DEVELOPING A STEM-BASED PYTHAGOREAN CUP MODEL TO FOSTER MATHEMATICAL AND CREATIVE THINKING DISPOSITIONS
Keywords:
Creative Thinking, Mathematical Disposition, STEM, Pythagorean Cup, Elementary School.Abstract
This study aims to develop a STEM-based learning model utilizing the Pythagorean Cup to effectively enhance elementary students’ creative thinking skills and mathematical dispositions. The central issue addressed is the weak integration of cognitive and affective aspects in mathematics learning, which remains predominantly procedural and lacking in contextual relevance. A Research and Development (R&D) approach employing a 4D design model (Define–Design–Develop–Disseminate) was used to design and test the learning model. Data were collected through observations, questionnaires, tests, and interviews involving 80 fifth-grade students from three elementary schools in Banten Province, Indonesia. Validation results confirmed strong content and construct validity. Practicality testing indicated the model was highly feasible for both teachers and students. Effectiveness analysis using a quasi-experimental design revealed statistically significant improvements across all indicators of creative thinking (fluency, flexibility, elaboration, originality) and mathematical disposition (curiosity, perseverance, confidence, risk-taking), with p-values < 0.05. The integration of the historically scientific artifact, the Pythagorean Cup, into instruction proved to foster meaningful inquiry, experimentation, and reflection-based learning experiences. These findings highlight the potential of a contextually designed, manipulative-based STEM learning model to simultaneously cultivate students’ cognitive competencies and dispositional character, both essential for 21st-century education success.
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