THE IMPACT OF STEAM PROJECT-BASED LEARNING IN BLENDED LEARNING ENVIRONMENT ON THE CREATIVITY OF HIGHER EDUCATION STUDENTS Dewi Suliyanthini (a), Fajar Yulianur (b*), Harsuyanti Lubis (a), M. Haryono (a)
a) Faculty of Engineering - Universitas Negeri Jakarta
Jl. R.Mangun Muka Raya No.11, RT.11/RW.14, Rawamangun, Kec. Pulo Gadung, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13220
b) Bina Nusantara University
Jl. Raya Kb. Jeruk No.27, RW.9, Kb. Jeruk, Kec. Kb. Jeruk, Kota Jakarta Barat, Daerah Khusus Ibukota Jakarta 11530
*fajar.yulianur[at]binus.edu
Abstract
The purpose of this study is to assess student creativity after they completed a textile-chemistry course designed with a STEAM (Science, Technology, Engineering, Art, and Math) project-based learning approach and carried out in a blended learning environment. This study employed a one-group posttest only design with convenience sampling and involved 65 undergraduate students of the Apparel Design Study Program of the Faculty of Engineering, Universitas Negeri Jakarta. During the teaching-learning process, the students were engaged in teaching-learning activities that incorporated various digital learning platforms, including LMS Moodle, YouTube, Zoom, and WhatsApp Messenger. At the end of the lesson, each student was instructed to compose a post-experimental report which was then assessed and analyzed. Torrance Framework was employed to assess student creative thinking performance which covers 1) Fluency 2) Flexibility 3) Elaboration, and 4) Originality categories. The study revealed that among the four categories, Fluency has the highest average score which is 92.5, while Elaboration has the lowest average score which is 68. A theoretical investigation on how STEAM project-based learning conducted in a blended learning environment could affect the assessment result is also elaborated.
