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Enhancing Creative Thinking in Electrochemistry through a Science Literacy Integrated STEM-PBL Model

JTK (Jurnal Tadris Kimiya) · Vol. 10 No. 2 (2025) · hlm. 246–255

DOI
10.15575/jtk.v10i2.41486
ISSN
2527-9637, 2527-6816
Terbit
2025-12-31
Penerbit
Department of Chemistry Education, UIN Sunan Gunung Djati Bandung
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Creative thinking is an essential learning outcome in undergraduate chemistry education, particularly in electrochemistry, where students are required to integrate conceptual understanding with problem solving and real world applications. Integrating science literacy within a Science, Technology, Engineering, and Mathematics–Problem Based Learning (STEM-PBL) framework offers a practical instructional approach to address this challenge by situating electrochemical concepts in authentic problem contexts. This study analysed the effectiveness of a science literacy integrated STEM-PBL model in enhancing undergraduate students’ creative thinking skills in an electrochemistry course. A quantitative quasi experimental design was employed, involving an experimental group taught using the science literacy integrated STEM-PBL model and a control group receiving traditional instruction. Students’ creative thinking skills were measured before and after instruction using a validated assessment instrument. Instructional effectiveness was evaluated by comparing normalized gain (N-gain) scores between the two groups. The results show that students who participated in the STEM-PBL learning environment achieved a substantially higher N-gain score (75.47%) than those in the control group (49.96%). These findings indicate that integrating science literacy into STEM-PBL activities significantly enhances students’ creative thinking skills in electrochemistry learning. The results have important implications for chemistry instruction. They suggest that incorporating science literacy oriented, problem based STEM activities can provide instructors with an effective strategy to promote creative thinking and deepen students’ understanding of electrochemical concepts. This approach may support the design of more engaging and meaningful electrochemistry learning experiences in undergraduate chemistry classrooms.

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  • State University of Medan
  • Universitas Jambi
  • National Taiwan University
  • Bandung Institute of Technology
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Rekan penulisOrganisasiArtikel bersama
Freddy Tua Musa PanggabeanState University of Medan6
Jamalum PurbaState University of Medan4
Muhammad Haris Effendi HasibuanUniversitas Jambi2
Philip Anggo KrisbiantoroNational Taiwan University2
Zainuddin MuchtarState University of Medan2
Marudut SinagaState University of Medan2
Lili LestariState University of Medan1
Siti Rahma Dani HarahapState University of Medan1
Risa Oktavia PratiwiState University of Medan1
Indri AnisaState University of Medan1
Ayi DarmanaState University of Medan1
Iis Siti JahroBandung Institute of Technology1
Cinta Johanna Tessalonika PasaribuAfiliasi tidak diketahui1
Pasar Maulim SilitongaState University of Medan1
Risdo GultomState University of Medan1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/tadris-kimiya/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Enhancing Creative Thinking in Electrochemistry through a Science Literacy Integrated STEM-PBL Model</dc:title>
	<dc:creator>Sutiani, Ani</dc:creator>
	<dc:creator>Dibyantini, Ratu Evina</dc:creator>
	<dc:creator>Nst., Mutiara Agustina</dc:creator>
	<dc:creator>Sari, Dwy Puspita</dc:creator>
	<dc:subject xml:lang="en-US">chemistry education</dc:subject>
	<dc:subject xml:lang="en-US">creative thinking skills</dc:subject>
	<dc:subject xml:lang="en-US">science education</dc:subject>
	<dc:subject xml:lang="en-US">science literacy</dc:subject>
	<dc:subject xml:lang="en-US">STEM-PBL</dc:subject>
	<dc:description xml:lang="en-US">Creative thinking is an essential learning outcome in undergraduate chemistry education, particularly in electrochemistry, where students are required to integrate conceptual understanding with problem solving and real world applications.  Integrating science literacy within a Science, Technology, Engineering, and Mathematics–Problem Based Learning (STEM-PBL) framework offers a practical instructional approach to address this challenge by situating electrochemical concepts in authentic problem contexts. This study analysed the effectiveness of a science literacy integrated STEM-PBL model in enhancing undergraduate students’ creative thinking skills in an electrochemistry course. A quantitative quasi experimental design was employed, involving an experimental group taught using the science literacy integrated STEM-PBL model and a control group receiving traditional instruction. Students’ creative thinking skills were measured before and after instruction using a validated assessment instrument. Instructional effectiveness was evaluated by comparing normalized gain (N-gain) scores between the two groups. The results show that students who participated in the STEM-PBL learning environment achieved a substantially higher N-gain score (75.47%) than those in the control group (49.96%). These findings indicate that integrating science literacy into STEM-PBL activities significantly enhances students’ creative thinking skills in electrochemistry learning. The results have important implications for chemistry instruction. They suggest that incorporating science literacy oriented, problem based STEM activities can provide instructors with an effective strategy to promote creative thinking and deepen students’ understanding of electrochemical concepts. This approach may support the design of more engaging and meaningful electrochemistry learning experiences in undergraduate chemistry classrooms.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Chemistry Education,  UIN Sunan Gunung Djati Bandung</dc:publisher>
	<dc:date>2025-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/tadris-kimiya/article/view/41486</dc:identifier>
	<dc:identifier>10.15575/jtk.v10i2.41486</dc:identifier>
	<dc:source xml:lang="en-US">JTK (Jurnal Tadris Kimiya); Vol. 10 No. 2 (2025); 246-255</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Tadris Kimiya; Vol 10 No 2 (2025); 246-255</dc:source>
	<dc:source>2527-9637</dc:source>
	<dc:source>2527-6816</dc:source>
	<dc:source>10.15575/jtk.v10i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/tadris-kimiya/article/view/41486/15868</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 ANI SUTIANI, Ratu Evina Dibyantini, Mutiara Agustina Nst, Dwy Puspita Sari</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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