The effectiveness of the STEAM-based PjBL model on students’ creative thinking skills and cognitive load in terms of self-efficacy
DOI:
https://doi.org/10.20961/isep.v1i1.1769Keywords:
project-based learning, STEAM, creative thinking skillsAbstract
This study aims to (1) analyze the effectiveness of the STEAM-based PjBL model on students' creative thinking skills and cognitive load on light and optical devices (2) analyze the effect of self-efficacy on students' creative thinking skills and cognitive load on light and optical devices (3) investigate the interaction of STEAM-based PJBL models and self-efficacy on students' creative thinking skills and cognitive load on light and optical devices. This research is quasi-experimental research with a pretest-posttest control group design. The population of this study was VIII grade students at one public junior high school in Blora Regency for the 2022/2023 academic year, totaling 252 students. The sample was determined using the cluster random sampling technique; the experimental class consisted of 32 students using the PjBL STEAM learning model, and the control class consisted of 31 students using the Discovery learning model. Data collection was carried out using test techniques in the form of creative thinking skills essay questions and non-tests in the form of cognitive load and self-efficacy questionnaires. The validity test technique used is content validity. The data analysis used was the MANOVA test. In the hypothesis test, it was found that H0A was rejected (sig. 0.002 <0.05), H0B was rejected (sig. 0.001 <0.05), and H0AB was accepted (sig. 0.139 > 0.05). The conclusions obtained are (1) the learning model has an effect on creative thinking skills with the STEAM PjBL model, which has a better effect than discovery learning, (2) the learning model has an effect on students' cognitive load scores with the STEAM-PjBL model which can minimize cognitive load values which is better than the discovery learning model, (3) self-efficacy does not affect creative thinking skills but affects students' cognitive load, (4) and there is no interaction between learning models and self-efficacy on students' creative thinking skills and cognitive load. The research results can be used as study material and references for similar research on the effectiveness of STEAM-based PjBL learning models to improve students' creative thinking skills and minimize cognitive load scores in terms of self-efficacy levels for different materials.
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