CULTIVATING CREATIVE ENTREPRENEURIAL THINKING: A MODULE FOR STEM EDUCATION

This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIDT), and ii) assess the impact of this module on the entrepreneurial creative thinking (ECT) of Form Four students. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. The responses to a 5-point Likert scale questionnaire and the Entrepreneurial Creative Thinking test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIDT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of .92, according to its evaluation results. The ECT Module's viability has also been demonstrated by a mean score of 4.71, which indicates that teachers can implement the module's activities in the classroom. The results of the independent-samples t-test prove that there is a significant difference in the post-test for students in the ECT group compared to the control group in entrepreneurial creative thinking and the five constructs of entrepreneurial creative thinking. In conclusion, these findings demonstrate that the ECT Module provides a valid, reliable, and feasible STEM teaching and learning module, and that it is effective in enhancing Form Four students' creative entrepreneurial thinking.