<![CDATA[This study aims to determine the effect of the Design thinking model on the ability of PGSD students in developing STEAM-based elementary school science textbooks. This study uses a quantitative approach with a pre-experimental design method in the form of a one-group pretest-posttest design. The subjects of the study were 28 PGSD undergraduate students taking the Elementary School Science Education course. Data were collected through a product-based performance test using a rubric for assessing the ability to develop STEAM-based elementary school science textbooks. Students were given a pretest to determine their initial abilities, then followed learning using the Design thinking model through the stages of empathize, ideate, ideate, prototype, and test, then given a posttest to determine their final abilities. Data were analyzed using descriptive statistics, the N-Gain test, the Shapiro-Wilk normality test, and the Paired Sample T-Test. The results showed that the average student pretest score of 63.71 increased to 91.65 in the posttest. The N-Gain test results obtained a score of 77.00 with an effective category. The results of the Paired Sample T-Test showed a significance value of <0.001, smaller than 0.05, so there was a significant difference between students' abilities before and after the implementation of the Design thinking model. Thus, the Design thinking model has a significant and effective effect in improving the abilities of PGSD students in developing STEAM-based elementary school science textbooks. This model can be used as an alternative product-based learning to train prospective teacher students in designing systematic, creative, contextual teaching materials, and in accordance with the needs of science learning in elementary schools.]]>
