creative thinking skills.
References
S. Zubaidah, ‘Memberdayakan Keterampilan Abad Ke-21 melalui Pembelajaran Berbasis Proyek’, Oct. 2019.
Trilling, B and Fadel, C, 21st Century Skills: Learning For Life In Our Times. Jossey-Bass/Wiley, 2009.
J. P. Guilford, ‘Creativity.’, Am. Psychol., vol. 5, no. 9, pp. 444–454, 1950, doi: 10.1037/h0063487.
Munandar, Pengembangan Kreativitas Anak Berbakat, 3rd ed. Jakarta : Rineka Cipta, 2014.
A. S. Rahayu and I. Maryani, ‘STEM-PjBL and creativity of science learning students in elementary schools’, J. Prof. Teach. Educ., vol. 1, no. 2, pp. 72–83, Dec. 2023, doi: 10.12928/jprotect.v1i2.640.
E. P. Torrance, ‘Understanding Creativity: Where to Start?’, Psychol. Inq., vol. 4, no. 3, pp. 232–234, Jul. 1993, doi: 10.1207/s15327965pli0403_17.
M. Leasa, J. R. Batlolona, and M. Talakua, ‘Elementary Students’ Creative Thinking Skills In Science In The Maluku Islands, Indonesia’, Creat. Stud., vol. 14, no. 1, pp. 74–89, Mar. 2021, doi: 10.3846/cs.2021.11244.
F. Mokambu, ‘pengaruh model project based learning terhadap kemampuan berpikir kreatif siswa pada pembelajaran ipa di kelas v sdn 4 talaga jaya’, 2021.
K. Rosita and U. Muflihah, ‘menumbuhkan kemampuan berpikir kreatif siswa dalam pembelajaran ipa menggunakan e-modul terintegrasi game based learning’.
M. R. Pratama, U. Fawaida, and R. M. Guarin, ‘Project-Based Learning in Elementary School: Influence on Students’ Creative Thinking Ability’, MUDARRISA J. Kaji. Pendidik. Islam, vol. 15, no. 1, pp. 60–83, Jun. 2023, doi: 10.18326/mdr.v15i1.60-83.
S. Suratno, N. Komaria, M.Pd, Graduate Student of Sains Education, Faculty of Teacher Training and Education, University of Jember, Jember, Indonesia, [email protected], Y. Yushardi, D. Dafik, and I. Wicaksono, ‘The Effect of Using Synectics Model on Creative Thinking and Metacognition Skills of Junior High School Students’, Int. J. Instr., vol. 12, no. 3, pp. 133–150, Jul. 2019, doi: 10.29333/iji.2019.1239a.
R. A. Ralph, ‘Post secondary project-based learning in science, technology, engineering and mathematics’, J. Technol. Sci. Educ., vol. 6, no. 1, pp. 26–35, Mar. 2016, doi: 10.3926/jotse.155.
D. Laboy-Rush, ‘Integrated STEM Education through Project-Based Learning’, 2010.
A. A. Dywan and G. S. Airlanda, ‘Efektivitas Model Pembelajaran Project Based Learning Berbasis Stem Dan Tidak Berbasis Stem Terhadap Keterampilan Berpikir Kritis Siswa’, vol. 4, no. 2, 2020.
I. Maryani, C. Astrianti, and V. Y. Erviana, ‘The Effect of The STEM-PjBL Model on The Higher-Order Thinking Skills of Elementary School Students’, Sekol. Dasar Kaji. Teori Dan Prakt. Pendidik., vol. 30, no. 2, p. 110, Nov. 2021, doi: 10.17977/um009v30i22021p110.
D. Pramesti, R. M. Probosari, and N. Y. Indriyanti, ‘Effectiveness of Project Based Learning Low Carbon STEM and Discovery Learning to Improve Creative Thinking Skills’, J. Innov. Educ. Cult. Res., vol. 3, no. 3, pp. 444–456, May 2022, doi: 10.46843/jiecr.v3i3.156.
J. A. Mamahit, D. C. Aloysius, and H. Suwono, ‘Efektivitas Model Project-Based Learning Terintegrasi STEM (PjBL-STEM) terhadap Keterampilan Berpikir Kreatif Siswa Kelas X’, J. Pendidik. Teori Penelit. Dan Pengemb., vol. 5, no. 9, p. 1284, Sep. 2020, doi: 10.17977/jptpp.v5i9.14034.
R. Storina, ‘Implementasi Model PjBL - STEM terhadap Kreativitas Siswa pada Mata Pelajaran IPA di SMP Negeri 5 Batam’, 2022.
S. Nur’Aeni, H. T. Lestiana, and T. Toheri, ‘Penerapan Science, Technology, Engineering, Mathematics-Project Based Learning (Stem-Pjbl) Terhadap Kemampuan Berpikir Kreatif Siswa’, Differ. J. Math. Educ., vol. 1, no. 1, pp. 27–36, Mar. 2024, doi: 10.32502/differential.v1i1.91.
Prof.Dr. Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. ALFABETA, 2013.
C. N. Loes, ‘Applied Learning through Collaborative Educational Experiences’, New Dir. High. Educ., vol. 2019, no. 188, pp. 13–21, Dec. 2019, doi: 10.1002/he.20341.
A. Schleicher, ‘Insights and Interpretations’, 2023.
B. Schneider et al., ‘Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention’, Educ. Res., vol. 51, no. 2, pp. 109–121, Mar. 2022, doi: 10.3102/0013189X211067742.
Gaziantep University, Educational Sciences Institution, M. Şenel, Gaziantep University, Faculty of Education, and B. Bağçeci, ‘Development of Creative Thinking Skills of Students Through Journal Writing’, Int. J. Progress. Educ., vol. 15, no. 5, pp. 216–237, Oct. 2019, doi: 10.29329/ijpe.2019.212.15.
L. L. Sarah, N. Nahadi, and S. Sriyati, "Drivers and Barriers of Science Teacher Development Program on STEM Learning Using Arduino," J. Pijar Mipa, vol. 19, no. 4, pp. 606–614, 2024. doi: 10.29303/jpm.v19i4.6905.
F. Wulandari and P. P. Sari, "The effect of project-based learning integrated STEM toward science process skill of elementary school student," J. Pijar Mipa, vol. 18, no. 3, pp. 362–368, 2023. doi: 10.29303/jpm.v18i3.4943.
Author Biographies
Ika Putri Rahayu, Elementary School Teacher Education, Muhammadiyah University of Sidoarjo
Fitria Wulandari, Elementary School Teacher Education, Muhammadiyah University of Sidoarjo
License
Copyright (c) 2025 Ika Putri Rahayu, Fitria Wulandari
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
