This quasi-experimental study investigates the effectiveness of project-based learning (PjBL) and its integrated science, technology, engineering, and mathematics (STEM) variant (PjBL-STEM) in enhancing scientific creativity among high school students. Conducted in an Indonesian senior high school, 69 tenth-grade students were assigned to an experimental group (PjBL-STEM, n = 36) and a control group (PjBL, n = 33) using a non-equivalent post-test-only design. A validated scientific creativity test (α = 0.79) was used to assess students’ performance across fluency, flexibility, and originality dimensions. Findings revealed that students in the PjBL-STEM group scored significantly higher in overall scientific creativity, especially in generating original and technical solutions in renewable energy contexts. The PjBL-STEM model was shown to foster deeper engagement through problem-solving, project refinement, and critical evaluation processes. The study demonstrates that PjBL could be the way to implement integrated STEM education.
Syamra et al. (2025) studied this question.