DEVELOPMENT OF AN INTEGRATED STEM DESIGN THINKING LEARNING MODEL TO IMPROVE STUDENTS' CREATIVE THINKING SKILLS IN SCIENCE LEARNING ON ENVIRONMENTAL TOPICS IN ELEMENTARY SCHOOLS
DOI:
https://doi.org/10.21009/ishel.v2i1.68882Keywords:
creative thinking, Primary EducationAbstract
This study aims to identify the needs for developing an integrated STEM Design Thinking learning model to enhance students' creative thinking skills in science lessons on environmental topics in elementary schools. The research uses a mixed methods approach with a sequential explanatory design. The subjects consist of 178 fifth-grade students from three elementary schools in South Tangerang City, along with several science teachers. Data collection techniques include tests of creative thinking skills, questionnaires, observations, and interviews. The data are analyzed using both quantitative and qualitative descriptive methods. The results show that students' creative thinking skills are still relatively low, especially in aspects of originality and fluency. Learning activities are still dominated by listening to teacher explanations, while environmental exploration activities and the creation of tangible products are still limited. Additionally, students are more interested in practice-based learning, projects, and STEM integration. Therefore, developing an integrated STEM Design Thinking learning model is necessary to create more active, contextual, collaborative learning environments that can improve students' creative thinking skills in solving environmental issues in elementary schools.
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