Implementasi Pembelajaran Mendalam Terintegrasi STEM melalui Purwarupa Hidrolik di Sekolah Menengah Pertama

Hesti Herliantari

doi:10.67686/didaktika.v10i2.2171

Authors

Hesti Herliantari Sekolah Menengah Pertama Negeri 13 OKU, Sumatera Selatan, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2171

Abstract

Science learning in junior high school often emphasizes conceptual mastery, while students’ creative thinking skills remain underdeveloped due to limited authentic, problem-solving learning experiences. This study aimed to analyze the effect of implementing deep learning integrated with STEM through a hydraulic prototype project on students’ creative thinking ability. A quantitative approach with a pre-experimental one-group pretest–posttest design was conducted among 22 ninth-grade students. The main instrument was an essay-based creative thinking test covering fluency, flexibility, originality, and elaboration, supported by an observation sheet documenting students’ activities during the engineering stages. Data were analyzed using descriptive statistics, normalized gain, and a paired t-test because the data were normally distributed. The results showed that the mean score increased from 31.27 (SD=5.05) to 85.18 (SD=2.66) with a statistically significant difference (p<0.001). The normalized gain was 0.78 (78%), indicating a high improvement. Observational findings also indicated active student engagement during designing, constructing, testing, and refining the hydraulic prototype. In conclusion, deep learning integrated with STEM through a hydraulic prototype project is effective in enhancing junior high school students’ creative thinking ability.

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