Project Based STEM Learning for Improving Students Mathematical Creativity and Computational Thinking

Abstract

The development of mathematical creativity and computational thinking has become increasingly important in mathematics education, particularly in response to the demands of 21st-century learning and the growing integration of technology. This study aimed to examine the implementation of Project Based STEM Learning and its effectiveness in improving students’ mathematical creativity and computational thinking. A quasi-experimental mixed-methods design with a pretest-posttest control group was employed involving 64 secondary school students, consisting of 32 students in the experimental group and 32 students in the control group. The experimental group participated in six instructional sessions using Project Based STEM Learning, while the control group received conventional mathematics instruction. Data were collected through open-ended mathematical creativity tests, computational thinking assessments, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, N-gain, and ANCOVA, while qualitative data were analyzed thematically. The findings showed that the implementation of Project Based STEM Learning achieved an overall observation score of 88.3%. Mathematical creativity increased from a mean of 58.31 to 81.94 in the experimental group, with an N-gain of 0.57, compared with 0.24 in the control group. ANCOVA revealed a significant effect of the intervention on mathematical creativity, F(1,61) = 68.53, p < .001, partial η² = .528. Computational thinking also increased from 55.84 to 80.47, with an N-gain of 0.56, compared with 0.26 in the control group. The findings indicate that Project Based STEM Learning provides an effective integrated environment for developing mathematical creativity and computational thinking through authentic problem solving, collaboration, technological integration, testing, and revision.