Implementation of STEM integrated problem based learning model to improve student creativity

Abstract

The purpose of this study is to describe how the implementation of learning with the STEM-integrated problem-based learning model can increase student creativity. This study used a quantitative method with a pre-experimental design in the form of a one group pre-test post-test design which was carried out in one of the high schools in Sumedang Regency. The sample in this study were 43 students in class X MIPA at the school. The sampling technique used is purposive sampling. The data collection instrument used to measure student creativity is the Cognitive, Processes Associated with Creativity test (CPAC) which consists of 8 statements related to act and flow aspects given during the pre-test and post-test, and student creativity observation sheets to observe the emergence of student creativity during learning. which includes aspects of flexibility, fluency, originality, elaboration, and clarification. In this study, learning was carried out using a problem-based learning model by integrating STEM elements in momentum and impulse topic. The data analysis technique to measure the improvement in students' creativity involved descriptive statistics, N-Gain calculations, and categorization of the assessment results. The research results show that the improvement in students' creativity, based on the N-Gain analysis of pre-test and post-test scores, is 0.433, which falls into the moderate category for the aspects of act and flow. Meanwhile, for the aspects of flexibility, fluency, originality, elaboration, and clarification, the results fall into the good category with a percentage of 77.56%. So based on the analysis of the findings in the research, the application of the STEM- integrated problem-based learning model can increase students’ creativity.