The problem faced in classroom learning was rarely a learning activity that was able to improve creative thinking skills consistently. Therefore, one of the alternatives to the learning activity that could be used as a tool for improving the basic skills needed in this century in Science, Technology, Engineering, and Mathematics (STEM) education. This study aimed to describe the effectiveness of the STEM learning model in improving the creative thinking skills of students. It was a quasi-experimental research with Posttest-Only Design with Nonequivalent Groups. Based on data analysis, there was an effect of STEM education on students’ creative thinking skills. Based on the research results obtained from students’ creativity varies between low and moderate and the answers to the creativity tests given show lower results than expected. STEM can be recommended as an alternative and approach in learning biology, especially in improving students’ creative thinking abilities. Creative thinking is important to everyone, because to proof of the truth of the formulation of an assessment can be encouraged by way of thinking.
The aim of this study is to assess the effect of problem-based learning on students' critical skills. It was quasi-experiment with post-test design only. Seventy-seven 2nd semester pre-service biology teacher from two full classes were involved in the study. Classes were randomly assigned as control groups and post-tested to determine their critical thinking skills after the treatment. The experimental group was taught with problem-based learning while the control group received traditionally-designed biology instruction. Results showed that students instructed with problem-based learning earned higher scores than those instructed with traditionally designed biology instruction-in terms of critical thinking skills. Students in the experimental group appeared to be more proficient in giving a simple explanation, building basic skills, making an inference, and setting the strategy. It showed that problem-based learning was able to use biology learning because of its positive influence on students' critical skills in animal diversity courses.
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