<![CDATA[Abstract This study examines the improvement of students’ creativity and learning independence in mathematics through the implementation of a STEAM-based Project-Based Learning (PjBL) model. The study employed a pre-experimental one-group pretest–posttest design involving 26 seventh-grade students of Class VII.A at SMP Negeri 21 Makassar. The research instruments included a creativity test, a learning independence questionnaire, and an observation sheet for learning implementation. Data were analyzed using descriptive statistics and inferential analysis, including normality testing, One-Group Pretest–Posttest, and proportion test. The results showed an increase in both students’ creativity and learning independence after the implementation of the PjBL–STEAM model. Descriptive analysis indicated that the average scores of creativity and learning independence increased from the pretest to the posttest, with classical mastery achieved in both variables. The normalized gain scores were 0.73 for creativity and 0.76 for learning independence, which are categorized as high. Observations also indicated that the implementation of learning activities was carried out effectively. Inferential statistical analysis revealed significant differences between students’ pretest and posttest scores, indicating improvements in both creativity and learning independence after the intervention. Overall, the findings suggest that the implementation of the STEAM-based PjBL model can support the enhancement of students’ creativity and learning independence in mathematics learning. Keywords: Learning Independence; Creativity; Mathematics; Project Based Learning; STEAM. Abstrak Penelitian ini bertujuan untuk mengkaji peningkatan kreativitas dan kemandirian belajar siswa dalam pembelajaran matematika melalui penerapan model Project-Based Learning (PjBL) berbasis STEAM. Penelitian ini menggunakan desain pre-eksperimental one-group pretest–posttest yang melibatkan 26 siswa kelas VII.A SMP Negeri 21 Makassar. Instrumen penelitian yang digunakan meliputi tes kreativitas, angket kemandirian belajar, serta lembar observasi keterlaksanaan pembelajaran. Data dianalisis menggunakan statistik deskriptif dan inferensial yang meliputi uji normalitas, One-Group Pretest–Posttest, dan uji proporsi. Hasil penelitian menunjukkan adanya peningkatan kreativitas dan kemandirian belajar siswa setelah penerapan model PjBL–STEAM. Analisis deskriptif menunjukkan bahwa rata-rata skor kreativitas dan kemandirian belajar meningkat dari pretest ke posttest, serta ketuntasan klasikal pada kedua variabel telah tercapai. Nilai gain ternormalisasi (N-gain) sebesar 0,73 untuk kreativitas dan 0,76 untuk kemandirian belajar termasuk dalam kategori tinggi. Hasil observasi juga menunjukkan bahwa keterlaksanaan aktivitas pembelajaran berlangsung dengan baik. Analisis statistik inferensial menunjukkan adanya perbedaan yang signifikan antara skor pretest dan posttest siswa, yang mengindikasikan adanya peningkatan kreativitas dan kemandirian belajar setelah perlakuan. Secara keseluruhan, temuan penelitian ini menunjukkan bahwa penerapan model Project-Based Learning berbasis STEAM dapat mendukung peningkatan kreativitas dan kemandirian belajar siswa dalam pembelajaran matematika. Kata Kunci: Kemandirian Belajar; Kreativitas; Matematika; Project Based Learning; STEAM.]]>
