Co esponding au ho : MH Ilham Nu aizi
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion Liscense 4.0.
De elopmen o RBL-STEM Ma e ials o Imp o e S uden s’ Combina o ial Thinking
Skills o sol e Rainbow An imagic Colo ing P oblems and I s Applica ion Scheme on
Ai Quali y Moni o ing Sys em wi h GNN
MH Ilham Nu aizi 1, *, Da ik 2 and A ika Indah K is iana 1
1 Dépa emen o Pos g adua e o Ma hema ics Educa ion, Facul y o Teache T aining and Educa ion, Uni e si y o Jembe ,
Indonesia.
2 Dépa emen o Pos g adua e o Ma hema ics Educa ion, Facul y o Teache T aining and Educa ion, Uni e si y o
Jembe , Indonesia.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 638-646
Publica ion his o y: Recei ed on 20 Decembe 2024; e ised on 04 Feb ua y 2025; accep ed on 07 Feb ua y 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.2.0313
Abs ac
RBL-STEM is a lea ning model ha combines he Resea ch-Based Lea ning model and he STEM app oach. The RBL
model is a s uden -cen e ed lea ning model, in RBL s uden s will ind a p oblem ha equi es a solu ion. RBL-STEM will
equi e s uden s o sol e p oblems in li e wi h in eg a ed aspec s o science, echnology, enginee ing and ma hema ics.
In many esea ch s udies, RBL-STEM has been p o en o imp o e s uden s' ma hema ical hinking skills. This esea ch
de elops an RBL-STEM lea ning ool on ainbow an imagic colo ing ma e ial and i s applica ion scheme on ai quali y
moni o ing sys em wi h g aph neu al ne wo k and sees he e ec o he de eloped ool on s uden s' combina o ial
hinking skills. The de elopmen o RBL-STEM lea ning ools o imp o e s uden s' combina o ial hinking skills in his
s udy mee s he c i e ia o alid, p ac ical and e ec i e. The alidi y alue ob ained is 3.87. The obse a ion esul s o
lea ning implemen a ion amoun ed o 3.89 wi h a pe cen age o 97.33%, and s uden esponses we e 97.50% posi i e
so ha hey me he p ac ical c i e ia. Based on he esul s o he pos es s, 95% o s uden s we e decla ed comple e so
ha hey me he e ec i e c i e ia. Quan i a i e analysis in his s udy was ob ained om analyzing p e es and pos es
da a, whe e no mali y es and pai ed sample - es we e conduc ed. Based on he no mali y es , i can be concluded
ha he p e es and pos es sco es a e no mally dis ibu ed, because he signi icance alue is g ea e han 0.05, namely
0.121 and 0.090. Fu he mo e, he pai ed sample - es es was ca ied ou which showed a sig alue. (2- ailed) o
0.000. This esul shows ha he e is a signi ican inc ease in he combina o ial hinking abili y o s uden s a e
pa icipa ing in RBL-STEM lea ning.
Keywo ds: Combina o ial Thinking Skills; RBL-STEM; Rainbow An imagic Colo ing
1. In oduc ion
Many me hods and app oaches can be used o imp o e s uden s' combina o ial hinking skills, including by
collabo a ing he Resea ch-Based Lea ning (RBL) lea ning me hod and he Science, Technology, Enginee ing,
Ma hema ics (STEM) app oach. The combina ion o his lea ning model and app oach is commonly called RBL-
STEM.Combina o ial hinking skills a e he p ocess o ob aining mul iple solu ions o p oblems including disc e e
p oblems. Combina o ial hinking skills can be ca ego ized in high-le el hinking skills ha equi e c i ical and c ea i e
hinking abili ies [1]. Gi en he sui abili y o combina o ial hinking skills wi h he demands o mas e ing 21s cen u y
skills, i is e y necessa y o s uden s o ha e combina o ial hinking skills o s imula e 21s cen u y skills which include
communica ion skills, c ea i i y, c i ical hinking skills, and collabo a ion skills.
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Resea ch-Based Lea ning (RBL) is a lea ning me hod ha ocuses on s uden s o s uden cen e lea ning and in eg a es
he lea ning p ocess wi h esea ch [2]. The Resea ch-Based Lea ning (RBL) lea ning model equi es s uden s o de elop
and build knowledge h ough he s eps o a esea ch such as seeking in o ma ion, o mula ing hypo heses, collec ing
da a, analyzing, making conclusions and p epa ing epo s [3]. Meanwhile, he STEM-based app oach is an app oach in
educa ion whe e Science, Technology, Enginee ing, Ma hema ics a e in eg a ed wi h p ocesses ha ocus on sol ing
p oblems in e e yday li e and in p o essional li e [4].
The applica ion o RBL-STEM in lea ning can encou age s uden s o cons uc , de elop, e alua e, communica e, u ilize
echnology, apply knowledge. Gi en some o he hings ha ha e been desc ibed abo e, i is cu en ly e y ele an o
esea che s o de elop RBL-STEM-based lea ning ools on ma hema ics opics. One o he ma hema ics opics ha has
a ac ed a en ion ecen ly is g aph heo y on he ainbow an imagic colo ing (RAC) sub opic, g aph heo y can also
s imula e s uden s o hink combina o ially because in g aph heo y s udying he s uc u e and p ope ies o collec ions
o objec s in his case in he o m o e ex and edge. Rainbow an imagic colo ing (RAC) is one o he new discussions in
g aph heo y, ainbow an imagic colo ing (RAC) was in oduced in 2019 by Da ik by combining wo opics namely
ainbow connec ion and an imagic labeling [5]. Rainbow an imagic colo ing (RAC) can be applied o sol e ma hema ical
p oblems in e e yday li e, in his s udy ainbow an imagic colo ing (RAC) will be applied o he ai quali y moni o ing
sys em. The selec ion o his p oblem is a de elopmen o ma hema ics and is also collabo a ed wi h se e al componen s
o o he ields o science, such as g aph neu al ne wo ks (GNN).
The e a e se e al s udies ela ed o he de elopmen o RBL-STEM lea ning ools including esea ch conduc ed by
Jannah in 2022 wi h he i le “De elopmen o Resea ch-Based Lea ning Tools wi h a STEM App oach in Imp o ing
S uden Me ali e acy in Sol ing Sequen ial Pai Se P oblems” [6]. Ano he esea ch was conduc ed in 2023 by Dahlan
wi h he i le “De elopmen o RBL-STEM Teaching Ma e ials o Imp o e Compu a ional Thinking Skills in Sol ing
An imagic Ve ex Rainbow Colo ing P oblems and Thei Applica ion o Ba ik Mo i Design” [7]. Based on he RBL-STEM
syn ax ha o he esea che s ha e done in sol ing a ma hema ical p oblem, a simila s udy was conduc ed in
de eloping an RBL-STEM lea ning ool o imp o e s uden s' combina o ial hinking skills in sol ing ainbow an imagic
colo ing (RAC) p oblems. To measu e ha a lea ning de ice can be used and can imp o e combina o ial hinking skills,
a lea ning ou come es is ca ied ou by measu ing he esul s o s uden p e es s and pos es s. So ha esea che s
conduc ed a s udy en i led “De elopmen o RBL-STEM Ma e ials o Imp o e S uden s' Combina o ial Thinking Skills
o Sol e RAC P oblems and Thei Applica ion Schemes o Ai Quali y Moni o ing Sys ems wi h GNN”.
2. Ma e ial and me hods
2.1. RBL-STEM
Figu e 1 RBL Syn ax
Resea ch-Based Lea ning (RBL) is one o he lea ning models ha collabo a es se e al models in i such as con ex ual
lea ning, au hen ic lea ning, p oblem sol ing based lea ning, coope a i e lea ning, hands-on & mind-on lea ning and
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lea ning wi h an inqui y app oach [8]. The applica ion o he RBL lea ning model is in ended o encou age he
de elopmen o highe -le el hinking skills o bo h educa o s and s uden s, so ha s uden s no only gain knowledge
and in o ma ion ha is belie ed bu also ha e he abili y o hink a a high le el, be c ea i e and communica i e [9].
Rega ding he lea ning syn ax o he Resea ch-Based Lea ning model [10] has o mula ed in hei a icle in g aphical
o m, he g aphical syn ax o he Resea ch-Based Lea ning model can be seen in Figu e 2.
STEM is an ac onym o a ield o s udy ha includes science, echnology, enginee ing, and ma hema ics. The e m STEM
was i s in oduced by he Na ional Resea ch Council (NRC) in he Uni ed S a es in he 1990 [11]. This app oach ocuses
on de eloping s uden s' mul idisciplina y p oblem-sol ing skills and abili ies and imp o ing achie emen in science,
echnology, enginee ing and ma h [12]. STEM o e s many new echnologies o he wo ld, such as online lea ning, 3D
p in ing, In e ne o Things (IoT), and o he s. In he con ex o educa ion, he STEM app oach ies o combine a ious
ields o s udy o p epa e s uden s o ace challenges in an inc easingly complex wo ld. The STEM aspec s used in his
esea ch can be seen in Figu e 3.
Figu e 2 STEM Aspec s in Resea ch
This esea ch aims o sol e he p oblem o ai quali y moni o ing sys em by using he concep o ainbow an imagic
colo ing and g aph neu al ne wo k. Based on he RBL syn ax and STEM aspec s ha ha e been desc ibed, an RBL-STEM
ac i i y amewo k can be designed in his s udy including he s ages o (a) Iden i ying he p oblem o ai quali y
moni o ing sys ems and gases ha pollu e he ai by looking o e e ences o p e ious esea ch ela ed o hese wo
hings; (b) Ob ain solu ions using he concep o ainbow an imagic colo ing and g aph neu al ne wo ks; (c) Collec ing
in o ma ion ela ed o ai quali y da a om published a icles ela ed o he de elopmen o ai quali y moni o ing
sys ems and images o oad sec ion maps om Google Maps; (d) Analyzing da a by ep esen ing p ede e mined oad
sec ions o he placemen o ai quali y senso s in o g aph ep esen a ions; (e) Finding gene aliza ion pa e ns om
ainbow an imagic colo ing based on p e iously c ea ed g aph ep esen a ions; ( ) Explaining o p esen ing he esul s
and conclusions o he lea ning ac i i ies ha ha e been ca ied ou .
2.2. Combina o ial Thinking Skills
Combina o ial hinking skills is a p ocess o ob ain mul iple solu ions o sol e disc e e p oblems (Syahpu a, 2016).
Combina o ial hinking skills a e needed o ind solu ions o a g aph p oblem. S uden s u ilize combina o ial hinking
skills o ind a ious possible solu ions o he p oblem sys ema ically and y o ensu e ha he esul s ha ha e been
ob ained a e co ec and can be jus i ied. Da ik in (Angg aeni e al., 2019) has o mula ed indica o s and sub-indica o s
o combina o ial hinking skills p esen ed in Table 1.
Table 1 Indica o s o combina o ial hinking skills
Indica o s
Sub Indica o s
Iden i ying Some Case
Iden i ying The Cha ac e is ic O a P oblem
Implemen ing The Cha ac e is ic In o Some Cases
Recognizing The Pa e n O The Case
Iden i ying The Pa e n O The P oblem Solu ion
B oadening The Pa e n O The Ob ained Solu ion O The
P oblem
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Implemen ing The Pa e n O Ma hema ics
Symbol
Implemen ing The Ma hema ics Symbol
Calcula ing The Ca dinali y
De eloping The Algo i hm
P o ing Ma hema ically
Doing The Calcula ion O The A gumen
Tes ing The Algo i hm
De eloping The Bijec ion
Tes ing The Bijec ion
Implemen ing The Induc i e, Deduc i e, and Quali a i e P o es
Conside ing The Ano he Combina o ial P oblem
In e p e ing
P oposing The Open P oblem
Knowing The New Combina o ial P oblem
Finding The Po en ial Applica ion
2.3. Me hods
The me hod used in his esea ch is he de elopmen o he Thiaga ajan 4-D Model. Thiaga ajan 4-D Model consis s o
ou s ages, namely de ining, designing, de eloping, and dissemina ing. Then he da a ob ained om he obse a ion o
s uden ac i i y du ing he lea ning p ocess we e es ed s a is ically. S a is ical es s in his s udy used SPSS so wa e.
This s udy con ains wo a iables, namely he independen a iable and he dependen a iable. The independen
a iable in his s udy is esea ch-based eaching ma e ials wi h a STEM app oach and he dependen a iable is
s uden s' combina o ial hinking skills. Fu he mo e, pai ed sample es was conduc ed on he p e- es and pos - es
esul s. Thiaga ajan's 4-D model can be seen in Figu e 3.
Figu e 3 4-D Model Design
3. Resul s and discussion
The i s s age in Thiaga ajan's 4D o he de elopmen o RBL-STEM lea ning ools is De ining. The pu pose o his
de ining s age is o see and de ine lea ning needs by analyzing he objec i es and limi a ions o he ma e ial o be
p o ided. This s age consis s o i e pa s namely s a -end analysis, S uden analysis, Concep analysis, Task analysis
and Speci ica ion o lea ning objec i es. The s a -end analysis a he de ining s age is ca ied ou o see he p oblems
aced by s uden s in lea ning ac i i ies, hus p o iding an o e iew o de eloping lea ning ools ha a e in acco dance
wi h s uden needs. S uden analysis was conduc ed o ob ain da a o in o ma ion ela ed o he cha ac e is ics o
unde g adua e s uden s o Ma hema ics Educa ion a he Facul y o Teache T aining and Educa ion, Uni e si y o
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Jembe . This concep analysis aims o iden i y, de ail, and sys ema ically a ange he concep o ainbow an imagic
colo ing ha will be lea ned by s uden s. This ask analysis aims o iden i y he abili ies ha s uden s should ha e a e
his lea ning is done acco ding o he cu iculum. This ac i i y is ca ied ou o o mula e he speci ica ion o he inal
lea ning objec i es and iden i y s uden s' combina o ial skills in acco dance wi h he expec ed inal abili y.
The second s age in Thiaga ajan's 4D o RBL-STEM lea ning de ice de elopmen is Design. A his s age, he RBL-STEM
de ice will be designed o ind ou how he lea ning de ice a ec s s uden s' combina o ial abili ies in ainbow an imagic
colo ing ma e ial. The e a e ou s eps ha mus be conside ed a his s age, namely es p epa a ion, media selec ion,
o ma selec ion and ini ial design. The es is p epa ed based on he lea ning indica o s ha ha e been de e mined.
The es s made in his s udy a e in he o m o desc ip ions ela ed o STEM, he concep o ainbow an imagic colo ing,
and ai quali y moni o ing sys ems. Media selec ion will be adjus ed o he in o ma ion ob ained in he p ocess o
s uden analysis, concep analysis, and ask analysis. The media used is he RBL-STEM S uden Wo kshee which
con ains combina o ial indica o s and has been adjus ed o imp o e s uden s' combina o ial hinking skills. Fo ma
selec ion aims o de e mine he design o he model, app oach and lea ning esou ces ha will be used in he
de elopmen o lea ning ools. RBL-STEM is chosen as he model and app oach ha will be used o de elop his lea ning
ool wi h he s ages in i . Be o e he pilo es is conduc ed, he ini ial design o he lea ning de ice mus be made. The
ini ial design o he lea ning de ice can be seen in Figu e 4.
Figu e 4 P elimina y Design o Lea ning Ma e ials
The hi d s age in Thiaga ajan's 4D o RBL-STEM lea ning de ice de elopmen is he de elopmen s age. The
de elopmen s age consis s o ou pa s, namely alida o assessmen , lea ing ma e ials es ing, p ac icali y es ing,
and e ec i eness es ing. The alida o assessmen was ca ied ou by wo lec u e s om he Ma hema ics Educa ion
s udy p og am a he Facul y o Teache T aining and Educa ion, Uni e si y o Jembe h ough he alida ion p ocess.
This p ocess begins wi h he submission o lea ning de ices, assessmen ins umen s, and alida ion shee s o he
alida o . In addi ion o p o iding assessmen s, alida o s also p o ide commen s and ecommenda ions on he
lea ning de ices ha ha e been de eloped. Va ious sugges ions om alida o s a e used as a basis o imp o ing
lea ning ma e ials and ensu ing ha he ma e ials de eloped a e sui able o use in he lea ning p ocess. Based on he
alida ion esul s o he esea ch ins umen s in able 2, All ins umen s ha e sco es abo e 3.25 wi h an a e age sco e
o 3.89 and a pe cen age o 97.25%. Based on he alidi y c i e ia, all esea ch ins umen s a e conside ed alid i hey
ha e a sco e o 3.25 ≤ 𝑉𝑎 ≤ 4. Thus i can be concluded ha he lea ning ools made ha e been decla ed alid by bo h
alida o s.
Tabel 2 Recapi ula ion o Resea ch Ins umen Valida ion
Valida ion Resul
A e age Sco e
Pe cen age
Lea ning Ma e ials
3,87
96,75%
S uden Ac i i y Obse a ion Shee
3,90
97,50%
Lea ning Implemen a ion Shee
3,89
97,33%
S uden Response Su eys
3,90
97,50%
Ques ionnai e
3,95
98,91%
O e all A e age
3,89
97,25%
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A e all esea ch ins umen s a e decla ed alid by alida o s, hey can be es ed and used in he s uden lea ning
p ocess. This ial was conduc ed in a class o 40 s uden s. The es ing was supe ised by i e obse e s who came om
Mas e o Ma hema ics Educa ion s uden s a he Facul y o Teache T aining and Educa ion, Uni e si y o Jembe . The
assessmen esul s om he obse e e alua ion and s uden wo k a e used o e alua e he p ac icali y and
e ec i eness o he de eloped lea ning ma e ials. The p ac icali y es o lea ning ma e ials was ca ied ou by analyzing
he esul s o he obse e 's assessmen on he lea ning implemen a ion obse a ion shee . Recapi ula ion o lea ning
implemen a ion obse a ion esul s can be seen in able 3.
Tabel 3 Recapi ula ion o Lea ning Implemen a ion Obse a ion Resul s
Aspec s Assessed
A e age Sco e
Pe cen age
Syn ax
3,88
97,14%
Social Sys em
3,93
98,33%
P inciple o eac ion and managemen
3,88
97%
O e all A e age
3,89
97,33%
Based on able 3, i shows ha he lea ning implemen a ion obse a ion shee is a ed wi h an a e age sco e o 3.83
wi h a pe cen age o 95.75%. By conside ing he c i e ia o he p ac icali y o lea ning ma e ials, lea ning ma e ials a e
conside ed o mee he c i e ia o p ac icali y i 90% ≤ 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 ≤ 100%. Thus i can be concluded ha he
lea ning ma e ials ha ha e been de eloped mee e y high p ac ical c i e ia.
The e ec i eness es o lea ning ma e ials is based on h ee indica o s, namely analysis o s uden lea ning ou comes
in he combina o ial hinking skills es , analysis o s uden ac i i y obse a ion esul s in he RBL-STEM lea ning model
and analysis o s uden esponse ques ionnai e esul s ela ed o he RBL-STEM lea ning model. Looking a he answe s
om he pos es esul s ha ha e been ca ied ou by s uden s, esea che s ound ha he e a e 38 s uden s who ge
sco es abo e 60 o a ound 95% o he o al s uden s can be said o be comple e. Based on he S uden Mas e y
De e mina ion Sco e c i e ia, i can be said ha mos s uden s ha e achie ed o e all comple eness. The esul s o
obse a ions o s uden ac i i y we e ca ied ou by i e obse e s, analyzing s uden ac i i y da a s a ing om
in oduc o y ac i i ies, co e ac i i ies o closing ac i i ies. The esul s o he ecapi ula ion o s uden ac i i y showed
ha he obse a ion o s uden ac i i y ecei ed an a e age sco e o 3.90 wi h a pe cen age o 97.50%. Based on he
e ec i eness c i e ia, s uden s mee he c i e ia o being e y ac i e because hey mee he sco e o 90% ≤𝑃𝑠 ≤100%.
The esul s o he ecapi ula ion o s uden ac i i y a e shown in Table 4.
Tabel 4 Resul s o he Recapi ula ion o S uden Ac i i y
Aspec s Assessed
A e age Sco e
Pe cen age
In oduc ion
4
100%
Main Ac i i ies
3,88
97,14%
Closing
3.80
95%
O e all A e age
3,90
97,50%
The las sec ion o see he e ec i eness o he lea ning ool is he analysis o s uden esponse ques ionnai e esul s
ela ed o he RBL-STEM lea ning model. The las sec ion o see he e ec i eness o he lea ning ool is he analysis o
s uden esponse ques ionnai e esul s ela ed o he RBL-STEM lea ning model. O e all, he a e age pe cen age
ob ained om he s uden esponse ques ionnai e is 96.50%, so ha acco ding o he s uden esponse c i e ia, he
lea ning ool can be ca ego ized as e y posi i e, because i ge s a sco e 80% ≤𝑃𝑟 ≤100%. The ecapi ula ion esul s
o he s uden esponse ques ionnai e can be seen in Table 5. Thus, he lea ning ools de eloped ha e been conside ed
e ec i e because hey mee he h ee indica o s o e ec i eness.
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Tabel 5 Recapi ula ion Resul s o he S uden Response Ques ionnai e
Aspec s Assessed
Pe cen age
Enjoymen o lea ning componen s
98,13%
No el y o lea ning componen s
95,63%
In e es in lea ning
100%
Language comp ehension
97,50%
Unde s anding he meaning o each p oblem/issue
95%
In e es in appea ance
100%
Enjoymen o discussion
100%
Imp o ed combina o ial skills
97,5%
O e all A e age
97,50%
The Dissemina ion S age is he inal s age o he Thiaga ajan (4D) model, a his s age he use o lea ning ma e ials ha
ha e been de eloped is applied on a la ge scale such as in classes ha ha e no been es ed, in o he s udy p og ams
o in o he uni e si ies ha ha e simila cou ses. The pu pose o his s age is o ind ou ha he lea ning ma e ials ha
ha e been de eloped wo k well o wide lea ning ac i i ies.
Fu he mo e, esea che s will use quan i a i e da a analysis o show ha he e is a signi ican change in combina o ial
hinking skills. The ollowing is a g aph o he dis ibu ion o s uden p e es and pos es sco es can be seen in Figu e
5, while he pe cen age le el o s uden s' combina o ial hinking skills can be seen in Figu e 6.
Figu e 5 Dis ibu ion o S uden P e es and Pos es Sco es
Figu e 6 Pe cen age Le el o S uden s' Combina o ial Thinking Skills
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In he p e- es esul s o combina o ial hinking skills, he e we e no s uden s in he high ca ego y, 18% s uden s in he
medium ca ego y, and 82% s uden s in he low ca ego y. While in he esul s o he combina o ial hinking skills pos
es , he e we e 83% o s uden s in he high ca ego y, 10% o s uden s in he medium ca ego y, and 7% o s uden s in
he low ca ego y. Fu he mo e, he no mali y es was ca ied ou as a equi emen be o e he pai ed sample es could
be ca ied ou , his s a is ical es was ca ied ou using SPSS so wa e. The esul s o he da a no mali y es a e
p esen ed in Figu e 7.
Figu e 7 No mali y Tes Resul
Based on he esul s o he da a no mali y es in Figu e 7, i shows ha he p e es and pos es sco es a e no mally
dis ibu ed because he signi icance alue (𝑠𝑖𝑔. ) > 0.05, namely he signi icance o he p e es alue is 0.121 > 0.05
and he signi icance o he pos es alue is 0.090 > 0.05. The las es is he pai ed sample es p esen ed in Figu e 8.
Figu e 8 Pai ed Sample Tes Resul
The esul s o he pai ed sample es in Figu e 8 show ha he 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) is equal o 0.000 < 0.05. The pai ed
sample es esul s show ha he e is a di e ence in sco es be o e and a e lea ning using he RBL-STEM lea ning
ma e ials. Thus, i can be concluded ha he e is an inc ease in s uden s' combina o ial hinking skills.
This esea ch has p oduced a lea ning ma e ials wi h an RBL-STEM app oach model o imp o e s uden s' combina o ial
hinking skills in sol ing ainbow an imagic colo ing p oblems and hei applica ion schemes in ai quali y moni o ing
sys ems wi h GNN. The lea ning ma e ials de eloped ha e passed he alida ion p ocess om wo alida o s and we e
es ed in an expe imen al class. The lea ning ma e ials de eloped ha e also me he c i e ia o alidi y, p ac icali y,
e ec i eness. RBL-STEM lea ning ma e ials ha e also been p o en e ec i e in imp o ing s uden s' combina o ial
hinking skills, in he u u e lea ning ma e ials wi h he RBL-STEM app oach model o imp o e s uden s' combina o ial
hinking skills need o be u he de eloped o di e en ma e ials o lea ning ma e ials wi h he RBL-STEM app oach
model on ainbow an imagic colo ing ma e ial can be de eloped o imp o e o he hinking skills.
4. Conclusion
A e es ing and analysis, i can be concluded ha he lea ning ma e ials de eloped mee he c i e ia o alid, p ac ical,
e ec i e and can imp o e s uden s' combina o ial hinking skills. The esul s o quan i a i e da a analysis we e
ob ained om p ocessing p e es and pos es da a, om bo h da a he no mali y es and pai ed sample - es we e
ca ied ou . Based on he no mali y es , he p e es and pos es alues a e no mally dis ibu ed, because he
signi icance alue (𝑠𝑖𝑔. ) > 0.05, namely he signi icance o he p e es alue is 0.121 > 0.05 and he signi icance o
he pos es alue is 0.090 > 0.05. Fu he mo e, a pai ed sample - es was conduc ed which showed he 𝑆𝑖𝑔. (2 −
𝑡𝑎𝑖𝑙𝑒𝑑) equal o 0.000 < 0.05. The pai ed sample - es esul s show ha he e is a di e ence in sco es be o e and a e
lea ning using he RBL-STEM lea ning ma e ials. Thus, i can be concluded ha he e is an inc ease in s uden s'
combina o ial hinking skills.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 638-646
646
Compliance wi h e hical s anda ds
Acknowledgmen s
We g a e ully acknowledgmen he suppo om depa men o Pos g adua e Ma hema ics Educa ion and
Combina o ial Educa ion and Resea ch Based Lea ning (CEREBEL) o he yea 2025.
Disclosu e o con lic o in e es
No con lic o in e es o be disclosed.
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