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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Nur Khoiri
Universitas Pendidikan Guru Republik Indonesia Semarang
Education

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Engineering Design Process and Creative Thinking in Lower Secondary Students Efriana Arga Trian; Fenny Roshayanti; Nur Khoiri; Muhammad Syaipul Hayat; Dido Sujaya Perwinda; Muhamad Bariq Atsila; Efriana Arga Trian; Fenny Roshayanti; Nur Khoiri; Muhammad Syaipul Hayat; Dido Sujaya Perwinda; Muhamad Bariq Atsila
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.12

Abstract

The development of 21st-century competencies requires pupils to master technical skills and creative thinking in an integrated manner. However, science teaching in lower secondary schools has yet to develop Engineering Design Process (EDP) skills and creative thinking. This study aims to identify the profile of EDP skills and creative thinking amongst pupils as a basis for developing STEAM-based science teaching. The method used in this study is quantitative descriptive. EDP skills were measured using essay questions and a performance assessment rubric, whilst creative thinking was assessed through essay questions and an observation sheet. The research participants were Year 8 pupils from a lower secondary school in Central Java. The findings indicate that over 80% of pupils were categorised as having low to very low EDP skills. The highest average performance was observed during the brainstorming stage (68%), whilst the lowest was found during the iteration and refinement stage (33%). Regarding creative thinking, 52% of pupils were classified as less creative, with elaboration showing the strongest performance (59%). The main weaknesses were identified in flexibility and originality. These findings indicate a gap between students’ confidence in generating design ideas and their technological proficiency, evaluation skills, and capacity to refine solutions. The study concludes that learning should emphasise prototyping, iteration, evaluation and cognitive flexibility.
Engineering Design Process and Creative Thinking in Lower Secondary Students Efriana Arga Trian; Fenny Roshayanti; Nur Khoiri; Muhammad Syaipul Hayat; Dido Sujaya Perwinda; Muhamad Bariq Atsila; Efriana Arga Trian; Fenny Roshayanti; Nur Khoiri; Muhammad Syaipul Hayat; Dido Sujaya Perwinda; Muhamad Bariq Atsila
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.12

Abstract

The development of 21st-century competencies requires pupils to master technical skills and creative thinking in an integrated manner. However, science teaching in lower secondary schools has yet to develop Engineering Design Process (EDP) skills and creative thinking. This study aims to identify the profile of EDP skills and creative thinking amongst pupils as a basis for developing STEAM-based science teaching. The method used in this study is quantitative descriptive. EDP skills were measured using essay questions and a performance assessment rubric, whilst creative thinking was assessed through essay questions and an observation sheet. The research participants were Year 8 pupils from a lower secondary school in Central Java. The findings indicate that over 80% of pupils were categorised as having low to very low EDP skills. The highest average performance was observed during the brainstorming stage (68%), whilst the lowest was found during the iteration and refinement stage (33%). Regarding creative thinking, 52% of pupils were classified as less creative, with elaboration showing the strongest performance (59%). The main weaknesses were identified in flexibility and originality. These findings indicate a gap between students’ confidence in generating design ideas and their technological proficiency, evaluation skills, and capacity to refine solutions. The study concludes that learning should emphasise prototyping, iteration, evaluation and cognitive flexibility.
Co-Authors Dido Sujaya Perwinda Dido Sujaya Perwinda Efriana Arga Trian Efriana Arga Trian Fenny Roshayanti Fenny Roshayanti Muhamad Bariq Atsila Muhamad Bariq Atsila Muhammad Syaipul Hayat Muhammad Syaipul Hayat Nur Khoiri