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The purpose of this study is to examine the contributions of the Celik STEM Module developed on pupils’ creative thinking in the science classrooms. A quasi-experimental study involved a non-equivalent control group with a sample of 60 eighth-graders aged 13 years old from a boarding school in Baling, Kedah. The sample was divided into two groups; 30 pupils of the treatment group and 30 pupils of the control group. Data were collected from pre-post-creative thinking test (CTT) scores. One-way analysis of covariance at a significance level p < .05 was performed in analyzing the data. After adjusting for pretest scores, there was a significant difference between the two sample groups on posttest scores on the CTT, F (1,57) = 16.639, p = .000, partial eta squared = .226. Besides, there was a significant and moderate relationship between the pretest and posttest scores on the CTT, as indicated by partial eta squared = .082. In conclusion, teaching and learning of the Reproduction topic through STEM integration applied in the module is better than regular instruction. The results of the present study showed that this alternative teaching method has been proven effective in developing and empowering pupils’ creative thinking.
Shukri et al. (Sun,) studied this question.