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Journal of Education and Learning (EduLearn)
Vol. 19, No. 1, February 2025, pp. 112~119
ISSN: 2089-9823 DOI: 10.11591/edulearn.v19i1.21638 112
Journal homepage: http://edulearn.intelektual.org
Critical thinking and creativity in STEAM-based collaborative
learning on renewable energy issues
Ellianawati Ellianawati1, Bambang Subali1, Bayu Ramadhani Putra1, Siti Wahyuni2, Pratiwi
Dwijananti2, Mohamad Aryono Adhi2, Mohammad Mubarrak Mohd Yusof3
1Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Semarang, Indonesia
2Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Semarang, Indonesia
3Department of Science Education, Faculty of Education, Universiti Teknologi Mara Malaysia, Selangor, Malaysia
Article Info
ABSTRACT
Article history:
Received Dec 18, 2023
Revised Mar 28, 2024
Accepted Apr 19, 2024
Renewable energy is a global concern and should be incorporated into
education to raise awareness among younger generations, including in
physics education. Educators have made various efforts to raise awareness of
the importance of pursuing renewable energy. A breakthrough sought in this
research is to incorporate collaborative learning into the science-technology-
engineering-art-mathematics (STEAM) approach. Integrating STEAM into
collaborative learning can simultaneously develop critical and creative
thinking skills by exploring local resources to become renewable energy
sources. The research involved 36 high school students who met the criteria
for having a smartphone and accessing a reliable internet connection. These
conditions are designed to facilitate students' producing essays and posters
exploring renewable energy sources in their local area. The research design
employs a one-group pretest-posttest approach to assess the effectiveness of
this STEAM-based collaborative learning process. The data collected from
tests that have undergone t-tests and N-gain analysis, triangulated with
observation data and questionnaires, illustrates the progress made in
improving students' critical and creative thinking abilities. In conclusion, the
implementation of STEAM-based collaborative learning demonstrates the
highest level of achievement in creative thinking. It enables the production
of innovative mini-projects that critically analyze local resources available
for national energy sources.
Keywords:
Collaborative learning
Creative thinking
Critical thinking
Renewable energy
STEAM
This is an open access article under the CC BY-SA license.
Corresponding Author:
Ellianawati Ellianawati
Department of Physics Education, Faculty of Mathematics and Natural Sciences
Universitas Negeri Semarang
Raya Sekaran Street, Gunungpati, Semarang, Jawa Tengah, Indonesia
Email: ellianawati@mail.unnes.ac.id
1. INTRODUCTION
The pandemic has brought attention to the current economic crisis, as there is a surge in demand for
energy supplies while quotas remain unchanged. Due to the energy resource crisis, this has led to an increase
in the prices of essential goods. The energy crisis has profoundly impacted Europe, Asia, and America and is
currently the subject of widespread discussion. The transition to green energy poses a significant challenge.
Reduction of emissions, particularly from the energy sector, is a priority for many countries. China is closing
hundreds of mines, cutting production from coal-fired power plants, and implementing renewable energy
sources [1]. Several European countries, including England, are experiencing an energy crisis [2]. European
and British governments have implemented measures to reduce emissions by decommissioning coal power
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113
plants and transitioning to natural gas as the primary energy source [3]. Despite this effort, natural gas
supplies have struggled to meet demand due to production shutdowns in the US and supply constraints in
Russia [4]. Energy plays a crucial role in sustaining life. Energy consumption during 2000-2009 rose from
709.1 million barrels of oil equivalent (BOE) in 2000-865.4 million BOE in 2009, with an average increase
of 2.2 per year [5]. The industrial sector has the highest final energy consumption, followed by the household
and transportation sectors. In line with this issue, a need for more existing energy resources will render
Indonesia incapable of meeting its domestic energy production requirements by 2030 [6]. The condition
requires capable human capital that is skilled and innovative to generate ideas for exploring alternative
energy resources.
High school students will be crucial in managing future economic, social, and industrial sectors in
the next decade. It is advisable to involve them in taking action from their perspectives to become responsible
individuals in preserving energy resources. This is to understand that education for sustainable development
instills in individuals the knowledge, skills, attitudes, and values necessary to fashion a sustainable future [7].
Engaging technology in high school physics learning to foster a better understanding of renewable energy is
an effective and progressive effort.
The technological advancements in this decade demonstrate that the world and education are
progressing rapidly. Efforts have been made in education to develop students' technical abilities through
every curriculum update initiated by the government. The aim is to create a reliable and prepared generation
that is competent in globalization. A learning approach that accommodates the skills required for the 21st
century is available. Involving technology in learning will make it easier for students to access information
about renewable energy sources around their environment. Through technology, it will also be easier for
teachers to encourage students to be more critical in managing information and more creative in presenting
meaningful information. A multidisciplinary approach is required to achieve this goal and ensure that
students comprehensively understand renewable energy sources.
Science-technology-engineering-art-mathematics (STEAM)-based learning integrates scientific
disciplines into a unified education approach, including science, technology, engineering, art, and
mathematics. Using STEAM as a learning approach will allow students to generate innovative ideas about
renewable energy resources through problem-solving activities rooted in these five integrated scientific
fields. Problem-solving based on multiple scientific disciplines can produce comprehensive solutions,
addressing mathematical problems and incorporating concepts from related scientific domains. Integrating
STEAM learning ensures students can solve problems effectively and fosters creativity, enabling them to
confront future challenges [8].
Acquiring critical thinking, creativity, communication, and collaboration skills are deemed essential
components of contemporary education in the 21st century [9]. Students' collaborative skills also enhance
critical thinking, creativity, and 21st century skills [10]. Collaborative skills include critically solving
problems, generating innovative ideas, and effectively articulating them in oral or written form within a
dynamic group. One of the collaborative skills-based learning models is the STEAM-based collaborative
learning model. Collaborative learning allows students to engage in activities with peers to solve contextual
issues, such as educational and economic problems. The learning models proposed strengthen the student's
ability to handle situations and support students in developing their capabilities to make strategic decisions.
Moreover, the learning model can enhance students' critical thinking skills [11] and improve their creative
thinking abilities [10]. Based on this explanation, implementing STEAM-based collaborative learning has
great potential for educating students on how to address issues related to developing renewable energy
sources in their local communities.
STEAM-based collaborative learning denotes project-based learning incorporating provisions from
all five STEAM disciplines. Implementing STEAM-based collaborative learning with mini-projects expands
the benefit of enhancing students' critical and creative thinking skills [11]. Research suggests that engaging in
project activities in STEAM-based collaborative learning can foster innovation, thereby facilitating the
development of students' creative thinking [12]. Innovative individuals are inclined toward generating novel
concepts and inventive approaches to devise practical solutions. This approach highlights the significance of
offering students chances to enhance their critical and creative thinking skills by engaging in collaborative
work on small projects, such as proposing ideas for managing renewable energy sources. The research
question can be formulated based on the background information: “How does collaborative learning based on
STEAM influence students' critical and creative thinking abilities on renewable energy issues?” This study
examines the impact of STEAM-based collaborative learning in enhancing students' critical and creative
thinking abilities on renewable energy issues.
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2. METHOD
STEAM learning enhances students' creative abilities by enabling them to think creatively, explore,
observe, reflect, and pose unconventional questions within a supportive environment [13]. Creativity can be
imparted by setting and practicing an example [14]. Consequently, teachers must demonstrate creative values
and behavior while encouraging a positive classroom atmosphere. The stages of learning with a
collaborative-based STEM approach are supported by the presence of modules to guide student activities.
This module contains systematics that provide an overview of the STEM components trained in student
activities while learning about renewable energy (Table 1). Teachers guide students in learning renewable
energy topics by raising energy scarcity issues and making them aware of energy sources that can be
developed in Indonesia. Students also have the opportunity to work in groups to discuss renewable energy
sources in their neighborhood. Students are shown the forms of renewable energy being developed today.
They are asked to produce a digital poster showing ways of using the natural resources from their
environment that they have identified as having the potential to be processed into renewable energy.
Table 1. STEM components trained in student activities while learning about renewable energy
E-module content
STEAM aspects
There is a short reading and a QR code about one of the energy
sources
Science, Engineering, Mathematics
Availability of images on the impact of energy sources and green
technologies
Technology, Art
Examples and practice questions on energy sources
Science, Mathematics, Engineering
Assignment activities to create posters about energy sources or
the greenhouse effect using Canva
Science, Technology, Engineering,
Art
This research involved 36 high school students. This sample was selected because all students have
smartphones, compared to other classes within the same population [15]. The research used a one-group
pretest-posttest design. The sample in this study involved 16 male students and 20 female students. The
sample in this research used the purposive sampling technique [16]. The purpose of the sampling technique is
based on the availability of Wi-Fi in the classroom and the use of smartphones by all students. Research data
was obtained using written tests and observation sheets. Data on creative thinking and critical thinking skills
were obtained from the pretest and posttest results, which were assessed using the creative thinking and
critical thinking skills assessment rubric. The test instrument for critical thinking consisted of 14 questions,
five for high and medium validity categories and 4 for low validity. The instrument has undergone reliability
testing and achieved an Alpha Cronbach score of 0.89. The test instrument for creative thinking consisted of
eight questions, one for the very high validity category and seven for the high validity category. The
instrument has undergone reliability testing and achieved an Alpha Cronbach score of 0.95. The indicators in
Table 2 for evaluating creative thinking skills are a modification from the main aspect of Munandar's creative
thinking [17]. The indicators for assessing critical thinking skills use the indicators from Ennis [18] presented
in Table 3.
Table 2. Creative thinking indicators adapted from Munandar
Creative Thinking Skills Aspects
Creative Thinking Skills Indicator
Originality
Thinking differently from others
Finding new ideas
Fluency
Having lots of ideas
Flexibility
Giving a variety of opinions
Giving different considerations to others
Elaboration
Detailed performance
Table 3. Critical thinking indicators adapted from Ennis
Critical Thinking Skills Aspects
Critical Thinking Skills Indicator
Providing basic explanations
Focusing questions
Analyzing the question
Asking and answering
Building basic skills
Considering the credibility of the source
Drawing conclusion
Composing and considering deductions
Drafting and considering inductions
Providing further explanation
Identifying terms and considering definitions
Identifying assumptions
Organizing strategy and tactics
Defining an action and interacting with others
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The study was analyzed using IBM SPSS Statistics 22. Test instruments were employed to measure
the students’ critical thinking abilities, and the collected data was assessed for normality. The Chi-Square
statistics method was used to carry out the normality test on the data from this study. It was discovered that
the calculations were less than Chi-Squared, indicating that the data conforms to a normal distribution. The
data analysis technique uses the t-test and N-gain score test. The N-gain Score test aims to determine the
effectiveness of collaborative learning on student character development through a pretest-posttest
instrument. N-gain Score can be calculated using the formula according to Hake (1) [19].
(1)
Where g is the N-gain score, Spo is the score of posttests, Spe is the score of pretests, Sid is an ideal
score (100). Table 4 is shown the N-gain score categories
Table 4. N-gain score categories
N-Gain Score
Categories
Low
Moderate
High
3. RESULTS AND DISCUSSION
This study examines the impact of training critical and creative thinking skills simultaneously
through collaborative learning with a STEAM-based approach. Previous studies have only partially explored
the effects of practicing critical or creative thinking skills alone. They have yet to be involved in mini-
projects that have become national issues, such as recognizing renewable energy sources in students' local
communities. Thus, this could be a breakthrough in raising students' awareness of their role in considering
the sustainability of future energy sources.
3.1. Critical thinking abilities after collaborative learning
A paired samples t-test is conducted, and the results of the t-test analysis show that
, which proves that the collaborative learning model applied with the STEAM
approach has provided a significant difference from the average pretest and posttest scores. This has
implications for the effectiveness of using the model to train students' critical thinking skills.
The improvement in students’ critical thinking abilities is apparent in the N-gain test, depending on
their pretest (left bars) and posttest (right bars) scores of each category, as shown in Figure 1. Based on the
data presented in Figure 1, the overall N-gain score is 0.31, with moderate criteria. The data shows that the
ability to analyze questions, compile and consider deductions, and identify assumptions achieved must still
be pursued to be more optimal. This study only occurs in three meetings, but students have shown indications
of positive change. However, further and in-depth studies may be needed to confirm whether it will increase
even more by consistent assistance in carrying out the stages of the collaborative learning model with the
STEAM approach.
The analysis of N-gain for critical thinking skills indicates that organizing strategies and tactics have
the highest N-gain value compared to the other five elements. The data presented demonstrates that students'
identification of energy sources in their local communities has facilitated critical thinking regarding their
renewability. We found that training students to identify fundamental concepts of renewable energy sources
has encouraged them to apply these characteristics to the types of alternative energy sources they discover on
the internet about potential resources in their local communities. This aligns with research results that show
that relating learning context to everyday life events can improve students' understanding of concepts [20],
[21]. The proposed learning method in this study tended to have a portion of discussions occur in groups to
analyze and decide about the categories of alternative energy sources as renewable.
In the STEAM-based collaborative learning, students were asked to express their findings on data
about energy problems and potential energy sources in their local communities, along with their reasons and
supporting data, in the form of article writing. Writing activities such as papers can support students' critical
thinking skills [22]. In making the papers, students learn how to think critically about the problems faced and
provide solutions to these problems in the form of documents [23]. However, the aspect of composing and
considering deduction and identifying assumptions has decreased. This happens when the group identifies an
assumption and may become fixated on a particular assumption, leading to inaccurate information. The
statement assumes that all alternative energy is renewable when, in fact, the correct concept is that all
renewable energy is part of alternative energy.
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Figure 1. N-gain analysis of each aspect of critical thinking
We found that writing papers activities are a solution provided by students to existing problems. The
essence of writing a paper is explaining and solving the problem. Through this activity, students also practice
sorting and selecting accurate information from the internet and supporting alternative ideas for problem-
solving solutions. This data is strengthened by evidence that delivering essential explanations and providing
further explanations reach the highest score among the five other elements of critical thinking. Our findings
prove that using internet technology to write papers on renewable energy contexts facilitates students' ability
to determine the theme and dense, informative, and readable content.
3.2. Creative thinking ability after collaborative learning
Students' creative thinking skills measured from the t-test analysis in renewable energy contexts
were at , which indicates that implementing the collaborative learning model has
positively impacted the development of creative thinking skills.
The student's creative thinking skills increase in the N-gain test based on each category's pretest (left
bars) and posttest scores (right bars). At the beginning of the session, we found that the ability to focus on
questions, drafting, and considering inductions could have been more evident. However, collaborative work
facilitates problem-solving activities and encourages students to express their opinions, leading to peer
learning. The N-gain analysis of each aspect of creative thinking skills is shown in Figure 2.
Figure 2. N-gain analysis of creative thinking aspects
Creative thinking skills in this research were developed through project activities to make digital
posters using Canva. Based on the data in Figure 2, the N-gain calculation was obtained at 0.40, which is
included in the moderate category. We found that creating digital posters is an activity that gives them space
to express their ideas by exploring Canvas features to present information creatively. They can identify
energy sources that have the potential to be optimized into alternative renewable energy sources. They can
also provide color contrast, design, font type, and font size as a viable way to produce creative products due
to their entity as Gen-Z, who quickly adapt to digital technology. In this section, the STEAM approach takes
the role optimally. Students learn not only the context of renewable energy but also how to convey ideas in
an attractive, persuasive way with the support of convincing data.
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The N-gain score for the fluency aspect received the most considerable N-gain value among the four
elements of creative thinking. This is characterized by students being able to find answer ideas or think of
more than one answer to solve problems. This activity has a positive impact, so students can answer the
posttest much better. In line with research results, students with fluent thinking skills can ask several
questions, are adept at conveying ideas or ideas, and can think faster than students in general [24]. The data is
the research results that show that making posters can support students' creative thinking skills [25] and
accommodate students' innovative ideas in the making process [26], [27].
The activity of creating digital poster works is aimed at improving students' creative thinking skills.
This is indicated by the acquisition of scores for fluency thinking skills, obtaining the highest score among
the four other elements of creative thinking. It strengthens the theory that students can provide many ideas by
making posters. The ideas in the poster contain information and raise current topics; the information provided
should be discussed [28], [29]. Making posters is one of the research activities that supports the development
of student character, especially the character of creative thinking. This finding is supported by the research
revealing that poster-making by students utilizing Canva media measures student creativity using assessment
aspects, including content/text, message delivery, design, images, many ideas, and STEAM elements [30].
4. CONCLUSION
The study investigates enhancing critical thinking skills through mini-projects involving article
writing and creative thinking skills through poster-making activities using Canva. The implementation of
collaborative learning has helped students solve problems together, and peer learning takes place, which
improves students' critical and creative thinking. The results of enhanced critical and creative thinking
demonstrate the effectiveness of each activity. The topic of renewable energy provides an opportunity for
students to recognize the importance of preparing alternative energy for the future and work together to solve
problems critically and creatively. Otherwise, additional and comprehensive research may be necessary to
verify its efficacy, particularly regarding the saturation of the topic and the innovation of mini-project
activities.
ACKNOWLEDGEMENTS
The authors thank the Faculty of Mathematics and Natural Sciences Universitas Negeri Semarang
for the financial support from fundamental research grant number DPA 023.17.2.690645/2023.04/2023.
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BIOGRAPHIES OF AUTHORS
Ellianawati Ellianawati is an Assistant Professor and lecturer at Universitas
Negeri Semarang. She was appointed as a lecturer in the Physics Education Study Program of
Universitas Negeri Semarang in 2005. She holds her Master’s degree in Material Physics from
ITB Bandung in 2007 and got a Doctoral degree in Science Education from UPI Bandung in
2016. She is passionate about improving the quality of teaching and learning in higher
education and schools. She research interests lie in STEM education, teaching media in
physics education, higher education, teacher education, learning evaluation, local wisdom-
based learning models, and thinking skills. She can be contacted at email:
ellianawati@mail.unnes.ac.id.
Bambang Subali is an Associate Professor and lecturer at Universitas Negeri
Semarang. He was appointed as a lecturer in the Physics Education Study Program of
Universitas Negeri Semarang in 2005. He held a Master’s in Science Education from UNS
Surakarta in 2006 and a Doctoral in Science Education from UPI Bandung in 2015. He is
passionate about developing learning in higher education and schools. Dr. Bambang Subali's
research interests lie in teaching media in physics education, physics for secondary school,
physics for disabilities, and assessment in physics. He can be contacted at email:
bambangfisika@mail.unnes.ac.id.
J Edu & Learn ISSN: 2089-9823
Critical thinking and creativity in STEAM-based collaborative learning on … (Ellianawati Ellianawati)
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Bayu Ramadhani Putra recently graduated with a bachelor's in Physics
Education Study Program. He got his Bachelor's degree in 2023 from Universitas Negeri
Semarang with a cumlaude award. His research focuses on physics education, project-based
learning, STEAM in education, and higher-order thinking skills. He can be contacted at email:
bayuramadhani@students.unnes.ac.id.
Siti Wahyuni is an Assistant Professor and lecturer at Universitas Negeri
Semarang. She was appointed lecturer in the Physics Study Program of Universitas Negeri
Semarang in 2005. She holds her Master’s in Theoretical Physics from UGM Yogyakarta in
2007 and got her Doctoral degree in 2017. She is concerned with physics education,
astrophysics, and mathematical physics. Dr. Siti Wahyuni's research interests lie in higher-
order thinking skills, STEM education, and computational thinking. She can be contacted at
email: wahyuni.smg@mail.unnes.ac.id.
Pratiwi Dwijananti received a Doctoral degree in Science Education from the
Universitas Negeri Semarang. She has over 20 years of experience as a senior lecturer, is
currently an associate professor, and is a member of the editorial board of the Jurnal
Pendidikan Fisika Indonesia, Universitas Negeri Semarang. Her current research interests
include the development of learning models, higher-order thinking skills, learning media, and
physics for secondary schools. She can be contacted at email:
pratiwi.dwijananti@mail.unnes.ac.id.
Mohamad Aryono Adhi received a Doctoral degree in Geophysics from the
UGM Yogyakarta. He has over 20 years of experience as a senior lecturer, and she is currently
an Assistant Professor in the Department of Physics at Universitas Negeri Semarang. His
research interests include earth science, disaster mitigation, and physics education. He can be
contacted at email: aryono_adhi@mail.unnes.ac.id.
Mohammad Mubarrak Mohd Yusof serves with unwavering dedication as a
Lecturer at Universiti Teknologi MARA, Malaysia, a position he has held since 2012.
Committed to enhancing the quality of teaching and learning experiences, Mohammad actively
fosters student development within school and higher education contexts. His areas of
expertise extend to creative science education, where he explores innovative approaches to
teaching, with a particular focus on instructional technology and dispelling misconceptions. In
addition to his academic pursuits, Mohammad is interested in integrating creativity in science
teaching and problem-solving processes into education. This commitment underscores his
dedication to cultivating critical thinking skills among students. He can be contacted at email:
mubarrak@uitm.edu.my.
