Increasing Creative Thinking of Students by Learning Organization with STEAM Education

Abstract

The purpose of this research is to analyze the changes in learning between learning before using the STEAM method and learning after using the STEAM method. Where the researchers analyzed the process of student activities in learning, namely in the course of making learning media to determine the ability of students to think creatively in developing the students' knowledge. In obtaining research data, researchers used an assessment score reference instrument, where the final product assessment was assessed by subject lecturers, learning media expert lecturers, and linguistics (language) lecturers. To find out whether there is a change in the ability to think creatively in each learning process before and after learning, the researcher uses a hypothesis test using the t-test. To find out whether there is a change in ability positively, namely the ability to think creatively in each learning process before and after learning, the researcher uses a hypothesis test using the t-test to find out this. It can be seen from the increase in the average learning outcomes before and after with an increase in the difference of 2.26 from the average before using the STEAM method in learning, which is 78.26. The results of the analysis test explain that the learning method using STEAM in learning has a positive impact on learning where students experience a significant average increase before and after being given learning using the STEAM method by providing hands-on experience through the project work process.

Performance assessment to measure creativity through STREAM approach

“…Students can criticize, select information, and decide to solve problems based on the information they get. In addition, the student's independence can be enhanced (Ahmad et al, 2021). In the STREAM approach, students are more challenged and interested in making the best possible plant anatomy structure model.…”

“…Creativity that is still limited and not evident becomes a challenge for educators to provide creativity to students in other practicums. Ahmad et al (2021) stated that educators should creative and build student creativity, in this case, students to learn independently.…”

A study of practical drawing skills and knowledge transferable skills of children based on STEAM education

“…It is possible to assess the capacity to apply knowledge across disciplines according to the observation perspectives, baseline, and comparison features from children’s drawings. Children have the awareness to apply interdisciplinary knowledge in arts-themed activities ( Ngamkajornwiwat et al, 2017 ; Peppler and Wohlwend, 2018 ; Ahmad et al, 2021 ; Timotheou and Ioannou, 2021 ). However, the influences of interdisciplinary knowledge on children’s performance about the visual effects of drawings remain further assessed.…”

MOKOBER: Kreativitas Siswa Kelas III Sekolah Dasar

“…Keterkaitan paket belajar MOKOBER dengan kreatifitas membuat siswa dapat mengekspresikan dirinya. Siswa yang dapat mengekspresikan dirinya dalam belajar akan meningkatkan pemahamannya (Ahmad et al, 2021;Kartika et al, 2019). Selain itu siswa juga dituntut untuk mampu mengembangkan karena yang dibuatnya sendiri melalui paket belajar MOKOBER yang telah disediakan guru.…”