AI-Based Website for Integrating STEM and ESD: Enhancing Students’ Creative Thinking, Creative Products, and Self-Reflection
DOI:
https://doi.org/10.36456/bp.vol21.no2.a10749Keywords:
Artificial Intelligence, STEM, ESD, Creative Thinking, Creative Product, Self-ReflectionAbstract
This study aims to examine the effectiveness of an artificial intelligence (AI)-based website designed to integrate STEM (Science, Technology, Engineering, and Mathematics) with Education for Sustainable Development (ESD) in enhancing elementary students’ creative thinking, creative products, and self-reflection. The research employed a mixed-method design involving 240 fourth-grade students from four public elementary schools in Jakarta and Bekasi. Data were collected through creative thinking tests, product observations, and self-reflection surveys. Quantitative analysis revealed significant improvements across all indicators of creative thinking, namely fluency (N-Gain = 0.59), originality (0.56), and flexibility (0.49), with large effect sizes (Cohen’s d > 1.0). Analysis of creative products indicated that the experimental group produced artifacts with higher levels of novelty, functionality, and sustainability alignment compared to the control group. Meanwhile, thematic analysis of students’ self-reflections identified five main themes: creative thinking development, engagement in creative products, collaboration, sustainability awareness, and motivation. These findings highlight that integrating AI into STEM-ESD learning can strengthen students’ cognitive, affective, and metacognitive skills while also fostering awareness of sustainability values. The implications of this research are relevant for teachers, curriculum designers, and policymakers in adopting AI technology to support creative and sustainability-oriented learning in elementary education.
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Copyright (c) 2025 Bramianto Setiawan, Didit Ardianto, Tustiyana Windiyani
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