ENHANCING SECONDARY STUDENTS’ MATHEMATICAL CREATIVE THINKING THROUGH STEM PROJECT-BASED LEARNING
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Abstract
Studies have highlighted the persistently low levels of mathematical creative thinking skills among students, emphasizing the need for innovative learning interventions. The STEM-PjBL model, which integrates science, technology, engineering, and mathematics through project-based learning, offers a structured framework to enhance these skills by fostering innovative problem-solving. This study investigates the implementation of the STEM-PjBL model to improve students' mathematical creative thinking skills. A quantitative quasi-experimental approach with pre- and post-tests control group design was used, involving two purposively selected ninth-grade classes from a population of 298 students. Analysis using the Mann-Whitney U test showed a statistically significant improvement in mathematical creative thinking skills following the STEM-PjBL intervention (p < 0.05), with a normalized gain (g = 0.43), indicating that the results for the experimental group were higher than those of the control group. These findings suggest that the STEM-PjBL model is an effective strategy for improving creative thinking in mathematics education.
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Ferdiansyah, F., Sri Hastuti Noer, & Widyastuti, W. (2025). ENHANCING SECONDARY STUDENTS’ MATHEMATICAL CREATIVE THINKING THROUGH STEM PROJECT-BASED LEARNING. Kalamatika: Jurnal Pendidikan Matematika, 10(1), 47-66. https://doi.org/10.22236/KALAMATIKA.vol10no1.2025pp47-66
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English, L. D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(3). https://doi.10.1186/s40594-016-0036-1
Fajri, G., Ginting, E.M. and Simanjuntak, M.P. (2023). The Effect of the Project Based learning-STEM Model on Students Critical and Creative Thinking. Proceedings of the 8th Annual International Seminar on Transformative Education and Education Leadership, AISTEEL 2023. http://dx.doi.org/10.4108/eai.19-9-2023.2340544
Freiman, V., & Tassell, J. L. (2018). Leveraging Mathematics Creativity by Using Technology: Questions, Issues, Solutions, and Innovative Paths. In Freiman, V., Tassell, J. (eds) Creativity and Technology in Mathematics Education. Mathematics Education in the Digital Era, 10. Cham: Springer. https://doi.org/10.1007/978-3-319-72381-5_1
Hadar, L. L. & Tirosh, M. (2019). Creative thinking in mathematics curriculum: An analytic framework. Thinking Skills and Creativity, 33, 100585. https://doi.org/10.1016/j.tsc.2019.100585
Hake, R. R. (1998). Interactive-Engangement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Course. American Journal of Physics, 66(1), 64-74. https://doi.org/10.1119/1.18809
Hanif, S. Wijaya, A. F. C., & Winarno, N. (2019). Enhancing Students’ Creativity through STEM Project-Based Learning. Journal of Science Learning, 2(2), 50-57. https://doi.org/10.17509/jsl.v2i2.13271
Hidajat, F. A. (2021). Students Creative Thinking Profile as a High Order Thinking in the Improvement of Mathematics Learning. European Journal of Educational Research, 10(3), 1247-1258. https://doi.org/10.12973/eu-jer.10.3.1247
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Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International. Journal of STEM Education, 3(1), 1-11. https://doi.org/10.1186/s40594-016-0046-z
Koes-H, S., & Putri, N. D. (2021). The Effect of Project-Based Learning on STEM on Students’ Scientific Reasoning. Journal of Physics: Conference Series, 1835, 012006. https://doi.org/10.1088/1742-6596/1835/1/012006
Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective mathematics engagement: A comparison of STEM PBL versus non-STEM PBL instruction. Mathematics and Technology Education: Canadian Journal of Science, 19(1), 270-289. https:// doi.org/10.1007/s42330-019-00050-0
Leikin, R., & Elgrably, H. (2020). Problem posing and creativity in mathematics education: A review of the literature. International Journal of Educational Research, 102. https://doi.org/10.1016/j.ijer.2019.04.002
Li, Y., Schoenfeld, A. H., diSessa, A. A., Grasser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). On thinking and STEM education. Journal for STEM Education Research, 2(1), 1–13. https://doi.org/10.1007/s41979-019-00014-x
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Lynch, M., Kamovich, U., Longva, K. K., & Steinert, M. (2019). Combining technology and entrepreneurial education through design thinking: Students’ reflection on the learning process. Technological Forecasting & Social Change, 164, 119689. https://doi.org/10.1016/j.techfore.2019.06.015
Mentzer, N. (2011). High School Engineering and Technology Education Integration Through Design Challenges. Journal of STEM Teacher Education, 48(2), 103–136. Retrieved from http://files.eric.ed.gov/fulltext/EJ952048.pdf
Millar, V. (2020). Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum. Science & Education. Science & Education, 29(4), 929-948. https://doi.org/10.1007/s11191-020-00144-4
Nakano, T. D. C., & Wechsler, S. M. (2018). Creativity and innovation: Skills for the 21st Century. Estudos de Psicologia (Campinas), 35(3), 237-246. https://doi.org/10.1590/1982-02752018000300002
Noer, S. H. (2010). Peningkatan Kemampuan Berpikir Kritis, Kreatif, dan Reflektif (K2R) Matematis Sisw Melalui Pembelajaran Berbasis Masalah. Doctoral dissertation. Bandung: UPI.
Nur’aeni, S., Lestiana, H.T., & Toheri. (2023). Penerapan Science, Technology, Engineering, Mathematics-Project Based Learning (STEM-PjBL) terhadap Kemampuan Berpikir Kreatif Siswa. Differential: Journal on Mathematics Education, 1(1), 27-36. Retrieved from https://jurnal.um-palembang.ac.id/differential/article/view/5877/3506
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Octaviyani, I., Kusumah, Y. S., & Hasanah, A. (2020). Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa Melalui Model Project-Based Learning dengan Pendekatan STEM. Journal on Mathematics Education Research, 1(1), 10–14. Retrieved from https://ejournal. upi.edu/index.php /JMER/article/view/24569/11850
Perdana, R., Rudibyani, R. B., Budiyono, Sajidan, & Sukarmin. (2020). The Effectiveness of Inquiry Social Complexity to Improving Critical and Creative Thinking Skills of Senior High School Students. International Journal of Instruction, 13(4), 477-490. https://doi.org/10.29333/iji.2020.13430a
Prain, V., & Tytler, R. (2012). Learning through constructing representations in science: a framework of representational construction affordances. International Journal of Science Education, 34(17), 2751–2773. https://doi.org/10.1080/09500693.2011.626 462
Prajoko, S., Sukmawati,I., Maris, A. f., Wulanjani, A. N. (2023). Project Based Learning (PJBL) Model with STEM Approach on Students Conceptual Understanding and Creativity. Jurnal Pendidikan IPA Indonesia, 12(3), 401-409. https://journal.unnes.ac.id/nju/jpii/issue /view/1722
Putri, M. A. N., & Dwikoranto. (2022). Implementation of STEM Integrated Project Based Learning (PjBL) To Improve Problem Solving Skills. Jurnal Berkala Ilmiah Pendidikan Fisika, 10(1), 97-106. http://doi.org/10.20527/bipf.v10i1.12231
Rahmatullah, A. S., Mulyasa, E., Syahrani, S., Pongpalilu, F., & Putri, R. E. (2022). Digital Era 4.0: The Contribution to Education and Student Psychology. Linguistics and Culture Review, 6(S3), 89-107. https://doi.org/10.21744/lingcure.v6nS3.2064
Roberts, A. & Cantu, D. (2015). Applying STEM Instructional Strategies to Design and Technology Curriculum. Linköping Electronic Conference Proceedings, 73(13), 111-118. Retrieved from https://api.semanticscholar.org/CorpusID:111529817
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