Publisher

UNESAUNESA

Journal Journal of Digitalization in Physics EducationJournal of Digitalization in Physics Education Abstract

This study aims to analyze the profile of the STEAM-integrated PBL model specifically designed to encourage creative thinking in high school students while learning physics. The research method used is a literature study conducted by collecting several previous research journals related to the material. The results of this study indicate that using the STEAM-integrated PBL model improves students creative thinking. In addition, STEAM learning, teachers, or educational institutions will help the progress of the Indonesian education system. Because the application of STEAM learning can prioritize problem-solving-based learning, especially in physics learning related to everyday life. The novelty obtained is that STEAM-PBL Integration as an Effective Approach can Increase Student Creativity compared to conventional methods, STEAM-PBL Has a Broad Impact on Critical Thinking and Problem Solving Skills through a challenge-based approach. Then, the role of technology and digital media in strengthening STEAM-PBL learning by increasing concept understanding and student engagement. Moreover, the Importance of contextualization in STEAM-PBL Learning is easier to understand and increases student interest in learning.

Conclusion

The STEAM-integrated PBL model effectively enhances students creative thinking in physics learning.This approach fosters not only creativity but also critical thinking and problem-solving skills, essential for 21st-century education.Implementing this model requires careful consideration of teacher constraints and available resources to ensure successful integration into diverse school environments.Further research should explore the long-term effects and adaptability of this model across various educational levels and subjects.

Future Research

Future research should investigate the long-term impact of the STEAM-PBL model on students creative thinking and its adaptability across different educational contexts. Exploring the integration of emerging technologies like artificial intelligence and virtual reality within the STEAM-PBL framework could further enhance student engagement and conceptual understanding. Additionally, studies should focus on identifying and addressing the supporting and inhibiting factors related to implementing this model in diverse school settings, including teacher training and resource availability. Building upon existing research, investigations could explore the effectiveness of STEAM-PBL in promoting higher-order thinking skills, such as innovation and design thinking, preparing students for complex real-world challenges. Finally, research should examine the potential of personalized STEAM-PBL experiences tailored to individual student learning styles and needs, maximizing the impact on creative development and academic achievement. These investigations will contribute to a more comprehensive understanding of the STEAM-PBL model and its potential to transform physics education.

References

1. Computational thinking: Enhancing STEAM and engineering education, from theory to practice - Dolgopolovas... doi.org/10.1002/cae.22382Computational thinking Enhancing STEAM and engineering education from theory to practice Dolgopolovas doi 10 1002 cae 22382
2. Effectiveness of STEAM Differentiated Learning in Physics Learning of Measurement Concepts to Embody... doi.org/10.26877/jp2f.v16i1.1087Effectiveness of STEAM Differentiated Learning in Physics Learning of Measurement Concepts to Embody doi 10 26877 jp2f v16i1 1087
3. Pengembangan LKPD Berbasis PBL Berbantuan PhET Simulation untuk Meningkatkan Hasil Belajar IPA pada Materi... ejournal.uin-suka.ac.id/tarbiyah/JPM/article/view/72.04Pengembangan LKPD Berbasis PBL Berbantuan PhET Simulation untuk Meningkatkan Hasil Belajar IPA pada Materi ejournal uin suka ac tarbiyah JPM article view 72 04
4. Moving from STEM to STEAM: The effects of informal STEM learning on students' creativity and problem... doi.org/10.1109/FIE.2017.8190545Moving from STEM to STEAM The effects of informal STEM learning on students creativity and problem doi 10 1109 FIE 2017 8190545

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