Project based learning framework with STEAM methodology assessed based on self-efficacy: does it affect creative thinking skills and learning achievement in studying fundamental computers?

Journal of Technology and Science Education JOTSE, 2025 – 15(1): 107-128 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 https://doi.org/10.3926/jotse.2751 PROJECT BASED LEARNING FRAMEWORK WITH STEAM METHODOLOGY ASSESSED BASED ON SELF-EFFICACY: DOES IT AFFECT CREATIVE THINKING SKILLS AND LEARNING ACHIEVEMENT IN STUDYING FUNDAMENTAL COMPUTERS? Anak Agung Gde Ekayana1* , Ni Nyoman Parwati2 , Ketut Agustini2 , I Gede Ratnaya2 1Institut Bisnis dan Teknologi Indonesia (Indonesia) 2Universitas Pendidikan Ganesha (Indonesia) *Corresponding author: gungekay[email protected] nyoman.parw[email protected], k[email protected], [email protected] Received February 2024 Accepted February 2025 Abstract Students must grasp creative thinking as a crucial 21st-century talent to enhance learning achievement. Empirical research indicates that pupils’ creative thinking skills and learning achievements require enhancement and attention. This study examines the impact of a project-based learning framework with STEAM methodology and self-efficacy levels on creative thinking abilities and learning achievement in primary computer education, focusing on computer architecture. A quasi-experimental pre-test-post-test non-equivalent control group design was utilised to develop the research design. One hundred students were enrolled, of which 50 were divided into the experimental and control groups. Research data was collected using questionnaires and test devices. Student self-efficacy was assessed using a 44-item questionnaire, creative thinking skills were evaluated with a 10-question essay test, and student learning achievement was measured using a multiple-choice test. Data analysis entails the application of descriptive and inferential statistics, specifically using MANCOVA. Research indicates that implementing the project-based learning framework with STEAM methodology is effective in enhancing students’ creative thinking abilities and academic performance. Research shows that self-efficacy affects creative thinking skills and learning achievement differently. A p-value of less than 0.05 denotes this. The project-based learning framework with STEAM methodology has been proven to help enhance creative thinking abilities and academic achievement through simultaneous and partial testing. This strategy is indicated for enhancing creative thinking skills and improving learning achievement. Keywords – Project-based learning, STEAM methodology, Self-efficacy, Creative thinking skills, Student achievements. To cite this article: Ekayana, A.A.G, Parwati, N.N., Agustini, K., & Ratnaya, I.G. (2025). Project based learning framework with steam methodology assessed based on self-efficacy: Does it affect creative thinking skills and learning achievement in studying fundamental computers? Journal of Technology and Science Education, 15(1), 107-128. https://doi.org/10.3926/jotse.2751 ---------- -107- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 1. Introduction Learning is an essential activity in supporting the quality of educational development. The development of education and learning has entered a new phase since the pandemic, and changes in the learning process have been made significantly through the use of technology (Bertrand & Namukasa, 2020; Nurhasnah, Festiyed & Yerimadesi, 2023; Putri, Prasetyo, Purwastuti, Prodjosantoso & Putranta, 2023). Learning innovations must be developed to address the challenges of the post-pandemic era. These innovations play a critical role in building students’ 21st-century skills (Setyarto, Murtiyasa & Sumardi, 2020; Suryaningsih, 2023; Zhao & Li, 2022). The challenge for educators in the 21st Century is that learning is no longer based solely on material completion but has changed to skill development, knowledge management, and character formation (Bertrand & Namukasa, 2020). Furthermore, the learning process in the 21st Century provides more opportunities for students to build their knowledge concepts through activities around them (Rati, Arnyana, Dantes & Dantes, 2023; Suryaningsih, 2023). 21st-century learning is in line with constructivist theory, which is widely used from elementary school to higher education by providing opportunities for students to explore more knowledge through real-life phenomena (Liston, Morrin, Furlong & Griffin, 2022; Sholahuddin, Anjuni, Leny & Faikhamta, 2020; Yildiz & Guler-Yildiz, 2021). Previous research from Santyasa, Santyadiputra and Juniantari (2019) and Syahril, Nabawi and Safitri (2021) revealed that teachers have widely used innovative learning models such as PBL and PjBL to encourage the achievement of 21st-century skills. Using these learning models directly impacts the learning process, assessment, and evaluation of subsequent learning (Almulla, 2020; Ananda, Rahmawati & Khairi, 2023). The Computer Architecture course is one part of the INSTIKI Informatics Engineering study program curriculum. This course aims to educate students on analyzing components in computer architecture (Nayak, Hiremath, Umadevi & Garagad, 2021; Sidek, Yatim, Ariffin & Nurzid, 2020; Suhaimi, Rosli, Ariffin, Muniandy & Wahab, 2019). This course is designed to understand how hardware and software in a computer system can work together. Students who study this course are expected to be able to analyze and design computer architecture that is optimally suited to work needs. Therefore, students must be equipped with creative thinking skills to develop and create computer device specifications following the structure and organization of the computer. Developing creative thinking skills is essential for all educational endeavours in the 21st century (Aurava & Meriläinen, 2022). Creative thinking skills can be generated continuously by allowing students to practice thinking and express their ideas directly according to their interests and learning needs (Montero, 2019; Puozzo & Audrin, 2021). Creative thinking skills aim to produce new and unique ideas. In other words, creative thinking skills are a flexible combination of rational and divergent thinking following feelings but still in awareness (Lu, Lo & Syu, 2021). Developing students’ creative thinking skills can give birth to new ideas that were previously unthinkable, find different ways of solving problems, and have many perspectives in completing a learning activity (Rusilowati, Ulya & Sumpono, 2020; Kalashi, Bakhshalipour, Azizi & Sareshkeh, 2020; Suryaningsih, Nisa, Muslim & Aldiansyah, 2023). Creative thinking skills help students develop designs and innovations when learning computer architecture (Encheva, Tammaro, Yancheva, Zlatkova, Conti & Maasilta, 2024; Putri et al., 2023; Habibi, Mundilarto, Jumadi, Gummah, Ahzan & Prasetya, 2020; Suhaimi et al., 2019). Thus, optimal creative thinking skills are expected to encourage student’s enthusiasm and motivation to learn, positively impacting learning achievement. Learning achievement results from learning activities, which means the extent to which students can master the learning material they have carried out (Cheng, 2023; Feraco, 2023; Ifinedo & Burt, 2024). This means that student learning achievement can be measured if an assessment of the student’s learning outcomes has been conducted. Learning achievement is an achievement that students have been able to achieve consciously and plan in their learning activities (Darmuki, 2023; Jiang, 2023). Through learning achievement, a student can measure his progress in learning activities. Learning achievement and the learning process are units that complement each other, where, in essence, learning achievement is the final result of a learning process (Zainuddin, 2022). Learning achievement is said to reach the entire domain, -108- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 including cognitive, affective, and psychomotor domains (Pratiwi & Santyasa, 2021). The cognitive domain relates to the level of knowledge needed to understand, analyze, and create (Tenhovirta, Korhonen, Seitamaa-Hakkarainen & Hakkarainen, 2022). The affective domain refers to students’ attitudes, behaviour, and norms during learning activities (Guo, Saab, Post & Admiraal, 2020). The psychomotor domain relates to the skills or abilities demonstrated during the learning process (Tisna, Parwati, Warpala, Sudatha, Sudarmika & Suartama, 2022). From this point of view, learning abilities and success in school come from the process of learning. So, increasing creative thinking skills in the learning process should be accompanied by changes in learning achievement for the better (Santyasa et al., 2019). However, the reality that happened was far from what had been planned. The problem analysis found that students carrying out learning activities were still dominated by completing material through traditional learning (Diana, Surjono & Mahmudi, 2023). Results of previous research by Hew, Jia, Gonda and Bai (2020) show that as many as 75% of higher education students still use direct learning methods. Previous research results from Parwati and Suharta, (2020) and Santyasa et al. (2019) revealed that traditional learning methods provide less challenge to students who study formally in higher education units. Learning activities in higher education should facilitate learning activities so that more students make discoveries, solve problems, and think at a higher level (Ali, 2021; Ma, 2023). Based on past research findings, learning processes may not achieve ideal two-way interaction in higher education. This is because many students who learn using traditional methods tend to be given assignments and practice questions more often accompanied by teachers, where these learning activities are less able to train creative thinking skills (Atmojo, Ardiansyah & Saputri, 2022; Sigit, Ristanto & Mufida, 2022). This fact proves that traditional learning models have weaknesses when used in daily learning activities, especially in providing space to practice developing thinking skills. The harmful impact of the traditional learning process is that many students avoid learning activities and skip class. This situation certainly affects learning outcomes that are less than optimal and impacts students’ abilities far from standard work qualifications (Heilala, Shibani & de Freitas, 2023). Based on the 1994 AECT definition, educational technology covers five domains, and this research focuses on the utilization domain. It is designed to develop novel learning models that may be applied to developing creative thinking abilities and learning achievement. The learning model known as project based learning can potentially cultivate students’ creative and active thinking skills (Ananda et al., 2023, Chistyakov, Zhdanov, Avdeeva, Dyadichenko, Kunitsyna & Yagudina, 2023, Pawar, Patil & Kulkarni, 2023). The project based learning model provides more opportunities for students to manage learning based on project activities (Atmojo et al., 2022). The project activities are problem-based learning activities that are the first step in collecting and integrating new knowledge based on experience gained during the learning process (Lu, Wu & Huang, 2022; Mayar, Putra, Monia, Kosassy, Fadli & Arinalhaq, 2023; Randazzo, Priefer & Khamis-Dakwar, 2021). A learning process that links real life can lead students to practice problem-solving skills, make decisions, carry out investigations, and learn independently or in groups. Past research findings on project based learning methods indicate that the methodology is centred around students (Domenici, 2022), where students are invited to develop their existing abilities by creating learning projects so that it is hoped that through actual project activities carried out, they can develop students’ reasoning and creative thinking abilities (Hasanah, Parno, Hidayat, Supriana, Yuliati, Latifah et al., 2023; Rahayu, Sutikno & Indriyanti, 2023; Rahmania, 2021). Previous studies have examined the project-based learning model’s effects, consequences, and efficacy. On average, these studies have found that the project based learning model offers more opportunities for students to develop their creative thinking skills than traditional learning methodology (Heilala et al., 2023; Kwan & Wong, 2021). Prior studies have shown that the project based learning model can enhance students’ analytical, creative, problem-solving, investigative, and teamwork abilities. (Atmojo et al., 2022; Ortiz-Laso, Diego-Mantecón, Lavicza & Blanco, 2023). According to other studies, e-learning in conjunction with the project based learning methodology is the best way to maximize limited classroom time (Sigit et al., 2022). Further research also states that the project-based learning model is very suitable -109- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 and effective for students studying in formal education. The meta-analysis research found that the project based learning methodology significantly differed from traditional learning and was used from elementary to high school (Torres, Lagarón & Bargalló, 2024). The project-based learning methodology is highly effective in developing 21st-century abilities in elementary and middle school students. Thus, conducting an in-depth analysis of the project-based learning model in higher education units is necessary. However, what differentiates this research from previous research is that the project-based learning model is integrated with the STEAM methodology. In this research, the syntax of the project based learning model combined with the STEAM methodology was not merged to become a new stage; according to Sigit et al. (2022) and Siregar, Rahmawati and Suyono (2023) findings, a new syntax is formed: Reflection, Research, Discovery, Application, and Communication. Instead, it maintains the six syntax of learning steps from the project based learning model, which is reinforced with each syntax using STEAM components (Lu et al., 2021). Factors that influence creative thinking skills and learning achievement are classified into two factors, namely internal and external factors. External factors come from outside the student, including the learning model (Santyasa et al., 2019), while internal factors within students include self-efficacy (Yada, Leskinen, Savolainen & Schwab, 2022). Apart from paying attention to the learning model, it is essential to consider each student’s self-efficacy level, which is thought to influence creative thinking skills and learning achievement (Ekatushabe, 2021; Masdarini, Candiasa, Agustini & Sudatha, 2024). Previous research reports that the level of student self-confidence affects learning activities. The higher the self-efficacy, the less likely the student will give up and give up on the learning process (Luo, So, Wan & Li, 2021). Other research reports that low levels of self-confidence in students influence hesitant decision-making and lack of confidence in the answers given (Fatimah, Murwani, Farida & Hitipeuw, 2023). A high level of self-confidence is more prominent in conveying new ideas and the mentality to dare to express opinions in front of the class (Dinh, 2022; Wang & Frye, 2019). Due to the results of previous research regarding students’ level of self-confidence influencing the learning process, it is imperative to include the level of self-confidence in the research variables. This study intends to examine the impact of the project-based learning model incorporating the STEAM methodology on self-efficacy in creative thinking skills and academic performance by analyzing the relationship between the project based learning model and the STEAM methodology. The research carried out is different from previous research. This study examines the structure of project-based learning enhanced by the STEAM methodology and its impact on creative thinking abilities and academic performance. Project based learning frameworks and the STEAM methodology The model that focuses on this research is based on previous research data and can train high-level thinking skills. Therefore, this research aims to improve creative thinking skills because it will affect students’ higher-level thinking abilities when creative thinking skills progress. If a new learning model is applied to students in the learning environment, their experience and knowledge of the material they are studying will increase. Thus, according to the outlined description, the project-based learning model and the STEAM methodology are student-centred learning models that encourage students to actively produce new ideas, flexible answers, and problem-solving solutions beyond expectations but can still be rationalized. The present research offers insights into enhancing creative thinking skills and improving learning outcomes by implementing a project based instructional framework with the STEAM methodology. The problems that have been addressed in this study can be categorized as follows: 1. How much effect does the project-based learning framework incorporating STEAM methodology have on creative thinking skills and academic performance? 2. How can varying levels of student self-efficacy impact creative thinking abilities and academic performance? 3. How do students’ creative thinking skills progress according to each indicator? 4. How does academic performance improve according to Bloom’s taxonomy levels? -110- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 2. Methodology The research that was conducted, as stated by (Rogers & Revesz, 2019), employed a quasi-experimental design featuring a control group comprising a pre-test and a post-test. Control and experimental groups were constructed to categorize the various stages of the research implementation process. Students in the experimental group were taught utilizing a project-based instructional framework using the STEAM methodology. The control group of children was exposed to a project-based learning methodology that did not use a STEAM methodology. The pre-test and post-test were carried out in each control and experimental group to evaluate whether there were differences between the groups before and after treatment regarding creative thinking skills and learning achievement. The data collected in this study are (1) the students’ first creative thinking skills when studying, utilising the project based learning framework using the STEAM methodology (Y1-1); (2) final creative thinking skills for students who learn utilizing the project based learning framework with the STEAM a perspective (Y1-2); (3) the early creative thinking skills of kids that learn utilizing the project based learning framework without the use of the STEAM methodology (Y1-3); (4) the final creative thinking abilities of children who are taught utilising the project based learning procedure without the STEAM methodology (Y1-4); (5) students’ initial learning achievement using the project based learning framework with the STEAM methodology (Y2-1); (6) Students’ final learning outcomes when using the project based learning framework with the STEAM methodology (Y2-2); (7) initial learning achievement of project based learning students without STEAM (Y2-3); (8) final learning achievement of project based learning students without STEAM (Y2-4). The research trial was conducted at the INSTIKI Informatics Engineering Study Program involving 320 first-semester students from 10 classes A1 to A10. The next stage is determining the number of research samples. A group random sampling technique was used in this research. This technique was used because respondents had been grouped into classes by the academic department, making it impossible for researchers to take respondents as samples randomly. An experimental class consisted of 50 respondents from classes A1, A3, and A7, while the control class consisted of 50 people from classes A4, A8, and A10. The use of group random sampling techniques means that researchers cannot know the initial conditions of each individual in the class because they do not test equality in each class. The Multivariate Analysis of Covariance, a data analysis technique, was used based on the natural conditions at the research location. Using covariate variables, factors that interfere with or have the potential to influence the dependent variable during the research process can be reduced statistically. Questionnaires and test instruments were designed to collect data in this research process. At the assessment and evaluation stage of the learning process, a questionnaire instrument is used to measure the self-efficacy scores of students from each class. The self-efficacy questionnaire was developed from Bandura’s self-efficacy dimensions (Bandura, Freeman & Lightsey, 1999) and modified the questionnaire from previous research related to self-efficacy (Fatimah et al., 2023; Lee, Davis & Li, 2023) —the modified questionnaire comprised 44 statement items divided into positive and negative statements. In Table 1, self-efficacy indicators are displayed. The instrument developed was then tested for validity and reliability. The CVR (Content Validity Ratio) formula is used to test the content validity of the self-efficacy instrument. Based on the provisions of the CVR formula, each statement item is 1.00, and the overall total CVR score for the self-efficacy instrument is 44.00, which means the instrument is declared valid. Testing the reliability of the self-efficacy instrument using Cronbach-Alpha obtained a score of 0.982, which means the instrument level has high reliability. Essay tests are used to evaluate creative thinking skills, and multiple-choice tests are used to assess student learning achievement. The creative thinking skills test instrument is adapted from Paul Torrance’s dimensions of thinking skills (Torrance, 1972; Sendag, Yakin & Gedik, 2023). Furthermore, the instrument was modified based on the research conducted. The essay test is designed with ten questions -111- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 to evaluate creative thinking skills. The ten essay assessments are calibrated according to Bloom’s Taxonomy levels C4 to C6, which measure degrees of creative thinking. Indicators of creative thinking abilities as measured by the instrument are shown in Table 2. Meanwhile, the multiple-choice test is designed with 15 questions for learning achievement, which has a level of C2-C6. Indicators on the multiple-choice test can be seen in Table 3. The validity test results on the two test instruments obtained an overall CVR score on the creative thinking skills test of 10.00 and the learning achievement test of 15.00. Following the provisions of the CVR formula, both instruments are declared valid. After being tested using CRV, proceed to the CVI (Content Validity Index) formula to test each statement item. The CVI results obtained a score of 1.00 on the creative thinking skills and learning achievement test, so it can be declared to have excellent validity. Reliability analysis of the two instruments for creative thinking skills and learning achievement using Cronbach-Alpha obtained a score of 0.876 for the essay test and 0.868 for the multiple-choice test, which means it is in a perfect category. Dimensions Indicator Item TotalPositive Negative Magnitude Confidence in the task given as a challenge in learning 1&2 3&4 4 Confidence in your ability to overcome barriers is directly related to the difficulty level of the tasks. 5&6 7&8 4 Confidence in the ability to take the actions necessary to achieve a result 9&10 11&12 4 Have a positive view of the tasks carried out 13&14 15&16 4 Strength Believe strongly in your ability to accomplish objectives. 17&18 19&20 4 Have a fighting spirit and do not give up easily when experiencing obstacles in completing tasks 21&22 23&24 4 Have the spirit to work hard and try to achieve the maximum 25&26 27&28 4 Commit to completing academic assignments well 29&30 31&32 4 Generality Generality: Able to respond to diverse situations and conditions with a positive attitude 33&34 35&36 4 Displaying an attitude that shows self-confidence throughout the learning process 37&38 39&40 4 Using life experience as a step to achieve success 41&42 43&44 4 Table 1. Self-efficacy indicators for fundamental computer material Aspects measured Markers of Creative Thinking Skills Level Cognitive Quantity Fluency Analyzing computer structural components and BUS interconnections on the computer C4 2 Evaluate the advantages and disadvantages of the existing line types in the BUS interconnection. C5 1 Elaboration Designing a block diagram of the computer’s bus, data, and address lines. C6 1 Providing arguments on the role of BUS interconnection in the data transfer process C5 1 Flexibility Relate the concept of BUS interconnection to activities in daily life C4 1 Comparing the Multiplexer Bus type with the Dedicated Bus C4 2 Originality Constructing the concept of memory and storage on a computer using an analogy in real life C6 1 Develop a concept using real-life analogies regarding transferring data from CPU, Memory, I/O, and BUS Line. C6 1 Table 2. Indicators of creative thinking skills for fundamental computer material -112- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 Markers of Fundamental Computers Learning Achievement Level Cognitive Total Explain the main components of a computer and the BUS interconnection lines. C2 2 Determine the main components that make up the computer architecture and interconnection paths. C3 2 Determines the type of bus interconnection on the computer structure C3 2 Conceptualise bus interconnection lines (data, control, and address) C3 2 Compare bus interconnection categories (data, address, and control) C4 2 Analyzing data transfer on the bus interconnection line C4 1 Comparing the data communications used in the interconnection line C5 2 Construct the operating principle on the bus interconnection line C6 2 Table 3. Learning achievement indicators for fundamental computers material The data obtained from the research were analyzed descriptively, and inferential statistics were used using SPSS software. Descriptive statistical analysis is displayed through the average, standard deviation, highest, and lowest values. The inferential statistical technique used is MANCOVA, which tests the research hypothesis proposed in this study. Assumption tests include normality tests using Kolmogorov-Smirnov, homogeneity of variance tests using Levene, homogeneous multivariate tests using Box’s M, and multicollinearity tests are carried out before proceeding to hypothesis testing using MANCOVA. 3. Results Learning activities are carried out using a project-based learning framework with STEAM methodology for ten meetings that are adjusted to the academic schedule. Figure 1 shows the class conditions during the learning process. The learning activities improve creative thinking skills by training students to create ideas, answers, and opinions related to bus system material in computer architecture. An overview of the descriptive study can be seen in Table 4. Figure 1. Active learning using a project based educational framework combined with the STEAM method Model Variable Mean Standard deviation Minimum Score Maximum Score Range A-1 (Project based learning model with STEAM methodology) Creative thinking skills 73.20 73.20 47.50 92.50 45.00 Learning achievement 63.59 17.09 33.30 100.00 66.70 A-2 (Project based learning model without STEAM methodology) Creative thinking skills 58.00 11.53 40.00 80.00 4.00 Learning achievement 48.93 17.79 20.00 80.00 60.00 Table 4. Creative thinking and student learning achievement descriptive analysis summary The data in Table 4 shows a difference in the average creative thinking skills of students in the experimental group, with an average difference in creative thinking skills of 15.20. These results reveal that the creative thinking skills of the experimental group are higher than those of the control group. Meanwhile, the average difference also occurred in student learning achievement in the control and experimental groups, with a -113- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 difference of 14.66. These results show that the learning achievement of the experimental group is superior to that of the control group. Thus, the learning process that uses a project-based learning framework with STEAM methodology effectively creates disparities in creative thinking skills and learning achievement. Research findings show that the project-based learning framework with STEAM methodology has a more significant impact on creative thinking skills than student learning achievement. Self-efficacy Group Variable Mean Standard deviation B-1 (Students with High Self Efficacy) A-1 Creative thinking skills 79.40 7.36 Learning achievement 72.80 17.30 A-2 Creative thinking skills 65.40 9.88 Learning achievement 57.60 15.26 B-2 (Students with Low Self-Efficacy) A-1 Creative thinking skills 67.00 9.81 Learning achievement 54.39 10.99 A-2 Creative thinking skills 58.80 12.05 Learning achievement 40.26 16.02 Table 5. An overview of the findings from a descriptive study on the relationship between self-efficacy and creative thinking abilities and student achievement Table 5 displays a disparity in the mean creative thinking abilities among high and low self-efficacy student groups. The mean difference in creative thinking abilities between high self-efficacy students in the experimental and control groups is 14.0, indicating that high self-efficacy students in the experimental group exhibit higher creative thinking skills than those in the control group. There are also differences in how well kids with high self-efficacy do in school between the experimental and control groups. The disparity in mean academic performance is 15.2. Based on this information, it can be concluded that students in the experimental group with high self-efficacy exhibit superior learning outcomes compared to their counterparts in the control group. On the other hand, there is a difference in the average creative thinking skills of students with low self-efficacy between the experimental and control classes, and the average difference is 8.2. Furthermore, there is a difference in the learning achievement of students with low self-efficacy in the experimental and control classes, with an average difference of 14.13. Thus, apart from the learning model, the student’s internal factor, self-efficacy, successfully influences creative thinking skills and student learning achievement. Based on this research’s findings, the self-efficacy level in students who use the project-based learning framework with STEAM methodology has a more significant impact on learning achievement than creative thinking skills. The data shown in Table 6 explains that the results of the data normality test using the Kolmogorov-Smirnov formula with a p-value > 0.05, which means that the data used in this study are normally distributed. Testing homogeneity of variants using Levene’s Test Based on Mean for creative thinking skills gets a p-value = 0.385 > 0.05, while Levene’s Test Based on learning achievement gets a p-valueQ=Q0.292 > 0.05. These results show that the research data comes from homogeneous data sources. The multivariate homogeneity test using the Box’s M formula obtained an F value (0.460) and p-value = 0.711 > 0.05. Variable Learning model Kolmogorov-Smirnova Statistic df Sig. Creative thinking skills Model for Project based Learning that Utilizes STEAM 0.84 50 0.20 Models Project Based Learning that Does not Utilize STEAM 0.43 50 0.13 Learning achievement Model for Project based Learning that Utilizes STEAM 0.43 50 0.12 Models Project Based Learning that Does not Utilize STEAM 0.41 50 0.15 Table 6. Summary results of data normality tests -114- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 The precondition tests showed a VIF score of 2.56 and a tolerance value of 0.99, indicating no multicollinearity among the dependent variables. All prerequisite hypothesis tests have been carried out, and the results can be continued to the hypothesis testing stage using MANCOVA analysis. Table 7 and Table 8 summarize the findings obtained from evaluating the hypothesis for validity. The results for Wilks’ Lambda, Pillai’s Trace, Roy’s Largest Root, and Hotelling’s Trace are displayed in Table 7. The coefficient for these values is F(33.126), and the p-value is 0.000, which is less than the significance level of 0.05. Among the groups of students who study using an integrated project-based learning model with and without a STEAM methodology, these findings demonstrate simultaneous variations in creative thinking skills and learning achievement. These disparities are observed between the two groups. Effect F coefficient Sig. Intercept 33.126b 0.000 33.126b 0.000 33.126b 0.000 33.126b 0.000 Learning Treatment 34.597b 0.000 34.597b 0.000 34.597b 0.000 34.597b 0.000 Self-efficacy 34.861b 0.000 34.861b 0.000 34.861b 0.000 34.861b 0.000 Table 7. Summary results of simultaneous hypothesis tests using MANCOVA data analysis techniques Source Dependent Variable Type III Sum of Squares df Mean Square F Sig. Learning Treatment Creative thinking skills 669.124 1 669.124 53.065 0.000 Learning achievement 5266.231 1 5266.231 23.125 0.000 Self-efficacy Creative thinking skills 590.499 1 590.499 46.830 0.000 Learning achievement 6928.923 1 6928.923 30.426 0.000 Pre-test creative thinking skills Creative thinking skills 0.121 1 0.121 0.010 0.922 Learning achievement 163.127 1 163.127 0.716 0.400 Pre-test learning achievement Creative thinking skills 0.500 1 0.500 0.040 0.843 Learning achievement 1.308 1 1.308 0.006 0.940 Error Creative thinking skills 1172.689 93 12.610 Learning achievement 21179.221 93 227.734 Total Creative thinking skills 71840.000 100 Learning achievement 351820.520 100 Corrected Total Creative thinking skills 2881.240 99 Learning achievement 35211.738 99 Table 8. Summary results of partial hypothesis testing using Tests of Between-Subjects Effects Table 8 shows substantial variations in creative thinking capabilities and partial learning achievement based on the data analysis results. The F score was obtained in the learning treatment line (53.065), and p-value = 0.000 < 0.05. The results demonstrate that the project-based learning framework incorporating the STEAM methodology influences students’ creative thinking skills. Additionally, in the learning treatment -115- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.2751 5. Conclusion The project-based learning framework with STEAM methodology helps improve creative thinking skills and student learning achievement. On the other hand, differences in the self-efficacy level in students also increase creative thinking skills and learning achievement. The difference in average scores between students studying in the experimental and control groups and the average difference between students with high and low self-efficacy confirm these findings. Furthermore, research findings confirm that the project-based learning framework with STEAM methodology provides incredible benefits for creative thinking skills. These findings can be observed from developing indicators of creative thinking skills, namely fluency, elaboration, flexibility, and originality. Meanwhile, the difference between high and low levels of student self-efficacy has a more dominant impact on learning achievement. The effectiveness of the project-based learning framework with STEAM methodology and the consideration of student self-efficacy can be helpful solutions in the future learning process, especially in improving creative thinking skills and learning achievement. The findings of this study can be generalized to various educational settings or disciplines. For instance, a similar approach could be adapted for teaching science, arts, or even humanities, as long as it is tailored to the needs and characteristics of the students. Furthermore, this framework can be modified to address potential limitations, such as differences in students’ initial skill levels, resource availability, or the challenges posed by diverse learning environments. Although the results of this study provide a positive contribution to creative thinking skills and student learning achievement as reviewed from self-efficacy, this study has several limitations in its implementation, namely related to the generalization of the results and the context of the application of the project-based learning framework using the STEAM methodology, as well as the influence of self-efficacy on creative thinking skills and students’ academic achievement. First, this study is limited to a specific population and learning conditions, so its findings may not be fully applicable to other contexts, such as different levels of education or learning environments that do not optimally support the STEAM method. Second, this study has not explored the influence of other factors that can affect creative thinking skills and students’ academic performance, such as the role of teachers, learning resources, or support from the school and family environment. Future research can focus on a more in-depth investigation of the long-term effects of self-efficacy and how it can be developed to help students achieve their full potential in learning. In addition, although this study highlights the important role of student self-efficacy, further research is needed to examine the interaction between self-efficacy and other psychological factors, such as motivation and academic anxiety, which may also play a role in influencing students’ academic performance. 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