Baseline Analysis of Students' Creativity in Particle Dynamics for Designing a STEM-Integrated PjBL E-Modul

Prima Isma  Putri; Yohandri; Fatni Mufit; Fuja  Novitra

doi:10.59329/gawi.v6i2.313

Authors

Prima Isma Putri Universitas Negeri Padang
Yohandri Universitas Negeri Padang
Fatni Mufit Universitas Negeri Padang
Fuja Novitra Universitas Negeri Padang

DOI:

https://doi.org/10.59329/gawi.v6i2.313

Keywords:

Creativity, E-module, Project Based Learning, STEM, Physics Learning

Abstract

Low creativity levels among high school students in physics learning remain a persistent challenge requiring evidence-based instructional responses. Unlike prior baseline studies focused on other physics topics, this study addresses an unexplored gap: student creativity profiles in the particle dynamics topic as an empirical foundation for a STEM-integrated PjBL e-module. A quantitative descriptive design was employed involving 108 eleventh-grade students from three intact classes (XI F1, XI F2, XI F3) at a public senior high school in West Sumatra. Data were collected using a 12-item essay creativity test measuring fluency, flexibility, originality, and elaboration based on Guilford's framework. The instrument was validated through expert content validity review, item difficulty analysis, discriminating power analysis, and reliability estimation using Cronbach's alpha prior to administration. Scores were categorized into five levels: very low (≤54), low (55–59), sufficient (60–75), high (76–85), and very high (86–100). The overall mean creativity score was 58.57 (low category); 83.34% of students fell below the sufficient threshold and none reached high or very high levels. Fluency was the strongest indicator (M = 61.57, sufficient) while flexibility was the weakest (M = 54.40, very low). Class XI F3 exhibited the greatest variability (SD = 15.91) whereas XI F2 was the most consistent (SD = 12.27). These findings provide a data-driven baseline for developing a PjBL-STEM e-module that scaffolds tasks progressively from fluency to elaboration, incorporates differentiated pathways, and emphasizes multi-perspective problem-solving to address the critical weakness in flexibility.

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