Meneroka kreativiti saintifik melalui pembelajaran STEM berasaskan projek: Satu kajian rintis

Kajian rintis ini bertujuan untuk menentukan kesahan kandungan dan muka bagi modul pembelajaran STEM berasaskan projek (STEMBP) yang dibangunkan oleh pengkaji. Seramai lima orang panel penilai yang terdiri daripada guru cemerlang sains, ketua panitia dan guru-guru Sains Tahun Lima yang berpengalaman melaksanakan kesahan kandungan modul. Beberapa penambahbaikan dibuat berdasarkan maklum balas yang diberikan oleh panel. Kajian rintis ini dijalankan di sebuah sekolah rendah dalam daerah Tawau, Sabah yang melibatkan seramai 30 orang murid. Intervensi dijalankan selama 12 minggu bagi melaksanakan enam aktiviti dalam Modul STEMBP. Data kualitatif dikumpul melalui soal selidik terbuka. Respon murid menunjukkan kelima-lima tret kreativiti saintifik iaitu kelancaran, keaslian, penghuraian, kebstrakan tajuk dan rintangan terhadap penutupan pra-matang dapat dibangunkan melalui aktiviti dalam Modul STEMBP. Selain itu, murid-murid berpendapat bahawa aktiviti-aktiviti dalam modul STEMBP menimbulkan rasa keseronokan dan keterujaan apabila mereka membina dan menguji prototaip.Hasil dapatan kajian rintis ini mencadangkan bahawa aktiviti pembelajaran STEM berasaskan projek mampu menjana suasana pembelajaran yang memupuk kreativiti saintifik murid. This pilot study aimed to determine the content and face validity of a project-based STEM learning module (STEMBP) developed by the researcher. Five evaluators, comprising excellent Science teachers, heads of subject panels, and experienced Year Five Science teachers, were involved in validating the content of the module. Several improvements were made based on the feedback provided by the evaluators. The pilot study was conducted at a primary school in the Tawau district of Sabah and involved 30 students. The intervention was conducted over 12 weeks and involved six activities from the STEMBP module. Qualitative data were collected through open-ended questionnaires. The students’ responses indicated that all five traits of scientific creativity, namely fluency, originality, elaboration, title abstraction, and resistance to premature closure, could be developed through the activities in the STEMBP module. In addition, the students reported that the activities in the STEMBP module generated feelings of enjoyment and excitement as they designed, built, and tested prototypes. The findings of this pilot study suggest that project-based STEM learning activities can create a learning environment that fosters students’ scientific creativity.