THE EFFECT OF OUTDOOR-BASED STEM LEARNING ON STUDENTS MATHEMATICAL CREATIVITY

Rosalinda Rosalinda; Alfira Mulya  Astuti; Yandika Nugraha

doi:10.37478/jupika.v9i1.7936

Authors

Rosalinda Rosalinda Mathematics Education Program, Faculty of Tarbiyah and Teacher Education, Mataram State Islamic University, Jl. Gajah Mada, Jempong Baru, Mataram City, West Nusa Tenggara, Indonesia
Alfira Mulya Astuti Mathematics Education Program, Faculty of Tarbiyah and Teacher Education, Mataram State Islamic University, Jl. Gajah Mada, Jempong Baru, Mataram City, West Nusa Tenggara, Indonesia https://orcid.org/0000-0003-3151-6176
Yandika Nugraha Mathematics Education Program, Faculty of Tarbiyah and Teacher Education, Mataram State Islamic University, Jl. Gajah Mada, Jempong Baru, Mataram City, West Nusa Tenggara, Indonesia https://orcid.org/0000-0003-1269-6589

DOI:

https://doi.org/10.37478/jupika.v9i1.7936

Abstract

The rapid development of 21st-century education requires students to possess creativity and higher-order thinking skills. However, mathematics learning in schools is still dominated by conventional approaches that limit students’ opportunities to explore ideas and solve problems creatively. This study aimed to analyze the effect of STEM-based outdoor learning on students’ mathematical creativity. The research employed a quantitative quasi-experimental design with a nonequivalent control group. The participants were 30 eighth-grade students from MTs Assa’adah, comprising 15 in the experimental class and 15 in the control class. Data were collected using open-ended essay tests based on indicators of mathematical creativity, namely fluency, flexibility, originality, and elaboration. The data were analyzed using N-Gain and the Independent Sample t-test. The results showed that the average posttest score of the experimental class was 83.93, while the control class was 66.73. The average N-Gain score of the experimental class was 0.786 in the high category, whereas the control class obtained 0.556 in the medium category. Hypothesis testing indicated a significant difference between the two groups with a t-count value of 16.734 and a significance value of 0.000 (p < 0.05). These findings indicate that STEM-based outdoor learning is more effective in improving students’ mathematical creativity than conventional learning.

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Keywords:

Mathematical Creativity, Outdoor Learning, STEM

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