<![CDATA[This study investigates the comparative impact of Project-Based Learning (PjBL) and STEM-integrated Project-Based Learning (PjBL-STEM) on students’ creativity in continental food processing classes among 12th-grade culinary students at SMK N 1 Bawen. Employing a quasi-experimental design with a non-equivalent control group pretest-posttest structure, the study involved a sample of 72 students selected through simple random sampling from a total population of 108. Data were collected using structured classroom observation instruments, which were validated through expert judgment and demonstrated strong content validity and reliability (Cronbach’s Alpha 0.80). The data analysis was conducted using independent samples t-test, preceded by normality and homogeneity testing. The results revealed a statistically significant difference in creativity between the two groups (p = .001), indicating that the PjBL-STEM model led to superior learning outcomes. Students taught using the PjBL-STEM model achieved a higher average post-test score (M = 76.03) compared to those taught using PjBL alone (M = 69.11). These findings suggest that integrating STEM into project-based learning effectively enhances students’ creativity in vocational culinary education, offering promising implications for instructional design in 21st-century skills development.]]>
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