The Influence of the PjBL Model with the STEAM Approach on the Creative Thinking Ability and Mathematical Learning Motivation

Evina Triagustina, Dwi Andriyani, Wida Susanti, Anisa Nur Sabiila, Gunawan Gunawan

Abstract


Learning mathematics in the 21st century requires students to develop creative thinking skills and strong learning motivation. However, these aspects remain relatively low because mathematics instruction is often procedural and lacks contextual learning experiences. Therefore, innovative learning approaches that integrate both cognitive and affective dimensions are needed. This study aimed to examine the effect of the Project-Based Learning (PjBL) model integrated with the STEAM approach on students’ creative thinking ability and mathematics learning motivation. This study employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The participants consisted of 54 eighth-grade students selected through cluster random sampling, with 27 students assigned to the experimental class and 27 students to the control class. The research instruments included a mathematical creative thinking test and a mathematics learning motivation questionnaire. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and Pearson Product-Moment correlation at a significance level of 0.05. The findings revealed that the STEAM-based PjBL model significantly affected students’ creative thinking ability and learning motivation simultaneously (p < 0.05). The multivariate test also demonstrated a very large practical effect, as indicated by the partial eta squared value (ηp² = 0.966). Furthermore, the correlation analysis showed a very strong positive relationship between creative thinking ability and learning motivation (r = 0.885; p < 0.05). These findings indicate that STEAM-integrated project-based learning creates contextual, interactive, and meaningful learning experiences that support both cognitive and affective development. Therefore, the STEAM-based PjBL model can be considered an effective and innovative alternative for fostering 21st-century skills in mathematics learning.

Keywords


Project-Based Learning; STEAM; Creative Thinking; Learning Motivation; Math Learning.

Full Text:

DOWNLOAD [PDF]

References


Amriah, A., Supriadi, S., & Sutarsih, C. (2025). Enhancing Grade 4 Students’ Area and Volume Understanding and Mathematical Creative Thinking through Project-Based Learning. Journal of Innovation and Research in Primary Education, 4(4), 3517–3532. https://doi.org/10.56916/jirpe.v4i4.2454

Asare, B., Dissou Arthur, Y., & Adu Obeng, B. (2025). Mathematics self-belief and mathematical creativity of university students: the role of problem-solving skills. Cogent Education, 12(1), 1–19. https://doi.org/10.1080/2331186X.2025.2456438

Ballance, O. J. (2024). Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation. ReCALL, 36(1), 58–71. https://doi.org/10.1017/S0958344023000162

Bergman, E. M., De Bruin, A. B. H., Vorstenbosch, M. A. T. M., Kooloos, J. G. M., Puts, G. C. W. M., Leppink, J., Scherpbier, A. J. J. A., & Van Der Vleuten, C. P. M. (2015). Effects of learning content in context on knowledge acquisition and recall: A pretest-posttest control group design. BMC Medical Education, 15(1), 1–11. https://doi.org/10.1186/s12909-015-0416-0

Chang, C.-Y., Du, Z., Kuo, H.-C., & Chang, C.-C. (2023). Investigating the Impact of Design Thinking-Based STEAM PBL on Students’ Creativity and Computational Thinking. IEEE Transactions on Education, 66(6), 673–681. https://doi.org/10.1109/TE.2023.3297221

Chen, S.-Y., Lai, C.-F., Lai, Y.-H., & Su, Y.-S. (2022). Effect of project-based learning on development of students’ creative thinking. International Journal of Electrical Engineering & Education, 59(3), 232–250. https://doi.org/10.1177/0020720919846808

Fayanto, S., Erniwati, & Husein. (2025). Guided Experiment in Basic Electronics Simulations: Its Effect on Student Engagement and Motivation with Controlling Self Regulation. International Journal of Education in Mathematics, Science and Technology, 13(5), 1177–1188. https://doi.org/10.46328/ijemst.5704

Ferdiansyah, F., Sri Hastuti Noer, & Widyastuti, W. (2025). Enhancing Secondary Students’ Mathematical Creative Thinking Through STEM Project-Based Learning. Kalamatika: Jurnal Pendidikan Matematika, 10(1), 47–66. https://doi.org/10.22236/kalamatika.vol10no1.2025pp47-66

Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486–489. https://doi.org/10.5812/ijem.3505

Gopalan, M., Rosinger, K., & Ahn, J. Bin. (2020). Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302

Hansen, E. K. S. (2022). Students’ agency, creative reasoning, and collaboration in mathematical problem solving. Mathematics Education Research Journal, 34(4), 813–834. https://doi.org/10.1007/s13394-021-00365-y

Henriksen, D., Henderson, M., Creely, E., Ceretkova, S., Černochová, M., Sendova, E., Sointu, E., & Tienken, C. (2018). Creativity and Technology in Education: An International Perspective. Technology, Knowledge and Learning, 23(3), 409–424. https://doi.org/10.1007/s10758-018-9380-1

Indahwati, S. D., Rachmadiarti, F., & Hariyono, E. (2023). Integration of PJBL, STEAM, and Learning Tool Development in Improving Students’ Critical Thinking Skills. IJORER : International Journal of Recent Educational Research, 4(6), 808–818. https://doi.org/10.46245/ijorer.v4i6.434

Kim, T. K. (2017). Understanding one-way ANOVA using conceptual figures. Korean Journal If Anesthesiology, 70(1), 22–26. https://doi.org/10.4097/kjae.2017.70.1.22

Kuo, H. C. (2025). Transforming Tomorrow: A Practical Synthesis of STEAM and PBL for Empowering Students’ Creative Thinking. International Journal of Science and Mathematics Education, 23(6), 2061–2087. https://doi.org/10.1007/s10763-024-10511-0

Li, J., Guo, Y., & Zhang, J. (2026). A framework of mathematical thinking experience: Core components, hierarchical levels, and group differences in mathematical creativity. Educational Studies in Mathematics, 121(2), 181–205. https://doi.org/10.1007/s10649-025-10431-y

Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(4), 44–49. https://doi.org/10.1080/00043125.2016.1224873

Lithner, J. (2017). Principles for designing mathematical tasks that enhance imitative and creative reasoning. ZDM - Mathematics Education, 49(6), 937–949. https://doi.org/10.1007/s11858-017-0867-3

Ndiung, S., & Menggo, S. (2024). International Journal of Learning, Teaching And Educational Research. International Journal of Learning, Teaching and Educational Research, 24(8), 289–308. https://doi.org/10.26803/ijlter.23.8.15

Nurhikmayati, I., & Darhim, D. (2024). Mathematical critical thinking skills through STEM/STEAM approach: A systematic literature review. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 35(1), 145–160. https://doi.org/10.55549/epess.810

Oanh, D. T. K., & Dang, T. D. H. (2025). Effect of STEAM Project-Based Learning on Engineering Students’ 21st Century Skills. European Journal of Educational Research, 14(3), 705–721. https://doi.org/10.12973/eu-jer.14.3.705

Papilaya, P. M., & Salhuteru, C. P. (2024). Project -Based Steam Learning Based on Sound of Green: Empowering Students Creative Thinking. KnE Social Sciences, 9(31), 506–528. https://doi.org/10.18502/kss.v9i31.17612

Putri, R. I. I., Zulkardi, & Hartono, Y. (2021). The Relationship Between Motivation and Mathematics Achievement. Journal of Research and Advances in Mathematics Education, 6(1), 45–56. https://journal.uad.ac.id/index.php/JRAMathEdu/article/download/17601/pdf

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), 1–17. https://doi.org/10.1016/j.heliyon.2024.e39988

Ryan, R. M., & Deci, E. L. (2020). Intrinsic Motivation and Self-Determination Theory. Contemporary Educational Psychology, 61(1), 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Sucilestari, R., Arizona, K., Meiliyadi, L. A. D., Masiah, M., & Sukardi, R. R. (2025). The Influence of STEAM-Integrated Project-Based Science Learning Viewed from Scientific Attitudes on Student Creativity. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 13(4), 974–986. https://doi.org/10.33394/j-ps.v13i4.17073

Suherman, S., & Vidákovich, T. (2025). Creative self-efficacy, attitudes, creative style, and environmental literacy: Promoting mathematical creative thinking. Journal of Educational Research, 118(5), 475–485. https://doi.org/10.1080/00220671.2025.2495329

Taheri, A. M., Zarei, F., Hidarnia, A., & Tavousi, M. (2025). Effectiveness of a school-based educational intervention on oral health knowledge, attitudes, practices, and self-efficacy among female secondary school students: a randomized controlled trial. BMC Oral Health, 25(1), 1–13. https://doi.org/10.1186/s12903-025-06028-9

Wahyudi, W., Sugiman, & Retnawati, H. (2022). The Effectiveness of Project-Based Learning on Student Engagement. Jurnal Pendidikan Ekonomi Dan Bisnis, 10(1), 67–78. https://journal.uny.ac.id/index.php/jpep/article/download/44712/pdf

Wang, M., Mohd Matore, M. E. E., & Rosli, R. (2025). A systematic literature review on analytical thinking development in mathematics education: trends across time and countries. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1523836

Weng, X., Chiu, T. K. F., & Tsang, C. C. (2022). Promoting student creativity and entrepreneurship through real-world problem-based maker education. Thinking Skills and Creativity, 45(1), 101046. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101046

Zhao, S., & Abdullah, A. H. (2025). Enhancing Undergraduates’ Creative Thinking through Mathematics Courses: A Systematic Literature Review. International Journal of Instruction, 18(4), 39–56. https://doi.org/10.29333/iji.2025.1843a




DOI: https://doi.org/10.31764/ijeca.v9i2.38908

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Evina Triagustina, Dwi Andriyani, Wida Susanti, Anisa Nur Sabiila, Gunawan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJECA (International Journal of Education and Curriculum Application) already indexed:

            

___________________________________________________________________

  
   https://doi.org/10.31764/ijeca.

   Creative Commons License
   IJECA (International Journal of Education and Curriculum Application)
   is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 View IJECA Stats

____________________________________________________________________

 IJECA Publisher Office: