The Effect of Implementing the Integrated STEAM Guided Inquiry Learning Model Assisted by Google Sites to Improve Students Creative Thinking Skills on the Topic of Straight Motion Richa Brilliana Safira(a), Parno(a), Robi Kurniawan(b)
a) Physics Education Study Program, Department of Physics, State University of Malang, Malang, Indonesia.
b) Physics Study Program, Department of Physics, State University of Malang, Malang, Indonesia.
Abstract
This study aimed to determine the effect of the Guided Inquiry Learning (GIL) model integrated with STEAM and assisted by Google Sites on students creative thinking skills in straight motion material. The study employed a quasi experimental method using a pretest posttest control group design. The sample was selected through cluster random sampling, consisting of 34 students in the experimental class and 36 students in the control class. The research instrument consisted of eight essay questions developed based on creative thinking indicators. Data were analyzed using the Mann Whitney U test, N gain analysis, and effect size analysis. The results showed that the GIL STEAM Google Sites class achieved significantly better creative thinking skills than the conventional class with a significance value lower than or equal to 0.05. Thus, the implementation of the STEAM integrated GIL model assisted by Google Sites had a significant effect on students creative thinking skills, with the experimental class obtaining an N gain score of 0.582, which was higher than the control class score of 0.358. The N gain scores for each indicator in the experimental and control classes, respectively, were fluency (0.301 and 0.095), flexibility (0.613 and 0.408), originality (0.400 and 0.188), and elaboration (0.579 and 0.343). The effect size value of 0.653 was categorized as high. Future studies are recommended to apply this learning model to different physics topics and educational levels, as well as to investigate other higher order thinking skills.
