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<p>Energy demand is projected to grow by 0.8% annually until 2030, with 80% of the increase still dominated by fossil fuels like petroleum and coal. STEM-DT learning addresses the energy crisis by introducing students to solar cell projects, helping them understand renewable energy solutions. The research aimed to assess the impact of the solar cell project within STEM-DT learning on students’ creative thinking skills, dispositions, and product outcomes. Utilizing a Mixed Method approach with an Embedded Design, the study sampled 84 junior high school students in an experimental group. Data were collected through observation sheets, creative thinking tests, questionnaires on creative dispositions, and creative product rubrics. Results indicated that the implementation of the solar cell project was successful, with student worksheet analysis showing scores of 81.25% and observer assessments reaching 100%. A paired sample t-test revealed a significant improvement in students’ creative thinking skills with a significance of 0.000 (<i>p</i> &lt; 0.005), while the Wilcoxon test confirmed a notable increase in creative disposition with a significance of 0.000 (<i>p</i> &lt; 0.005). Additionally, students’ creative products were categorized into two groups: very creative (54%) and creative (46%). Overall, the study concludes that the solar cell project in STEM-DT learning effectively enhances students’ creative thinking skills, dispositions, and creative product.</p>

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Solar cells project on STEM-Design thinking to foster students’ creative thinking skills, creative dispositions, and creative product

  • 期刊论文

  • 发表日期：

    2025年9月19日

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  • Arifin Septiyanto,
  • Lilit Rusyati,
  • Endi Suhendi,
  • Ida Kaniawati,
  • Eka Cahya Prima

摘要

Energy demand is projected to grow by 0.8% annually until 2030, with 80% of the increase still dominated by fossil fuels like petroleum and coal. STEM-DT learning addresses the energy crisis by introducing students to solar cell projects, helping them understand renewable energy solutions. The research aimed to assess the impact of the solar cell project within STEM-DT learning on students’ creative thinking skills, dispositions, and product outcomes. Utilizing a Mixed Method approach with an Embedded Design, the study sampled 84 junior high school students in an experimental group. Data were collected through observation sheets, creative thinking tests, questionnaires on creative dispositions, and creative product rubrics. Results indicated that the implementation of the solar cell project was successful, with student worksheet analysis showing scores of 81.25% and observer assessments reaching 100%. A paired sample t-test revealed a significant improvement in students’ creative thinking skills with a significance of 0.000 (p < 0.005), while the Wilcoxon test confirmed a notable increase in creative disposition with a significance of 0.000 (p < 0.005). Additionally, students’ creative products were categorized into two groups: very creative (54%) and creative (46%). Overall, the study concludes that the solar cell project in STEM-DT learning effectively enhances students’ creative thinking skills, dispositions, and creative product.