<![CDATA[Scientific creativity is an important skill for students to possess as they prepare to face the era of globalization. However, the current reality of education shows that scientific creativity in many countries—especially in Indonesia—still faces serious challenges. Based on these challenges, this study aims to analyze students’ scientific creativity in Design Thinking-STEAM learning on the topic of Earth’s rotation. The analysis was conducted to identify differences in students’ scientific creativity skills before and after the Design Thinking-STEAM instruction. This study utilized a scientific creativity assessment instrument based on the three dimensions of the Scientific Structure Creativity Model (SSCM) to determine the effectiveness of Design Thinking-STEAM instruction on students. A total of four items were developed, integrating the trait, process, and product dimensions, and were validated by two experts. Subsequently, the items were administered during the pretest and posttest phases of the study. The data obtained from the pretest and posttest were used to assess students’ scientific creativity before and after the instruction through an effectiveness test. Before conducting the effectiveness test, a prerequisite test was first performed. The data were then analyzed using the Wilcoxon Signed-Rank test, yielding a significance level of 0.000 < 0.05; thus, it can be concluded that there is a difference in scientific creativity before and after participating in the Design Thinking-STEAM learning program.]]>
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