Comparing Project-Based Learning and Integrated STEM Approach in Enhancing Scientific Creativity in Renewable Energy Education
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| Title: | Comparing Project-Based Learning and Integrated STEM Approach in Enhancing Scientific Creativity in Renewable Energy Education |
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| Language: | English |
| Authors: | Fifi Mufida Syamra (ORCID |
| Source: | Pedagogical Research. 2025 10(3). |
| Availability: | Modestum. 1 Windrush Road, DE65 5LB, Hilton, Derbyshire, UK. Tel: +44-783-473-4063; e-mail: info@modestum.org; Web site: https://www.pedagogicalresearch.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 |
| Descriptors: | Active Learning, Student Projects, STEM Education, Energy Education, Creativity, Integrated Activities, High School Students, Grade 10, Foreign Countries, Teaching Methods |
| Geographic Terms: | Indonesia |
| ISSN: | 2468-1989 2468-4929 |
| Abstract: | This quasi-experimental study investigates the effectiveness of project-based learning (PjBL) and its integrated science, technology, engineering, and mathematics (STEM) variant (PjBL-STEM) in enhancing scientific creativity among high school students. Conducted in an Indonesian senior high school, 69 tenth-grade students were assigned to an experimental group (PjBL-STEM, n = 36) and a control group (PjBL, n = 33) using a non-equivalent post-test-only design. A validated scientific creativity test ([alpha] = 0.79) was used to assess students' performance across fluency, flexibility, and originality dimensions. Findings revealed that students in the PjBL-STEM group scored significantly higher in overall scientific creativity, especially in generating original and technical solutions in renewable energy contexts. The PjBL-STEM model was shown to foster deeper engagement through problem-solving, project refinement, and critical evaluation processes. The study demonstrates that PjBL could be the way to implement integrated STEM education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484435 |
| Database: | ERIC |
| Abstract: | This quasi-experimental study investigates the effectiveness of project-based learning (PjBL) and its integrated science, technology, engineering, and mathematics (STEM) variant (PjBL-STEM) in enhancing scientific creativity among high school students. Conducted in an Indonesian senior high school, 69 tenth-grade students were assigned to an experimental group (PjBL-STEM, n = 36) and a control group (PjBL, n = 33) using a non-equivalent post-test-only design. A validated scientific creativity test ([alpha] = 0.79) was used to assess students' performance across fluency, flexibility, and originality dimensions. Findings revealed that students in the PjBL-STEM group scored significantly higher in overall scientific creativity, especially in generating original and technical solutions in renewable energy contexts. The PjBL-STEM model was shown to foster deeper engagement through problem-solving, project refinement, and critical evaluation processes. The study demonstrates that PjBL could be the way to implement integrated STEM education. |
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| ISSN: | 2468-1989 2468-4929 |
