<![CDATA[This study aims to analyze the effect of project-based environmental STEM (Science, Technology, Engineering, and Mathematics) learning on improving creativity and numeracy literacy among elementary school students. The background of this research stems from the demands of 21st-century education, which emphasizes critical, creative, and collaborative thinking skills, as well as the application of mathematical concepts in real-life situations. The Project-Based Learning (PjBL) model integrated with the STEM approach is believed to create contextual and meaningful learning experiences. This research uses a quantitative method with a quasi-experimental design, specifically a non-equivalent control group design. The research subjects consisted of two fifth-grade classes: an experimental class using project-based environmental STEM learning and a control class using conventional learning. Data were collected through creativity tests, numeracy literacy tests, and observations, then analyzed using a t-test with a 0.05 significance level. The results show a significant increase in the creativity and numeracy literacy of students in the experimental class compared to the control class. Environmental project activities such as waste management, volume measurement, and real data analysis helped students connect mathematical concepts to everyday life and fostered divergent thinking skills and environmental awareness. Thus, the integration of project-based environmental STEM learning is effective in improving the creativity and numeracy literacy of elementary school students and is relevant for implementation within the Kurikulum Merdeka.]]>
Copyrights © 2025
