STEM Project-Based Learning to Enhance Problem-Solving Skills, Collaboration, and Scientific Creativity in Science Education
DOI:
https://doi.org/10.62872/sej.v1i3.554Keywords:
STEM project-based learning, problem-solving skills, collaboration, scientific creativity, science educationAbstract
This study aims to investigate the effectiveness of STEM Project-Based Learning (STEM-PjBL) in enhancing students’ problem-solving skills, collaboration, and scientific creativity in science education. The research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The participants consisted of two groups: an experimental group that engaged in STEM-PjBL and a control group that received conventional instruction. Data were collected using a problem-solving skills test, a collaboration observation sheet, and a scientific creativity test. The results showed that the experimental group achieved significantly higher post-test scores compared to the control group across all variables. The normalized gain (N-gain) analysis indicated that the experimental group reached a medium to high level of improvement, while the control group remained in the low to medium category. Statistical analysis using an independent sample t-test revealed a significant difference between the two groups (p < 0.05). Furthermore, STEM-PjBL effectively improved students’ ability to solve complex problems, collaborate in teams, and generate innovative scientific ideas. These findings suggest that STEM Project-Based Learning is an effective and innovative instructional strategy for developing essential competencies in science education.
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