Scaffolded stem-based project-based learning through sustainable fermentation product design to enhance creative thinking skills and environmental literacy

Dita Purwinda Anggrella; Amining Rahmasiwi; Triana Atika Zulfa

doi:10.21831/edubio.v12i2.30226

Scaffolded stem-based project-based learning through sustainable fermentation product design to enhance creative thinking skills and environmental literacy

Dita Purwinda Anggrella, UIN Raden Mas Said Surakarta, Indonesia
Amining Rahmasiwi, UIN Raden Mas Said Surakarta, Indonesia
Triana Atika Zulfa, UIN Raden Mas Said Surakarta, Indonesia

10.21831/edubio.v12i2.30226

Abstract

Creative thinking and environmental literacy are critical competencies for prospective biology teachers in addressing the demands of 21st-century education and the growing challenges of environmental sustainability. However, opportunities to develop these competencies through authentic learning experiences remain limited, particularly because learning and laboratory activities are still predominantly oriented toward a cookbook approach. This study investigated improvements in students’ creative thinking skills and environmental literacy through the implementation of Scaffolded Project-Based Learning (PjBL) integrated with STEM through sustainable fermentation product design. A mixed-methods approach was employed. Quantitative data were collected through pretests and posttests involving 19 students and analyzed using descriptive statistics, paired-samples t-tests, N-Gain, and effect size. Qualitative data were obtained through worksheet analysis, interviews, observations, and documentation of project activities. The results showed that creative thinking skills increased from a mean score of 2.391 to 3.023, with an N-Gain of 0.393 (moderate category), indicating a statistically significant difference between pretest and posttest scores (t = -11.125, p < 0.001) and a very large effect size (Cohen’s d = -2.552). Environmental literacy increased from 2.540 to 2.961, with an N-Gain of 0.288 (low category). At the same time, the difference between pretest and posttest scores was statistically significant (t = −5.333, p < 0.001), with a large effect size (Cohen’s d = 1.224). Qualitative findings further indicated that students engaged in idea generation and decision-making, evidence-based problem solving, the use of locally available materials, and consideration of sustainability and waste reduction. The scaffolding progressively supported students in moving from reliance on instructional guidance toward greater autonomy in problem solving. Overall, STEM-integrated Scaffolded PjBL through sustainable fermentation product design shows promise as an authentic learning approach for fostering creative thinking and supporting environmental literacy among prospective biology teachers.

Keywords

Creative thinking skills; Environmental literacy; Scaffolded Project-Based Learning; STEM; Sustainable fermentation

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DOI: https://doi.org/10.21831/edubio.v12i2.30226