Zobrazit v EDS

The Influence of STEM-Oriented Project-Based Learning and Learning Motivation on Creative Thinking Skills at the Elementary School Level

Uloženo v:
Podrobná bibliografie
Název: The Influence of STEM-Oriented Project-Based Learning and Learning Motivation on Creative Thinking Skills at the Elementary School Level
Autoři: Utomo, Rulli Hari, Sudiyanto, Sudiyanto, Supianto, Supianto
Zdroj: EduBasic Journal: Jurnal Pendidikan Dasar; Vol 7, No 2 (2025): EduBasic Journal: Jurnal Pendidikan Dasar; 173-187
Informace o vydavateli: Universitas Pendidikan Indonesia Kampus Serang, 2025.
Rok vydání: 2025
Témata: elementary education, Creative Thinking Skills, Elementary School, Learning Motivation, PjBL-STEM
Popis: The evolution of 21st-century education necessitates enhancing creative thinking skills from elementary education. Nonetheless, pedagogical methods in elementary schools remain predominantly traditional and have not incorporated numerous innovative frameworks, such as Science, Technology, Engineering, and Mathematics (STEM)-oriented Project-Based Learning (PjBL). This study seeks to: (1) evaluate the impact of the PjBL-STEM model on students' creative thinking skills; (2) assess the influence of learning motivation on creative thinking skills; and (3) examine the interaction between learning models and learning motivation regarding the creative thinking skills of elementary school students. The research employed a quasi-experimental design with two groups, involving 142 fourth-grade students from eight elementary schools in the Purwantoro Sub-district of Wonogiri Regency. Data were gathered using validated and reliable creative thinking assessments and learning motivation questionnaires. The two-way ANOVA results indicated that the PjBL-STEM model had a significant effect on students’ creative thinking skills (F(1,138) = 45.892; p 0.05; η² = 0.247) and revealed a significant interaction with students’ learning motivation (F(1,138) = 6.268; p 0.05). While the main effect of learning motivation was statistically significant (F(1,138) = 10.884; p 0.05), this result should be interpreted with caution, as motivation was examined in this study as a moderating factor rather than a direct target of instructional treatment. The findings suggest that the use of PjBL-STEM in science education fosters the enhancement of student creativity, regardless of their motivation levels.
Druh dokumentu: Article
Popis souboru: application/pdf
Jazyk: English
ISSN: 2549-4562
DOI: 10.17509/ebj.v7i2.85039
Přístupová URL adresa: http://ejournal.upi.edu/index.php/edubasic/article/view/85039
Rights: CC BY NC ND
Přístupové číslo: edsair.journalunive..dffa10c6773f95e550e43bb97ca132d2
Databáze: OpenAIRE
Popis
Abstrakt:The evolution of 21st-century education necessitates enhancing creative thinking skills from elementary education. Nonetheless, pedagogical methods in elementary schools remain predominantly traditional and have not incorporated numerous innovative frameworks, such as Science, Technology, Engineering, and Mathematics (STEM)-oriented Project-Based Learning (PjBL). This study seeks to: (1) evaluate the impact of the PjBL-STEM model on students' creative thinking skills; (2) assess the influence of learning motivation on creative thinking skills; and (3) examine the interaction between learning models and learning motivation regarding the creative thinking skills of elementary school students. The research employed a quasi-experimental design with two groups, involving 142 fourth-grade students from eight elementary schools in the Purwantoro Sub-district of Wonogiri Regency. Data were gathered using validated and reliable creative thinking assessments and learning motivation questionnaires. The two-way ANOVA results indicated that the PjBL-STEM model had a significant effect on students’ creative thinking skills (F(1,138) = 45.892; p 0.05; η² = 0.247) and revealed a significant interaction with students’ learning motivation (F(1,138) = 6.268; p 0.05). While the main effect of learning motivation was statistically significant (F(1,138) = 10.884; p 0.05), this result should be interpreted with caution, as motivation was examined in this study as a moderating factor rather than a direct target of instructional treatment. The findings suggest that the use of PjBL-STEM in science education fosters the enhancement of student creativity, regardless of their motivation levels.
ISSN:25494562
DOI:10.17509/ebj.v7i2.85039