Meta-analysis: The effect of project-based learning (PJBL) integrated with STEAM on students^ creativity in science education. 1Rosa Lina,2Luvia Ranggi Nastiti,3Jhelang Annovasho,4julia
Program Studi Tadris Fisika, UIN Palangka Raya, Kota Palangka Raya, Kalimantan Tengah, Kode Pos: 73112.
Abstract
Creativity is one of the essential 21st-century skills that needs to be developed in science learning. STEAM-integrated Project-Based Learning (PjBL-STEAM) has been widely implemented because it encourages students to engage in authentic projects, problem-solving, collaboration, and the development of creative ideas. This study aims to analyze the magnitude of the effect of PjBL-STEAM on students^ creativity in science learning at the upper secondary education level in Indonesia. This study employed a meta-analysis method by synthesizing 12 relevant articles published between 2016 and 2026. The literature was obtained from Google Scholar, Garuda, ERIC, and ScienceDirect, with additional searches conducted through ResearchGate, using the keywords Project-Based Learning, PjBL, STEAM, creativity, and science learning. The analyzed articles met the inclusion criteria, namely the use of experimental or quasi-experimental designs, the availability of statistical data required to calculate effect sizes, and relevance to science learning, including physics, chemistry, and biology. The results showed that the average effect size was 0,88 , which falls into the high category. These findings indicate that PjBL-STEAM has a strong effect on improving students^ creativity in science learning. Therefore, PjBL-STEAM can be recommended as an effective instructional model for developing students^ creativity in science education at the upper secondary level.
