Implementation of Science Literacy-Oriented STEAM-Based Biology Learning to Enhance Students’ Creative Thinking Skills
Abstract
Purpose of the study: This study aims to examine the effect of implementing Biology learning based on Science, Technology, Engineering, Arts, and Mathematics (STEAM) integrated with scientific literacy on students’ creative thinking skills in high school biology learning.
Methodology: The research employed a quasi-experimental method with a non-equivalent control group design. Participants were divided into an experimental class using STEAM-based learning integrated with scientific literacy and a control class using conventional learning. Creative thinking tests were administered, and data were analyzed using Microsoft Excel 2010.
Main Findings: The experimental class achieved a higher average creative thinking score (81 – very creative) compared to the control class (73 – creative). The most significant improvement was observed in originality, followed by fluency, flexibility, and elaboration. This suggests that STEAM-based learning integrated with scientific literacy can foster higher-level thinking and idea generation in biology learning.
Novelty/Originality of this study: This study combines STEAM learning with scientific literacy orientation in biology, offering a comprehensive approach to improving creative thinking skills. The integration bridges conceptual understanding and higher-order thinking, advancing knowledge on how interdisciplinary methods can be applied effectively in science education.
Views / Downloads
Files
License
Copyright (c) 2025 Nurliah Nurliah (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
[1] S. Hasmyati, Andi, and A. Arafah, Effective Learning Models In Physical Education Teaching, 1st ed. Yogyakarta, Indonesia: CV Budi Utama, 2018.
[2] Nuriani and W. Muliawan, “Development of science learning with project-based learning on science process skill: A needs analysis study,” Int. J. Sci. Learn.
[3] R. R. Setiawan, Suwondo, and W. Syafii, “Implementation of project-based learning student worksheets to improve students’ science process skills on environmental pollution in high schools,” J. Educ. Sci., vol. 5, no. 1, pp. 130–140, 2021, doi: 10.31258/jes.5.1.p.130-140.
[4] A. Razi and G. Zhou, “STEM, iSTEM, and STEAM: What is next?,” Int. J. Technol. Educ., vol. 5, no. 1, pp. 1–29, 2022, doi: 10.46328/ijte.231.
[5] D. Herro and C. F. Quigley, “Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators,” Prof. Dev. Educ., vol. 43, no. 3, pp. 416–438, 2017, doi: 10.1080/19415257.2016.1205507.
[6] L. B. Perignat and J. Katz-Buonincontro, “STEAM in practice and research: An integrative literature review,” Think. Skills Creat., vol. 31, pp. 31–43, 2019, doi: 10.1016/j.tsc.2018.10.002.
[7] OECD, PISA 2018 Assessment and Analytical Framework. Paris, France: OECD Publishing, 2019.
[8] H. Fives, W. Huebner, and D. Birnbaum, “Developing a measure of teachers’ knowledge of student engagement,” J. Educ. Psychol., vol. 106, no. 3, pp. 1–16, 2014, doi: 10.1037/a0036652.
[9] M. A. Runco and S. Acar, “Divergent thinking as an indicator of creative potential,” Creat. Res. J., vol. 24, no. 1, pp. 66–75, 2012, doi: 10.1080/10400419.2012.652929.
[10] U. Munandar, Pengembangan Kreativitas Anak Berbakat. Jakarta, Indonesia: Rineka Cipta, 2017.
[11] Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung, Indonesia: Alfabeta, 2018.
[12] K. Sari and A. Nurwahyunani, “Profil literasi sains siswa SMP Negeri se-Kota Semarang,” J. Pendidik. IPA Indones., vol. 6, no. 2, pp. 249–361, 2016, doi: 10.15294/jpii.v6i2.9616.
[13] OECD, PISA 2018 Assessment and Analytical Framework. Paris, France: OECD Publishing, 2019.
[14] M. Pérez Torres, D. Couso Lagarón, and C. Marquez Bargalló, “Evaluation of STEAM project-based learning (STEAM PBL) instructional designs from the STEM practices perspective,” Educ. Sci., vol. 14, no. 1, p. 53, 2023, doi: https://doi.org/10.3390/educsci14010053.
[15] S. Pahmi, D. Juandi, and R. Sugiarni, “The effect of STEAM in mathematics learning on 21st century skills: A systematic literature reviews,” Prisma, vol. 11, no. 1, pp. 93–104, 2022, doi: https://doi.org/10.35194/jp.v11i1.2039.
