CREATIVE THINKING WITH STEM-BASED PROJECT-BASED LEARNING MODEL IN ELEMENTARY MATHEMATICS LEARNING

Entering the era of Industrial Revolution 5.0, changes occurred in all aspects, including education. One of the important competencies in this era is the ability to think creatively. In addition, students are also required to be able to integrate their knowledge with science, technology, engineering, and mathematics (STEM). This research is a quasi-experimental research with a non-equivalent post-test only control group design which aims to determine whether is there an effect of using the Project-Based Learning model with STEM-based approach on the creative thinking skills of elementary school students in class V mathematics. The population in This research is the fifth-grade students of SDN 225 Palembang. As for the research sample for the experimental class, students of class V-A and the control class, students in class V-B. The experimental class was treated with Project-Based Learning based on STEM, while the control class used the Project-Based Learning model only. Data collection techniques using tests and data analysis with ttest. Based on the analysis of research data with a significant value of 0.006 < 0.05, it can be concluded that there is an effect of students' creative thinking skills using the STEM-based Project-Based Learning learning model in Mathematics Learning for fifthgrade elementary school.

which is characterized by reasoning and logical thinking, can underlie students' creative thinking abilities.
Contextual-based mathematics learning can connect abstract mathematical concepts with concrete concepts that exist in everyday life so that learning becomes more meaningful (Sudiarta and Widana, 2019). The beginning of contextual learning to solve contextual problems is by mathematical modeling, which is changing the context of the problem into a mathematical model. This mathematical modeling can be completed quickly and efficiently by using information technology (Nafiah and Suyanto, 2014). The integration between learning mathematics, science, technology, and engineering is known as the STEM (Science, Technology, Engineering, Mathematics) approach.
Based on the results of PISA, the creative thinking ability of Indonesian students is very low. Judging from the ability of students to solve contextual problems in learning mathematics is low (Nilasari & Anggreini, 2019). The research results of Mawardhiah and Manoy (2018) concluded that the creative thinking ability of students was very low. In the analysis, the selection of the right learning model can develop students' creative thinking skills. So that student are not emphasized in mastering theoretical mathematics but creative mathematics.
The foresight and creativity of educators in choosing and combining learning models that are following the characteristics of learning, the characteristics of students, and the competencies demanded by the industrial revolution 5.0 absolutely must be mastered.
Currently, the learning model must be combined with technology which is also growing rapidly. According to Hidayat, et al (2019), the learning model must involve the intellectual and emotional aspects of students simultaneously. The learning model must also be able to analyze, shape attitudes, and make students actively involved in learning.
One of the learning models that combines the intellectual and emotional involvement of students is the Project-Based Learning (PBL) model. The PBL learning model focuses on the intellectual mentality of students to think creatively in solving problems (Redkar, 2012). In the learning process with the PBL model, the teacher acts as a facilitator. Learners fully get the opportunity to use their ideas and thoughts in solving contextual problems so that they can form new concepts in learning (Zhou, 2012 (2017) researched the effectiveness of PBL in learning. In the research conducted, the researcher also used the PBL model but combined it with the STEM approach.
Based on the background and literature review above, the formulation of the problem in this research is whether is there an effect of using the STEM-based PBL learning model on students' creative thinking skills in mathematics learning in fifth-grade elementary school. The hypothesis in this study is that there is a significant effect of using the STEM-based PBL learning model on the creative thinking ability of students in mathematics learning in fifth-grade elementary school.

METHOD
This research is an experimental study with a non-equivalent post-test only control group design. The research population is the fifth-grade students of SDN 225 Palembang for the 2020/2021 academic year. The research sample was determined by using a random sampling technique. Class V-A is the experimental class and V-C is the control class. There were 33 students in the experimental class consisting of 20 girls and 13 boys. While the students in the control class were 32 people consisting of 19 girls and 13 boys. Between the experimental class and control class got different treatments. PBL learning has specific steps in its implementation, they are (1)

RESULTS
The experimental class was treated with STEM-based PBL learning while the control class was given PBL learning treatment. After being treated, descriptive statistical data from the two classes were obtained as follows:

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Based on the independent sample t-test output above, it can be seen that the significance value is 0.006 <0.05. This means that Ho is rejected and Ha is accepted. So it can be concluded that there is an effect of the STEM-based PBL learning model on creative thinking skills in fifth-grade elementary school learning. By applying the STEM approach in learning, students can complete the given project on their own accord. This has an impact on increasing the learning independence of students (Capraro, et al, 2016). In addition, implementing STEM-based learning can indirectly train students in integrating science, technology, engineering, and mathematics in problem solving and theoretical concepts with the real world. Creative thinking skills can be developed with the mathematical aspects of the STEM approach.

DISCUSSION
In mathematical concepts that include logic and reasoning can train students to think logically and creatively. Based on these facts, the researcher believes that the STEMbased PBL learning model implemented in mathematics learning can improve students' creative thinking skills.
In this study, the STEM-based PBL learning model used mathematics educational games as the implementation of technology in learning. The game is given at the beginning of learning and students are asked to solve puzzles in the games. Suggestions for further researchers are expected to be able to conduct similar research for other elementary and secondary learning. In addition, based on observations during the learning process, students looked very enthusiastic in participating in learning. It is hoped that further researchers can examine the effect of the STEM-based PBL learning model on students' learning motivation.

THANK YOU NOTE
The researcher would like to thank SDN 225 Palembang for providing convenience in research and data collection. To the University of PGRI Palembang who provided facilities and became a sponsor in this research. Thanks also to the Postgraduate lecturers at the State University of Jakarta, the Basic Education Study Program, who became partners in this research.