Aulia Renais Ariesta, Hadi Suwono
Critical thinking skills in STEAM learning are still the focus of studies in secondary schools to improve the quality of students that can compete in the era of the 21st century. This research aims to analyze the implementation of design thinking in STEAM learning in improving students' critical thinking skills and biology learning outcomes. This research is classroom action research using a mixed-method approach with type of concurrent nested embedded design in two learning cycles. The subjects of this study were students of SMAN 1 Malang in XI grade. In STEAM learning, students develop a project to detect the dangers of smoking on the human respiratory system and create a healthy menu for people with diabetes mellitus on the human digestive system. Critical thinking skills with interpretation, analysis, evaluation, inference, explanation, and self-regulation indicators were assessed by essay question. Multiple-choice tests and observation sheets were utilized to assess students' learning outcomes. At the end of the lesson, students write reflective essays to find out learning progress. The results showed an improvement in all indicators of students' critical thinking skills and learning outcomes. Design thinking helps students understand the concepts of biology and gain practical skills through STEAM projects. This study suggests applying design thinking in STEAM learning that teaches students how to solve problems in biology by using their critical thinking skills. © 2023 Author(s).
Departement of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Jl. Semarang No. 5, Malang, 65145, Indonesia
