[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588303-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588303-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","integrating-the-stem-dt-model-to-enhance-students-creative-disposition-and-creative-products-through-a-water-filtration-project","Integrating The STEM-DT Model to Enhance Students' Creative Disposition and Creative Products Through a Water Filtration Project","","Modern education demands strong creativity to meet the complexity of the world, yet classroom learning often fails to use models that nurture students’ creativity. This quasi-experimental study examines how the STEM-DT (Science, Technology, Engineering, and Mathematics-Design Thinking) learning model affects students’ creative disposition and creative products. Two groups of 52 junior high students participated, with analysis via t-tests, Cohen’s d, and N-Gain. Results show significant gains in the STEM-DT class, with higher creative disposition and more highly creative products.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/integrating-the-stem-dt-model-to-enhance-students-creative-disposition-and-creative-products-through-a-water-filtration-project/588303/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/integrating-the-stem-dt-model-to-enhance-students-creative-disposition-and-creative-products-through-a-water-filtration-project/588303.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address about classroom learning?","Question",{"text":63,"@type":64},"The study targets the lack of teaching-learning models that foster creativity, since classroom learning often emphasizes theory and weakens links to real-life application.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the STEM-DT model tested in the research?",{"text":68,"@type":64},"A quasi-experimental design compared an experimental class using STEM-DT with a control class using conventional teaching, involving 52 junior high students.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key findings on creative disposition and creative products?",{"text":72,"@type":64},"The STEM-DT group showed a significant improvement in creative disposition (t-test p=0.040; Cohen’s d=0.586) and produced higher-quality creative products (84.07% vs 48.89%).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588303,1792161123,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Integrating The STEM-DT Model to Enhance Students' Creative Disposition and Creative Products Through a Water Filtration Project  \nKhaula Noorul 'Ain1, Nanang Winarno 1*, Eka Cahya Prima 1, Marina Mokhtar2  \n1Departement of Science Education, Faculty of Mathematics and Science Education, Indonesian University of Education, Bandung, Indonesia  \n2Departement of Applied Sciences, Faculty of Applied Sciences, Universiti Teknologi MARA, Penang, Malaysia  \n*[Corresponding author:](Corresponding author: nanang_winarno@upi.edu)[ ](Corresponding author: nanang_winarno@upi.edu)[nanang_winarno@upi.edu](Corresponding author: nanang_winarno@upi.edu)  \nABSTRACT Education in the modern era requires students to have high creative skills to face the challenges of a complex world. However, the lack of teaching learning models that foster students' creativity is a common problem in classroom learning. This research aims to explore the impact of the STEM-DT (Science, Technology, Engineering, and MathematicsDesign Thinking) learning model on students' creative disposition and creative products. A quasi-experimental design was used, involving two groups: an experimental class using the STEM-DT learning model and a control class employing conventional teaching methods. The participants consisted of 52 junior high school students. Instruments included a creative disposition questionnaire and a rubric for evaluating creative products. Data were analyzed using t-tests, Cohen's d calculations, and N-Gain measurements. The results indicated a significant difference in average creative disposition between the control and experimental classes, with a t-test significance value of 0.040 and Cohen's d effect size of 0.586 (medium category). The average N-Gain score of creative disposition in the experimental class reached 0.1213, while in the control class, it was 0.0508, showing greater improvement in the experimental group. Additionally, the average creative product score in the control class was 48.89%, categorized as moderately creative, while the experimental class scored 84.07%, categorized as highly creative. The findings suggest that the STEM-DT learning model significantly enhances students' creative disposition and the quality of innovative products, providing essential preparation for younger generations to navigate the complexity and dynamics of global change.  \nKeywords STEM-DT, Creative disposition, Creative products, Water filtration  \n1. INTRODUCTION  \nScience education plays a crucial role in shaping a generation capable of tackling major future challenges. With rapid advancements in technology and science, science education is not only a means of understanding the natural world but also a foundation for creating innovations that positively impact human life. Therefore, science education must develop analytical skills, creativity, and problem-solving abilities relevant to real-world issues such as climate change, environmental pollution, and limited access to clean water (Baran, Baran, Karakoyun, & Maskan, 2021; Wan, So, & Hu, 2021) .  \nAlthough science is already taught in schools, classroom learning often focuses excessively on theory, neglecting the connection between scientific concepts and everyday life. Consequently, many students struggle to apply their knowledge in real-world contexts (Diep et al., 2023; Hiwatig, Roehrig, & Rouleau, 2024; Sulaeman, Efwinda, &  \nPutra, 2022). This highlights the need for teaching learning models that not only impart knowledge but also hone students' critical, creative, and innovative thinking skills (Nasri, Rahimi, Nasri, & Talib, 2021; Sawu, Sukarso, Lestari, & Handayani, 2023; Simeon, Samsudin, & Yakob, 2022) .  \nDeveloping students' creative disposition is increasingly recognized as a primary goal of modern science education (Sawu, Sukarso, Lestari, & Handayani, 2023) . Creative disposition encompasses not just the ability to generate new ideas but also attitudes, habits, and skills that drive innov","cbCaisoSkLGGSJjy","https://ap.wps.com/l/cbCaisoSkLGGSJjy","pdf",572130,14,"English","# Abstract\n# Introduction\n## Role of science education and creativity\n## Need for models connected to real-world contexts\n## Definition and dimensions of creative disposition\n## Relationship between creative disposition and creative products","[{\"question\":\"What problem does the study address about classroom learning?\",\"answer\":\"The study targets the lack of teaching-learning models that foster creativity, since classroom learning often emphasizes theory and weakens links to real-life application.\"},{\"question\":\"How was the STEM-DT model tested in the research?\",\"answer\":\"A quasi-experimental design compared an experimental class using STEM-DT with a control class using conventional teaching, involving 52 junior high students.\"},{\"question\":\"What were the key findings on creative disposition and creative products?\",\"answer\":\"The STEM-DT group showed a significant improvement in creative disposition (t-test p=0.040; Cohen’s d=0.586) and produced higher-quality creative products (84.07% vs 48.89%).\"}]","Integrating The STEM-DT Model to Enhance Students' Creative Disposition and Creative Products Through a Water Filtration Project | PDF",1792064970,35]