Multivariate and Correlational Analysis of Students^ Creative Dispositions and Creative Products through STEM-DT-Based Water Filtration Project Learning Khaula Noorul Ain (a*), Eka Cahya Prima(a), Tuszie Widhiyanti(b)
a) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
b) Department of Chemistry Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
*khlnrlain[at]upi.edu
Abstract
Creativity is a vital 21st-century skill that must be purposefully nurtured in education. Yet, conventional teaching methods often fail to support students in developing creative dispositions and producing innovative solutions. This study examines the impact of a STEM-DT (Science, Technology, Engineering, Mathematics-Design Thinking) project-based learning model-focused on water filtration-on students^ creative dispositions and product quality. A quasi-experimental design was used with 52 junior high school students divided into experimental and control groups. Data were collected using a creative disposition questionnaire and a product assessment rubric. MANOVA results showed significant differences in creative disposition (p = 0.040) and product scores (p = 0.000). The experimental group outperformed the control group in disposition (105.08 vs. 95.27) and creative product quality (84.07% vs. 48.89%). A very strong positive correlation was found between creative disposition and product scores (Spearman^s rho = 0.992, p < 0.01). These findings suggest that the STEM-DT model effectively enhances both students^ creativity and the relevance of their innovations. The study supports integrating STEM-DT in science classrooms to foster contextual learning and better prepare students for real-world challenges.
