Integrated STEM-based module: Relationship between students’ creative thinking and science achievement

Abstract

STEM-based learning innovations have been massively developed especially related to 21st Century skills. This study was done to explore a relationship between creative thinking and science achievement through the implementation of integrated STEM-based module on Reproduction topic. A quasi-experimental study involved pretest-posttest non-equivalent group design with sample of 60 eighth graders from a boarding school in Baling, Kedah, Malaysia. The samples was divided into two groups - 30 students of treatment group and 30 students of control group. The data were collected from pre-post-Reproduction Test Questions (RTQ) scores and pre-post-Creative Thinking Test Questions (CTTQ) scores. Pearson Correlation and one-way ANOVA at a significance level p < .05 were performed in analysing data. Findings reveal no statistically significant relationship between creative thinking and science achievement for both treatment group (r = .220, p = .243) and control group (r = .308, p = .098). Besides, there is a statistically significant and moderate and positive relationship between creative thinking indicator of fluency and science achievement (r = .463, p = .010) of the treatment group. In conclusion, general finding is an evidence that between creative thinking and science achievement shows a consistency in whatever teaching strategy implemented. In which, educators need to realize that academic achievement does not necessarily be a necessity in shaping one’s creativity. Therefore, further study is needed to investigate the relationship between these variables in the execution of STEM teaching and learning so that the findings can be generalized to a larger population.

Development of STEM Integrated Physics E-Modules to Improve 21st Century Skills of Students

“…Research conducted by Ulfa (2021) using STEM integrated physics module improves student learning outcomes in cognitive aspects. STEM-integrated e-modules provide significant results for students' critical thinking skills in science learning and STEM integration combines real concepts in learning so as to enable students to be able to compete in the new era (Shukri, 2020;Hasanudin et al, 2022). Based on previous researchers, it was concluded that the use of STEM integrated physics emodules can improve student learning outcomes.…”

Improving students’ metacognitive abilities and creative thinking skills through STEM-based in online learning

“…STEM-based learning can also develop the scientific skills of students (Sahin et al, 2014;Sutaphan & Yuenyong, 2019;Thomas & Watters, 2015). Moreover, metacognitive skills and creative thinking can be empowered by learning on a STEM basis (Mariano et al, 2021;Pollard et al, 2018;Santangelo et al, 2021;Shukri et al, 2020). Therefore, the results from this research can become the basis for applying STEM-based learning in education, especially in remote learning, so that students can cultivate meaningfulness in learning and empower higher-order thinking skills.…”

“…Creative thinking skills may explain the causal relationships of events that occur around them (Felder & Brent, 2016;Shukri et al, 2020). Creative thinking skills will be more easily empowered if students have good metacognitive abilities.…”

“…The two aspects, namely metacognitive ability and creative thinking skills, support each other regarding the activities carried out to support the high-level thinking of students. (Shukri et al, 2020;Yusnaeni et al, 2017;Zulkarnaen et al, 2017) identified the influence of metacognitive strategies on the higher-level thinking skills of students, including creative thinking. The activity was carried out to raise many questions or answers and build and develop unique ideas in this study provided a problem and asked students to find solutions with activities to design, compile, and simulate protein synthesis processes, monohybrid and dihybrid cross problems, and predict the results of plant and animal breeding offspring with button crosses.…”

Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning

“…Also, the globalization era promotes students to apply knowledge through problem-solving and appropriate collaboration (Koh et al, 2010;Maas et al, 2018;Sturner et al, 2017). 21 st -Century learning needs to center on thinking and collaboration skills (Shukri et al, 2020). Collaboration skills are an interpersonal arrangement that is more than just cooperation (Davidsen et al, 2020;Neubert et al, 2015).…”