Abstract
This study explores the integration of design thinking into science, technology, engineering and mathematics (STEM) education to develop problem-solving skills among high school students. The study applied a design thinking model with five stages: empathy, problem identification, ideation, prototyping, and testing, through experimental STEM lessons with 334 students. The results show that the model of integrating design thinking into STEM education not only improves critical thinking ability but also increases the ability to apply STEM knowledge into practice. Confirmatory factor analysis (CFA) and indices such as CFI = 0.994 and RMSEA = 0.020 confirmed the high suitability of the model for STEM education. The strong correlations between stages, especially define-ideate (r = 0.731) and prototype-test (r = 0.709), show the effectiveness of repetition in the learning process. This article emphasizes that iteration between stages helps students continually refine and improve their solutions while developing their observation, creativity, and self-evaluation skills.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 4, April 2025, Article No: em2611
https://doi.org/10.29333/ejmste/16084
Publication date: 01 Apr 2025
Online publication date: 05 Mar 2025
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Article Downloads: 97
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