Students' Creativity Profile Using Project Report through the STEM integrated Project Based Learning Model

Abstract

Creativity is related to mental activities to build new ideas. Students' creative thinking skills need to be developed to overcome problems in everyday life, such as discovering and creating new things, new ways, and new models that are useful for themselves and others. Creative thinking is also a skill that demands 21st-century competencies developed through applying the curriculum 2013. The Project Based Learning (PjBL) is a recommended learning model in the curriculum 2013. The purpose of this study is to measure student creativity in compiling project reports. These creative thinking skills are developed through the Human Physiology Anatomy Course (Anfisman) by applying project-based STEM-integrated PjBL. The project in question is to explore problems in the form of diseases or abnormalities in the body system often suffered by the community and their solutions. Then the project report is packaged in the form of a video. The method used in the study is the mixed method with an explanatory design. The research sample was Anfisman class students, who were selected by purposive sampling totaling 38 people. The instruments used are creative product assessment and STEM-integrated PjBL implementation sheets. The results showed that students have good creative thinking skills, shown by the results of their project report products in the form of videos. Project reports in the very creative category, as much as 12%. In the creative category, as much as 75%, and in the quite creative category, as much as 13%. It also shows that the STEM-integrated PjBL model can grow and develop students' creative thinking skills.

The nexus between principal competence, learning leadership, facility feasibility, and public elementary school quality in Cikande, Serang District, Indonesia

“…*The teachers' efforts in the school level to develop students' learning achievement have been conducted by several previous studies such as in the teaching strategy implementation, Rifqiawati et al (2021) implemented the distance learning, Mayer (2004) implemented the discovery learning, Wahyuni et al (2022a) implemented the guided inquiry learning model, Ratnasari et al (2022) implemented the problem based learning (PBL) model, Dyamayanti et al (2023) implemented the discovery learning model, Kartini (2023) used of the Think-Pair-Share, Pujiastuti and Haryadi (2023) implemented the STEM-based video approach, Rusmiyati at al. (2021) implemented the biotechnology learning using pulau tunda's local potential, Sari et al (2022) conducted a systematic review on the implementation of bioinformatics learning in senior high school, Haryadi and Pujiastuti (2022) implemented STEM-PJBL model, Hendriyani et al (2023) used the project report through the STEM integrated project based learning model, and Widyastuti et al (2022) used discovery learning model through the aptitude treatment interaction (ATI). In the media learning, Baga et al (2021) used the comic media, Awaliyati et al (2021) developed the bacteria magz, Khastini et al (2022) developed the monopoly digestive media based on educational games, Wahyuni et al (2022b) developed the question card game, and Alya et al (2023) used the poster media, Syahfitri et al (2022) implemented the online learning using google classroom, Subagja et al (2022) conducted the student needs analysis of the scientific literacy oriented interactive multimedia, and Yuliani et al (2022) conducted a bibliometric analysis on mapping research on multimedia biology, Khastini et al (2023) implemented the estudent worksheets, and Ernawati and Sujatmika (2021) developed a worksheet based on a scientific approach.…”