The effect of STEM-PjBL on students' creative thinking skills and self-efficacy

Abstract

Dynamic fluid is a branch of physics that underlies several phenomena in everyday life. The 21st century skills are a new challenge for workers. This certainly affects the students to prepare them to face these challenges. Creative thinking skills are needed to prepare students to meet the challenges of the 21st century. The level of self-efficacy of students can influence these creative thinking skills. Students' thinking skills still need to improve, and the role of STEM in learning is still sporadic. This research method is a quasi-experiment with treatment by level 2 x 2 design. The research sample consisted of two groups: a group of students who were given the STEM treatment and a group of students who were given the STEM-PjBL treatment. Each group was given a self-efficacy test to group students with low efficacy and students with high self-efficacy. The research data has homogeneous variance and normal distribution as a condition for further hypothesis testing. The next test was carried out by an interaction effect test, which stated an interaction effect between the learning treatment and self-efficacy on students' creative thinking skills. The final test is the sample effect with the independent sample t-test, and a significance value of 0.000 is obtained, which means that there is a difference in the value of the creative thinking skills of students who are treated with STEM and STEM-PjBL for students who have high self-efficacy and a significance value of 0.046, which means there is a difference the value of the creative thinking skills of students who are treated with STEM and STEM-PjBL in students who have low self-efficacy.