The Influence of STEM-Based Project Learning Models on Science Literacy and Creative Thinking Skills of Junior High School Students

Desy Akyuni; Ida Bagus Putu Arnyana; I Nyoman Tika

doi:10.58905/jse.v6i1.629

Authors

Desy Akyuni Universitas Pendidikan Ganesha, Singaraja, Indonesia
Ida Bagus Putu Arnyana Universitas Pendidikan Ganesha, Singaraja, Indonesia
I Nyoman Tika Universitas Pendidikan Ganesha, Singaraja, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i1.629

Keywords:

Project Learning Model, STEM, Science Literacy, Creative Thinking Ability

Abstract

his study aims to assess the effectiveness of the STEM-based project learning model on the scientific literacy and creative thinking skills of eighth-grade junior high school students. Using a quasi-experimental approach, the study compared the results between the group using the STEM model and the group with direct learning. The instruments used included a PISA-based scientific literacy test and a creative thinking test based on the Torrance indicators. The analysis results showed significant differences between the two groups, where students who participated in STEM-based learning showed higher improvements in both aspects. These findings confirm that the project-based and STEM-based learning models are effective in developing student competencies, especially in the context of 21st-century learning. Therefore, it is important for educators to apply innovative, contextual and cross-disciplinary approaches to optimize student potential.

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