The effect of STEM learning on students’ mathematical creativity

Abstract

This study aims to investigate the effects of STEM (Science, Technology, Engineering, Mathematics) learning on students' mathematical creativity. This research was carried out using a quasi-experimental method with a Nonequivalent pretest-posttest control group design. The subjects of this research were eleven graders of high school. The instrument used in this study was a test of mathematical creativity in the form of a description of four questions. In order to determine differences in the achievement of creative abilities in the two groups, it will be tested using a two-way ANOVA followed by the Post Tukey test. Data analysis revealed that the increase in mathematical creativity abilities among students who learned with STEM learning was significantly better than the counterparts with conventional learning. In addition, there were differences in the achievement of mathematical creativity abilities in terms of prior knowledge. mathematics. So, it can be concluded that STEM learning is better than students who receive conventional learning based on high, medium, and low PAM categories.