Abstract
This study aims to know the effectiveness of STEM integrated handouts to improve students creative thinking skills in biotechnology material. The design used was nonequivalent pre-post control group design. This research was implemented in grade IX of SMPN 25 Bandar Lampung, Indonesia. The subject were 70 students divided into experiment class (N=35) and control class (N=35) with purposive sampling technique. The data collection was done by pretest and posttest for students creative thinking skills and students responses to the STEM integrated handouts. Based on the result, it were obtained that an average N-gain of experiment class was 0,64 greater than average N-gain of control class was 0,40. Both of class in medium category. Average N-gain of fluency was 0,50 and originality was 0,66 with medium category, then average N-gain of flexibility was 0,74 and elaboration was 0,79 with high category. The student responses showed almost all of the students agreed to the implementation of STEM integrated handouts lead to be interested and motivated in biotechnology material.
Highlights
The 21st century required students to have various skills and to be able to compete globally
This study aims to know the effectiveness of STEM integrated handouts to improve students creative thinking skills in biotechnology material
The student responses showed almost all of the students agreed to the implementation of STEM integrated handouts improved interesting and motivating in biotechnology material
Summary
The 21st century required students to have various skills and to be able to compete globally. Indonesian students thinking skills were still low, especially in science. It could be seen from the research of GCI (Global Creativity Index) 2015 which shows that Indonesia is ranked 115th of 139 countries [2]. Students do not yet have the skills to become creative thinkers and problem solvers. This is supported by research [3] that the implementation of students creative thinking and conceptual understanding has not been implemented maximally yet because the teachers limited time to develop science learning tools to improve creative thinking skills and understanding concepts in science learning. Based on the fact that creative thinking skills are not fully implemented, one of the learning approach to improve students creative thinking skills is STEM (Science, Technology, Engineering, and Mathematics) learning approach
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