The effect of the PjBL-STEAM model on students' creative thinking and scientific communication skills in biotechnology
DOI:
https://doi.org/10.20961/pjt76c49Keywords:
Creative thinking, PjBL, Science learning, Scientific communication, STEAMAbstract
This study aims to examine the effect of the Project Based Learning (PjBL) model integrated with the STEAM approach on students’ creative thinking and scientific communication skills in biotechnology learning. The research was motivated by the uneven development of these skills among junior high school students in science learning. A quantitative approach was employed using a Posttest Only Control Group Design. The sample consisted of two ninth-grade classes at SMP Negeri 9 Surakarta selected through random sampling. The experimental class was taught using the PjBL-STEAM model, while the control class used the Problem-Based Learning (PBL) model. Data were collected through descriptive tests assessing creative thinking and scientific communication skills, and analyzed using MANOVA after confirming normality and homogeneity. The results showed that the PjBL-STEAM model had a significant positive effect on both skills, with a Wilk’s Lambda value of 0.446, F = 46.24 for creative thinking, F = 44.47 for scientific communication, and a significance level of p = 0.000 (< 0.05). The experimental class achieved higher average posttest scores (82 for creative thinking and 73 for scientific communication) compared to the control class (63 and 55, respectively). These findings indicate that the PjBL-STEAM model effectively enhances students’ creative thinking and scientific communication skills in biotechnology, highlighting its potential as an innovative and integrative learning approach in science education.
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