<![CDATA[This study aimed to describe students’ creative thinking skills before and after the implementation of the STEM model and to analyze the effect of the STEM model on students’ creative thinking skills in IPAS learning for fourth-grade students at MIS Borong Pa'la'la. This study employed a pre-experimental method with a One Group Pretest-Posttest Design. The sample consisted of 19 fourth-grade students at MIS Borong Pa'la'la. The research instrument was a creative thinking skills test in the form of essay questions that had been validated by experts. The test measured four indicators of creative thinking skills: fluency, flexibility, originality, and elaboration. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, N-Gain analysis, and a hypothesis test using the Paired Sample t-test. The results showed that the mean score of students’ creative thinking skills increased from 44.868 in the pretest to 83.947 in the posttest. The mean pretest score was categorized as moderately creative, while the mean posttest score was categorized as highly creative. The N-Gain analysis resulted in a mean score of 0.7088, which was categorized as high. The Paired Sample t-test showed a significance value of 0.001 < 0.05, indicating a significant difference between the pretest and posttest scores. Therefore, the implementation of the STEM model had an effect on students’ creative thinking skills. The findings suggest that the STEM model can be used as an alternative approach to IPAS learning to develop students’ creative thinking skills.]]>
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