Building students' creative thinking ability through STEM integrated project-based learning with formative assessment on thermodynamics topics

Abstract

This study aims to investigate the effect of PjBL-STEM with AF to build students' CTA on thermodynamic material. This study used an embedded experimental design involving 33 students of class XI MIPA SMAN in Gresik, Indonesia. Students made simple engineering prototype products in the form of a thermos and a steam engine. The research instrument is the thermodynamic creative thinking abilities test instrument in the form of 4 essay questions with cronbach's alpha reliability of 0.826 (very high category). Research data were analyzed using paired t-test, N-gain, and d-effect. The results showed that PjBL-STEM with AF had a significant impact on students' CTA development, complemented by an increase in N-gain = 0.353 (medium category) and practicality d-effect = 2,069 (very large category). Before learning the level of student's CTA is at a less creative level, but after learning the level of students' CTA is at a creative level. However, after learning students still have difficulty thinking flexibly about thinking of various ways to boil water quickly and efficiently, and thinking originally about putting forward technological ideas on how to provide clean water that is hot and normal temperature. In future research, it is recommended to add "Art" and "Religious" aspects so that it becomes an approach STREAM in learning.