Promoting Students' Creative Thinking Through Activities Exploring The Surrounding Nature: A Stem Project-Based Learning Design For Sets

This study aims to describe the process and results of the development of STEM-Surrounding-Nature-Exploration (SNE) integrated with PjBL-based learning materials to improve students' creative thinking skills on sets concepts This is developmental research using the Plomp model to develop learning materials in the form of Teaching Modules and Project Worksheets for set materials with a STEM-SNE integrated project learning design. The trial was conducted on 31 grade 7 students at a junior high school in Surabaya, East Java. Data collection and analysis techniques were carried out using validation sheets to determine the validity of the learning materials tested on the validator. A pre-test and a post-test were used to measure effectiveness related to students' creative thinking on set material. In addition, student response sheets were also used to determine the practicality of the learning materials. Results found that the learning device obtained a validity criterion of 92.5% for the Project Worksheet while


INTRODUCTION
In the 21st century, there are four basic abilities that students must have, namely 4C which includes critical thinking, creative thinking, communication, and collaboration.One of the most important is creative thinking skills because these skills are a way to produce ideas or ideas to be applied in the real world.The ability to think creatively is the ability to think accustomed and trained for turn on the imagination, reveal new possibilities by opening a broad perspective to find new ideas (Suripah & Sthephani, 2018).According to Marliani (2015), the ability to think creatively is an activity to produce an idea or ideas in solving problems and connecting one thing with another to find meaning.The perspective of mathematical creative thinking refers to a combination of logical and divergent thinking on the basis of situations but has a conscious goal (Isdiarti, 2022).
The development of student's creative thinking is essential to prepare students for future challenges and help them solve problems (Yunita et al., 2020).In learning mathematics, creative thinking is also important for students since it is argued that learning mathematics requires creative thinking.This skill is required in learning mathematics or what is referred to as mathematical creative thinking skills.Hamzah (in Soeviatulfitri & Kashardi, 2020) explains that the ability to think creatively mathematically is the ability to use a thinking process for a problem based on rational concepts and principles.The ability to think creatively mathematically can be interpreted as the ability to solve mathematical problems with more than one solution (Kozlowski et al., 2019), whose aspects used to assess one's creative thinking are fluency, flexibility, elaboration, and originality.
The fluency aspect refers to the ability to create a myriad of ideas, where the more ideas the more creative one's thinking becomes.Flexibility, on the other hand, describes the individual's ability to view a particular problem from various perspectives.Meanwhile, the elaboration aspect is defined as a bridge to communicate creative ideas that exist within oneself and the originality aspect refers to the uniqueness of any response that is unique and rare (Darwanto, 2019).Students who could think creatively can think fluency raises a lot of ideas and answers in solving problems; think flexibly (flexibility) which includes producing Adinda Salshabilla Yudha, Helen Novi Antika, Erina Ellen Rusmana, e-ISSN : 2656-7245 Ahmad Wachidul Kohar varied answers; original thinking (originality), namely being able to produce unique answers and being able to think of unusual ways; think elaboration that is developing ideas by adding or detailing an idea (Putra et al., 2018).
Unfortunately, based on the results of previous research, students' creative thinking skills are low.According to Andiyana et al. (2018), students' creative thinking abilities do not develop properly because the learning process in class does not involve students.The role of students tends to be passive, so it hinders the development of creativity and student activity.
Students find it difficult to express their ideas and ideas in learning mathematics.One of them is in set material, where students experience many difficulties including difficulties in understanding concepts, recognizing and understanding symbols, and solving problems in set operations (Nurjanah et al., 2020).The concepts are around writing errors in the form of a member symbol of the set and are expressed in a Venn diagram.Students also have difficulty identifying symbols related to sets, such as combinations of "∪" and slices of "∩".In addition, they also have difficulty performing combined set operations.According to Pratiwi & Khotimah (2016), the difficulties experienced by students with set material were difficulty understanding questions, transforming questions, and solving problems.
In research conducted by Adilistiyo et al. (2017) regarding the analysis of student errors in solving questions on set material, the result was that the errors experienced by students in solving set problems were misunderstanding, solution process errors, and conclusion errors.
Factors that cause errors include students' low understanding of reasoning and understanding set material questions, lack of accuracy in completing arithmetic operations, unsystematic work steps, lack of self-training on math problems, not being used to writing conclusions, and students' inability to interpret solutions into real-world contexts.
Not only experience difficulties and errors, but students also experience misconceptions related to set material.There are several forms of misconceptions experienced by students based on research from Nurtasari et al. (2017).These forms were related to the overgeneralization of misconceptions experienced by students such as students stating that a set always has elements, a set does not have to have clear properties, a combination of sets A and set B is a combination of the two elements A and B, an intersection is a set that is a different element of set A and set B, the elements of the universe of speech are all written on the Venn diagram, and the elements of the universe of conversation do not need to be written on the Venn diagram.The form of specialization misconceptions experienced by students such as students stating that the presentation of Venn diagrams related to combinations such as subsets, the presentation of Venn diagrams related to combinations is always mutually exclusive, and the combination is a universal set.Meanwhile, this research also found that the forms of notational misconceptions experienced by students include students stating that ′ ⊂ ′ (subset) is an intersection, and element 'a' of set A, for example, means that there is an element of set A.
From this description, students' creative thinking skills are classified as low in set material.In addition, the set is relatively new material, so it is difficult for students to understand.Students also still have difficulty working on the types of HOTS questions within the scope of the set that requires students' creativity in thinking (Syahnaz, 2021).Based on these conditions, there is a need for student-centered mathematics learning innovations to give them the opportunity to promote their creative thinking skills.
One of the learning models that can be used to provide students with opportunities in promoting creative thinking skills is project-based learning (PjBL) (Darmadi et al., 2021).
The PjBL learning model involves the contribution of students in learning activities because they play an active role in making projects.One of the suitable learning designs for PjBL is STEM (Science, Technology, Engineering, and Mathematics).In project-based learning, students can understand concepts through product creation, whereas in STEM learning students will carry out the process of designing and designing products (Lutfi et al., 2018).
The PjBL model that is integrated with STEM gives students the freedom to explore learning activities, carry out projects collaboratively, and produce solutions that are solutive and creative (Rais in Lutfi et al., 2018).
Research shows that the STEM learning approach influences students' creative thinking (Sirajudin & Suratno, 2021;Sumarni & Kadarwati, 2020).Another study conducted by Ameer et al. (2021) that the STEM learning approach in addition to increasing students' creative thinking also increases students' mathematics learning achievement.With the STEM approach, students learn to connect four fields namely science, technology, engineering, and mathematics so that they are able to generate new ideas and create original works that have not existed before through experimentation, and practical practice which is one of the skills of creative thinking.A further study conducted by Yulianti et al. (2020) also showed that there was an increase in creative and critical thinking in students with STEM-based student worksheets.Also, their research also showed that learning by using STEM-based worksheets could also increase students' mathematics content knowledge, which can be acquired not directly by rote, but instead through the process of meaningful learning.STEM learning can be integrated into learning mathematics and has an important role, namely modeling mathematics, numeracy, and socio-scientific issues, as well as other relevant skills in the 21 st century, especially how to think creatively, think critically, solve problems, and make decisions (Maass et al., 2019).Mathematics, in this learning design, has a role to play in STEM learning such as understanding patterns and relationships and providing a language for technology, science, and engineering.According to Fitzallen (2015, pp. 237-244), mathematics has roles to support other disciplines in STEM learning by prioritizing students' content acquisition to particular concepts.The next role of mathematics in STEM is to make something learned easy to understand (Li & Schoenfeld, 2019).That is, mathematics in STEM can make learning more meaningful so that students are able to gain.In relation to STEM-based worksheets, the role of mathematics can vary depending on the learning objectives of the learning using such kinds of the worksheet.It can be used to figure out and make predictions about real-life applications as well as modeling activities toward real-world situations mathematically, which is central to effective STEM learning (Maass et al, 2019), or address complex phenomena or situations through tasks requiring students to employ knowledge and skills from various disciplines as the context for learning particular contents in mathematics (Martín-Páez et al, 2019).
There is a well-known series of steps that engineers follow to come up with a solution to a problem, namely Engineering Design Process (EDP), which is used to inspire STEM learning design (Sumarni & Kadarwati, 2020).EDP is known to play an important role in the product design and design process.With the EDP, students can collect many problem-solving ideas to produce a product through several processes (English & King, 2015).There are five EDP processes, namely 1) Problem Scoping; 2) Idea Generation; 3) Design and Construct 4) Design Evaluation; 5) Redesign.Activities carried out include understanding the context of the problems used in the project, brainstorming or thinking of problem-solving strategies, developing models, testing models, and testing models.EDP is a series of stages carried out by researchers and designers in designing with an engineering background (Lin et al., 2015).
It provides a real-world context to connect the disciplines of mathematics, technology, engineering, and mathematics that are inseparable from the real world to equip students to solve real problems (Firdaus et al., 2020).It is also an essential process required across STEM disciplines and allows students to appreciate how various ideas, approaches, and tools can be applied to complex problems involving more than one solution (English & King, 2015).The EDP stages are illustrated in Figure 1.

b. Imagine
At this stage, students exchange ideas about various possible solutions to answer the problem.Students can conduct research through various sources of information that they think is relevant to assist them in developing various solution ideas.Of the various possible solutions, students in their groups determine the best solution to be offered.

c. Plan
By determining the best solution, the next step is to model the solution in a design or sketch of a concrete picture of the solution offered.In this design, students should be able to explain the parts of the design, the related functions of these parts, the materials used, and how their solution design will be able to answer the problem.

d. Create
Furthermore, using the specified materials, in their groups, students arrange products exactly according to the results of the designs/sketches they have compiled.

e. Improve
At this trial stage students will find out whether the solutions they design can answer the problems or challenges given at the beginning.
Research conducted by Hafiz & Ayop (2019) shows that the use of EDP is effective in STEM learning, as indicated by their selection of 37 articles related to the use of EDP in STEM learning and then systematically reviewing 5 stages to extract the effectiveness of EDP in the school environment.Subsequent research was conducted by English (2015) on Adinda Salshabilla Yudha, Helen Novi Antika, Erina Ellen Rusmana, e-ISSN : 2656-7245 Ahmad Wachidul Kohar grade 4 students through aerospace engineering problems, namely redesigning 3D model airplanes using engineering design in STEM learning showing that students are actively involved and can complete the initial design and redesign of model airplanes at various levels of sophistication.This shows that EDP has potential in STEM-based PjBL.
In STEM learning, students need to make observations as one of a series of project problem-solving strategies.Observations can be made by giving attention to the area around.
Therefore, this learning can be integrated with the Surrounding Nature Exploration (SNE) approach which this approach utilizes the surrounding natural environment including the physical, social, technological, or cultural environment as learning objects.Learning mathematics by utilizing the surrounding natural environment can create learning activities that emphasize active involvement such as students being able to explore, try, discuss, and other activities that can reveal a phenomenon that occurs in nature.This is in line with one of the principles of quality learning, namely that students are actively involved intellectually and emotionally in exploring natural phenomena (Syamsi, 2014).Through quality learning, students' creative power can develop for the better if guided to work hard, enthusiastic and confident.Learning by involving nature as a context can increase student intelligence and make it adaptable to the environment (Tulalessy, 2018).One example of a mathematical concept that can be taught to students by utilizing the natural surroundings is set material.
Students are given concrete objects that exist in nature and then grouped based on the nature and characteristics of these objects.Furthermore, according to S & Xaverius (2020), this SNE approach can improve students' skills to find and develop facts about a concept.This can encourage students to develop information based on the process of exploration and investigation.If the STEM approach is integrated with SNE, it can enable students to learn various concepts by opening broad insights into thinking (S & Xaverius, 2020).

METHOD
This research is a type of development research that is used to develop a product in the field of education to produce a product and test its effectiveness (Saputro, 2017).The b. Determine the STEM aspect of learning activities In the activities that have been determined, STEM aspects can be explained in the following Table 1.Together they think about a solution that is practical and practical to document plant specimens from different divisions.
3 Plan Make a diagram or design the required herbarium album.Also agreed on a production schedule.
4 Create At this stage, students begin to realize the herbarium album that has been designed.In the SNE aspect, they will explore the surroundings to find out which specimens will be used to make a herbarium album.

5
Improve Reflect on the herbarium album that has been done.Is it functional?Or is there anything that needs fixing.

Realization/Construction Phase
The next stage is realizing or constructing learning materials in the form of teaching modules and worksheets.Materials development was carried out according to the design that was originally made.In addition, in this phase research instruments were also developed in the form of validation sheets, student questionnaires, and observation sheets.

Test, Evaluation, and Revision Phases
After the learning materials have been developed, the researcher will test the results of the device development to the validator to find out whether the teaching modules and worksheets are feasible to be tested on students.The validator in e-ISSN : 2656-7245 Promoting Students' Creative Thinking Through Activities Exploring The ….
question is the set material validator and the STEM component.After being declared valid by the validator, the product in the form of a learning device will also be tested on a limited basis to students.Trials were carried out to determine the feasibility and suitability of learning materials by providing student response questionnaires to learning designs according to teaching modules and worksheets.In addition, observations were also held for students to find out the increase in creative thinking skills.
This research was conducted in one of the junior high schools in Surabaya by taking a population of grade 7 students who had not received set material.Data collection was carried out using two learning trial designs, namely limited trials and class trials.For a limited trial, six students were selected with two students each having high, medium, and low mathematical abilities.As for the class tryout, it was conducted with a sample of 31 people consisting of 17 male students and 14 female students.

RESEARCH RESULTS
The In the initial investigation phase, some results were obtained from observations and interviews with a grade 7 math teacher at a school in Surabaya regarding previous set learning.The teacher states that the set material is presented by giving an explanation from the teacher and discussed together.Set lessons have never been carried out with project learning and have never carried out integrated learning with other subjects.Set material is also one of the materials that are difficult for students to understand.Therefore, the selection Adinda Salshabilla Yudha, Helen Novi Antika, Erina Ellen Rusmana, e-ISSN : 2656-7245 Ahmad Wachidul Kohar 68 of research topics by carrying out STEM-SNE integrated PjBL mathematics learning in set material was proposed in the target schools.
In the design phase, the researchers construct the design and framework for STEM learning.The main activity carried out is the Herbarium Album Project by grouping the surrounding plants associated with set material in mathematics.Initially, the title of this project activity was "The Herbarium Album Project for Grouping Plants" which in its development changed to "HERBARIUM ALBUM: Green Open Spaces Around You." Because it is considered more relevant to life.

Figure 2. Aspects of EDP Ask
The EDP Ask aspect contained in the LKP in Figure 2, which is related to questions students need to think about regarding the concept of green open spaces which are then linked to the issues raised in this project.

Figure 3. Aspects of EDP Imagine
The EDP Imagine aspect contained in LKP in Figure 3, which is related to the direction of solving or solving problems raised in STEM learning.Where, to determine the quality of a land can be seen by the characteristics of the plants that grow.To document these plants, a herbarium album was made with groups of plants that had been dried.

Figure 4. Aspects of the EDP Plan
The EDP Plan aspect listed in the LKP in Figure 4 is the preparation of a timeline of activities related to the implementation of the STEM project in the picture above.The project implementation plan is described according to the activities and the deadline for implementing the activities.developed are five questions that can measure four categories of students' creative thinking.In addition to the pre-test and post-test instruments, the researcher also designed validation instruments and student responses to collect information related to the validity of the learning materials and how students responded to the implementation of project learning.
In the realization/construction phase, learning materials are developed according to the plans made in the design phase.The activities carried out in this phase, namely 1) Discuss learning indicators for making learning materials, 2) Develop teaching modules as a reference for making Project Worksheets, 3) Develop Project Worksheets, 4) Develop pre-test and posttest instruments , 5) Develop learning device validation instruments, and 6) Develop student response instruments.
In the test, evaluation, and revision phases, what was carried out was validating learning materials on validators, namely two mathematics department lecturers and mathematics teachers at target schools.After being validated and revised according to the input when validating, learning materials were tested on research objects.The research object was chosen because of the ability of mathematics which tends to be evenly distributed among students who have high, medium, and low mathematical abilities.
The results of the development of learning materials in terms of validity, practicality, and effectiveness.The results are described as follows:

A. Validity
The validity of the research instrument was carried out by validating the Project Worksheet and Teaching Module, which are learning materials, to two validators consisting of a mathematics education lecturer and a mathematics teacher at a junior high school in Surabaya.The results of the validation of learning materials were analyzed using quantitative descriptive and declared valid if they achieved a minimum validity criterion of ≥61.In the validation process on Table 3, there are several inputs given by the validator even though the device is declared valid and suitable for use.Some of these things include adjusting the terms in the teaching modules and project worksheets according to the terms in the independent curriculum.Because there are several terms that still use terms in the 2013 curriculum that are irrelevant.In addition, the validator also provides input regarding some inappropriate writing.So, the step that the writer took then was to make minor revisions according to the input of the validators.

a) Project Worksheet Validity
After validating the Project Worksheet and analyzing it, it was found that the results of the validity of the LKP on the content feasibility aspect obtained an average of 90.625% with very valid criteria.In the linguistic aspect, an average of 90% is obtained with very valid criteria.In the presentation aspect, an average score of 95.8% is obtained with very valid criteria, and in terms of graphics, an average score of 93.75% is also obtained with very valid criteria.It can be concluded that STEM-Based Project Worksheets can be used in Set learning.After validating the Teaching Module and analyzing it, it was found that the results of the validity of the LKP, Table 4, on the objective aspect obtained an average of 80% with valid criteria.In the feasibility aspect, the average content is 85% with very valid criteria.In the aspect of using language, obtaining an average score of 100% with very valid criteria, and when obtaining an average score of 100% also obtaining very valid criteria.It can be concluded that the STEM-Based Teaching Module can be used in Set learning.

b) Teaching Module Validity
e-ISSN : 2656-7245 Promoting Students' Creative Thinking Through Activities Exploring The ….

B. Effectiveness
After going through the validation process, the next step is to implement the STEM learning materials in the learning that has been designed.There are two phases in implementing the learning tool, namely the limited trial phase and the class trial phase.Before starting learning with STEM-SNE integrated PjBL-based learning materials, students were asked to do a pretest to find out their understanding of the set material before learning was carried out.
a) Limited trial phase In the limited trial phase, six students were selected consisting of two students each with high, medium and low mathematical abilities.In the learning design, the six students were divided into two groups each consisting of one student with high, medium and low abilities.
From the pre-test , the results showed that students had low creative thinking skills with an average of 39.16.In the five pre-test questions given, two students with a high understanding of mathematics have a level of creative thinking flexibility for set material.
The level of flexibility means that they can provide more varied answers with various points of view.In addition, the other four students had fluency creative thinking levels, which meant that they were still limited to giving common answers and less variety.In working on the student AC's pre-test questions according to the picture above, it is known that these students are at the level of fluency because the answers given are still general like their friends.In addition, the mention of sets is still general and does not pay attention to the given universe.Then, writing symbols is also inappropriate, namely using ordinary brackets instead of curly brackets to write set notation.8, for questions number 4 and 5, student AC did not fill in their work.He stated that he did not understand the purpose of the questions given and had difficulty doing them.This indicates that students do not even have fluency in working on questions.This case also happened to other students where they also had difficulty doing it.
From the results of the pre-test, it can be concluded that students' creative thinking abilities are still relatively low with the majority of creative thinking skills being at the fluency stage.
In fact, there were some questions students could not complete at all.Then, the researcher implemented the learning materials in the STEM learning design in the limited trial group.
The learning design is carried out within two weeks with five meetings as stated in the Project Worksheet.
After carrying out this study, the test students were again given post-test questions to determine students' creative thinking abilities while participating in STEM-SNE integrated project-based learning.The post-test results obtained an average of 84.16 which showed an increase of 48 points compared to the pre-test.The results of the level of creative thinking begin to increase, students begin to think from various perspectives ( flexibility ), then can provide answers that are original or rarely given by other students ( originality ), and at the highest level of creative thinking, that is, they can elaborate various alternative answers

(elaboration). ).
In working on the post-test questions, there was a significant increase in student AC after carrying out STEM-SNE integrated PjBL learning activities.If previously the questions he worked on were still limited to the fluency level, after participating in the PjBL STEM-SNE learning he succeeded in elaborating his thoughts on set material.The N-gain in this calculation (Table 5) is included in the high criteria, namely ≥0.7.These results indicate that the STEM-SNE integrated PjBL-based learning design is classified as effective in improving students' creative thinking skills on set material.

b) Class trial phase
After carrying out a limited trial phase with six students, the researcher conducted a class trial of 31 students.In the learning design, students are grouped into six groups consisting of 5-6 students.Before that, students were asked to do a pre-test which consisted of five questions to measure students' creative thinking abilities.
From the results of the pre-test, it was found that students still had low creative thinking skills with the majority of the average level of thinking possessed being fluency and there were several students who had a level of flexibility creative thinking.Then, the researcher conducted a two-week class trial related to the STEM-SNE integrated projectbased learning design on set material consisting of six meetings.After conducting class trials, students were again asked to work on post-test questions to determine learning Adinda Salshabilla Yudha, Helen Novi Antika, Erina Ellen Rusmana, e-ISSN : 2656-7245 Ahmad Wachidul Kohar outcomes after carrying out project learning activities.From the results of the post-test , it is known that there is an increase in results after implementing STEM-SNE integrated project-based learning on set material.The average post-test result was 80.8 with an increase of 47 points.
After obtaining the results of the pre-test and post-test, the next step is to calculate the N-gain to determine the level of effectiveness of this learning.Based on each calculation, the N-gain results range from 0.5 to 0.9 for a total of 25 students.From these data, a final N-gain of 0.71 was obtained which was included in the high criteria, namely ≥0.7.has an influence on increasing the ability to solve mathematical problems in the topic of trigonometry (Priatna, Avip, & Sari, 2022).In this study, the activity design used was a project for making clinometer props to measure angles.The design of the activity is a differentiating aspect from the research developed on the topic of the set.In addition, based on Hadiyanti, et al., (2020), the use of e-modules with the STEM-PjBL approach can improve mathematical literacy skills on the topic of linear programming for vocational students.
In addition, another study entitled "Building Students' Mathematical Creative Thinking Skills with Integrated PjBL Learning with the STEM Approach" shows that STEM integrated project learning can increase student interest, make learning meaningful, and can build creative thinking skills.
In developing learning materials, the challenges faced are when determining and developing learning designs.This is because the PjBL learning model emphasizes contextual learning with complex activity designs, such as exploring, learning activities, collaborative, and producing a product (Sagala et al., 2019).Learning activities in PjBL are developed so that students are involved in iterative learning designs (discussing and obtaining feedback ), bridging so that projects can help solve problems, and stimulate social construction and knowledge with contextual learning (Beneroso & Robinson, 2020).Therefore, there is a need for in-depth research related to the learning design used in designing projects in order to provide a contextual learning experience and involve students actively.
STEM instructional design should include all four disciplines even if it only focuses on one or two subjects to provide a project learning context.The context chosen must make students interested and motivated to do this learning (Khamhaengpol et al., 2021).According to Le et al. (2021) teachers must think about the right way to integrate STEM in teaching a context.In addition, another big challenge is how to assess project learning, planning time, and the content being taught.Therefore, it is important for researchers to plan the right content and context in designing learning so that students feel interested and actively involved in the project learning activities undertaken.
In addition, in integrating STEM aspects into project learning, it is necessary to consider the EDP (Engineering Design Project ) aspect framework as a STEM learning strategy.This is because, according to Şahiner & Ünlü (2022), the EDP that is made must be clear and be able to bridge students in solving problems.The complete solution is clearly identified through the EDP and according to the specified criteria or boundaries.In addition, EDP can clearly show the steps that students must take in the learning process, and generalize alternative solutions to specific problems so that students can integrate knowledge in solving these problems.Mastery of the EDP concept in developing STEM learning is needed so that it can assist students in the process of solving problems through analysis, determining solutions, and modeling so that they can adjust problem-solving from some of the questions or problems given (Lin et.al, 2021) So it can be concluded that STEM-SNE integrated project-based learning can improve creative thinking skills and mutually support the theory or previous research.

CONCLUSION
Based on the research that has been done, it can be concluded that the STEM-SNE integrated PjBL learning materials obtained have been validated with very valid criteria for each of the four categories in LKP and Teaching Modules.In terms of the implementation of the pre-test and post-test, the average N-gain is 0.58 which states that this learning tool is effectively implemented to improve creative thinking skills.The STEM-SNE integrated PjBL learning tool in terms of student response questionnaires obtained very practical criteria for implementation.

REFERENCE
e-ISSN : 2656-7245 Promoting Students' Creative Thinking Through Activities Exploring The ….

Figure 1
Figure 1 Process in EDP Based on this figure, the following is a description of each aspect of EDP according to Syukri et al. (2017):

From
the explanation above, the authors initiated the development of STEM-SNE integrated PjBL-based learning materials to improve students' creative thinking skills on set material.This development was developed using the Plomp model because the stages are in accordance with the goals in developing educational tools.In this case, the development of learning materials in the form of STEM-SNE integrated PjBL-based lesson plans and worksheets.
e-ISSN : 2656-7245 Promoting Students' Creative Thinking Through Activities Exploring The …. 65 development model used in this study is the Plomp development model with five phases, namely the Initial Investigation Phase, the Design Phase, the Realization/Construction Phase, and the Test, Evaluation, and Revision Phases.The Plomp model is used because it is suitable for developing teaching tools.Based on the Plomp development model, the research procedures carried out are: 1.Initial Investigation Phase At the initial investigation stage, the activities carried out were a needs analysis for the development of STEM-based mathematics learning materials, namely: a. Determine the basic competence of the target material, namely set material in class VII SMP.This material was chosen because it is classified as new material that is learned by students in class VII and requires a comprehensive understanding.b.Determine the STEM-SNE ( Science, Technology, Engineering, Mathematics -Surrounding Nature Exploration) learning design related to set material.2. Design Phase After analyzing the initial needs for the development of learning materials, teaching materials were designed by collecting learning device data for teaching modules and STEM-SNE-based Project Worksheets.Stages in the design phase, including: a. STEM learning design In the STEM learning design, what is done is to determine STEM-SNE activities and create an activity framework.The STEM-SNE activity developed is "HERBARIUM ALBUM: Green Open Spaces Around You".This activity is carried out by observing the surroundings using the SNE approach.
process of developing learning materials refers to the Plomp development model which consists of the Initial Investigation Phase, the Design Phase, the Realization/Construction Phase, and the Test, Evaluation, and Revision Phases(Plomp & Nieveen, 2013).In the initial investigative phase, what was done was conducting an analysis of learning needs by observation.In the design phase, what was done was to determine the STEM learning framework for set learning.In addition, an EDP (Engineering Design Process) design was also carried out for each learning device.For the realization/construction phase, learning materials and research instruments were developed.In the test, evaluation, and revision phases, a validity test is carried out on the validator and when it meets validity, it is continued by carrying out limited trials and class trials to determine the effectiveness of learning materials.Finally, to retrieve the practicality of the learning device, use student response sheets.

Figure 5 .
Figure 5. Aspects of EDP Create

Figure 6 .
Figure 6.Aspects of EDP Improve

Figure 8 .
Figure 8 .AC Student Pre-test Work In fact on Figure 8, for questions number 4 and 5, student AC did not fill in their Creative Thinking Through Activities Exploring The ….

Figure 9 .
Figure 9 .AC Student Post-Test Work From this work, student AC combine other information to make a set and write it in a different form from their other friends.He presents a more varied answer clearly and completely.

Table 1 .
STEM Components and PayloadEngineering design process is an important stage in STEM learning activities.Where, EDP is one of the strategies in implementing STEM learning.In this activity, the EDP carried out in the STEM-SNE integrated PjBL learning activities is described in Table2:

Table 2 .
Aspects of EDP

Table 3 .
Project Worksheet Validation Results

Table 4 .
Teaching Module Validation Results

Table 5 .
Calculation results of Limited Trial N-gain Theseresults indicate that the STEM-SNE integrated PjBL-based learning design is classified as effective in improving students' creative thinking skills on set material.Based on the results of this study, it was found that the STEM-SNE integrated PjBLbased learning tool can improve students' creative thinking skills in set material because it meets the criteria of validity, effectiveness, and practicality.The validity criteria were obtained by validating learning materials in the form of teaching modules and project worksheets on the validator and obtaining very valid criteria.Learning materials are also effectively implemented in learning because they can improve student learning outcomes on set material.Students who were previously limited to having a level of creative thinking in fluency or flexibility can achieve a level of originality and elaboration after participating in in flat shape material.The design of the project activity used is the design of a onelegged table model or a combination of triangular shapes by integrating several other disciplines.The differentiating aspects of the research being developed are the differences in material topics and the design of project activities.Another study entitled "STEAM PjBL-Based Polynomial Mathematics Learning Grows Student Creativity" states that the project design of making multi-purpose items from cardboard in the form of geometric shapes can foster student creativity(Ayuningsih, et al., 2022).The distinguishing aspects of this research are the PjBL STEAM approach, the topic of high school polynomial material, and the activity design.While the research developed used the STEM-SNE integrated PjBL approach, assemblage topics, and the design of making herbarium albums.Based on research entitled "Effectiveness of Project Based Learning-STEM and Student Mathematical Problem Solving in Trigonometry Materials" states that PjBL-STEM learning skills Adilistiyo, Egie, M., & W.,SH (2017).Analysis of Class VII Middle School Students' Errors in Solving Problems on Set Material (p. 4) [Thesis Thesis].http://eprints.ums.ac.id/id/eprint/53599Ameer, A., Majeed, B., & Alrikabi, H. (2021).The Impact of Teaching by Using STEM Approach in The Development of Creative Thinking and Mathematical Achievement Among the Students of The Fourth Scientific Class.International Journal of