The Effect of the STEM PjBL Learning Model on Creative Thinking Skills and Learning Outcomes of the Water Cycle in Grade V Students

Abstract

The development of science and technology in the 21st century demands that education foster higher-order thinking skills, particularly creative, critical, collaborative, and communicative (4C) skills, yet science learning in Indonesia remains largely teacher-centered and less effective in promoting student engagement and creativity. This study aims to systematically examine the effect of implementing the STEM-integrated Project Based Learning (PjBL-STEM) model on students’ creative thinking skills and learning outcomes, especially in elementary science learning on the water cycle. This study employs a qualitative approach using a literature review method by analyzing relevant empirical research articles published over the last ten years. Data were analyzed through content analysis to identify patterns, trends, and research gaps. The results indicate that the PjBL-STEM model consistently has a positive and significant effect on students’ creative thinking skills, particularly in terms of fluency, flexibility, originality, and elaboration. In addition, the model contributes positively to improving students’ cognitive learning outcomes. However, its effectiveness is influenced by factors such as material characteristics, project design, and teacher readiness. In conclusion, PjBL-STEM is a relevant and strategic learning approach to enhance the quality of science learning and develop students’ creative thinking skills in the 21st century.