Systematic Literature Review: STEM Approach through Engineering Design Process with Project Based Learning Model to Improve Mathematical Creative Thinking Skills

The STEM approach is a learning approach that allows students to think creatively. Creative thinking is included in the skills of the 21st century, especially the 4C ability that students must have to be able to compete globally. This research aims to describe the STEM approach through EDP with the PjBL model and examine the impact of implementing STEM approaches through EDP with the PjBL model on students' creative thinking skills. This research is qualitative research conducted using literature studies. Data collection in this study was carried out by reviewing articles in national and international journals. STEM-EDP implementation with project-based learning can be done in group learning. The results of the study by referring to previous research related to STEM-EDP with project-based learning can be concluded that STEM-based project-based engineering through engineering design processes are able to provide influence to improve students' creative thinking skills. Improve Students' Creativity and Motivation of Learning Science Observe and modify STEM-based LKS to enhance students' motivation and learning creativity. The implementation of developed STEM-based LKS can significantly increase students' motivation and creativity.


INTRODUCTION
Improvements and innovations are continuously carried out in education so that students in Indonesia are able to face the progress of the times and global competition. Mathematics is an exact science that requires more creative thinking skills than memorization (Abidin et al., 2018). According to the global innovation index 2021, Indonesia is ranked 87 out of 132 countries (Soumitra et al., 2021). Innovation is related to the creative thinking process, innovation is generated through the creative thinking process (Amala & Ekawati, 2020). An essential skill that is important and must be possessed by students at every level of education is the ability to think creatively (Monica et al., 2021).
Creative thingking is needed to solve the mathematical problems. Students' mathematical creative thinking skills include 4 aspects, namely aspects of fluency (fiuency), authenticity (originality), flexibility (flexibility), and detail (elaboration) (Saironi & Sukestiyarno, 2017). Mathematical creative thinking is a combination of logical thinking and divergent thinking based on intuition but still in consciousness (Siswono, 2015). The development of mathematical creative thinking can be optimized through the role of educators (Tubb et al., 2020). Through the right approach to mathematical creative thinking students are able to produce thought with many solutions (Sriraman, 2017). Educators need to use Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ appropriate approaches and models so that students' creative thinking skills can be developed.
STEM integrated learning is one of the appropriate approaches to be applied in the learning process as an effort to cultivate 4C skills (critical thinking, creativity, collaboration and communication) (Fajrina et al., 2020). According to Laboy Rush in Pratika Surya & Wahyudi (2018) stem integration program in learning is an innovation learning program that combines two or more fields of science contained in science, technology, engineering and mathematics. The STEM approach is thought to have the potential to help students to solve new problems and draw conclusions based on previously learned principles from fields such as science, technology, engineering and mathematics (Daugherty & Carter, 2018).
Engineering design process as a pendagogis strategy to integrate STEM into learning to solve open problems, develop creative thinking, formulate solutions, make decisions, and consider alternative solutions to meet various obstacles (Shahali et al., 2017). EDP encourages students to think creatively and offers an effective route as an instructional framework for implementing STEM (Siew, 2017). According to EDP is a systematic and intelligent process that generates, evaluates and determines concepts for achieving learning goals (K. Y. Lin et al., 2021). EDP is one of the new ideas discovered to guide the development of learning in schools (Yousef Haik, 2011).
Creative thinking skills can be generated through appropriate learning models (Lestari & Sumarti, 2018). Project Based Learning is product-based learning, PjBL facilitates students to collaborate in conceptual understanding, apply prior knowledge and gain skills (Ummah et al., 2019). PjBL can integrate several disciplines to create a project. PjBL uses a real production model so as to encourage students to think in solving the problems faced (Remijan, 2016). Project based learning is one of the learning models where students are given the freedom to plan learning activities, carry out projects in groups, and produce products that are presented (Nawang Sari et al., 2021).
Research questions related to the purpose of the research as well as the background that has been outlined are as follows: How does STEM approach through EDP; How does the STEM approach integrate through EDP with the PjBL model; How does the implementation of STEM approaches through EDP impact with the PjBL model to improve mathematical creative thinking skills. Using the Systematic Literature Review method, researchers do literacy from various studies that have been done. This research is done by collecting data from various sources or documents through journal articles or other scientific works that are considered relevant to obtain research data.

RESEARCH METHOD
Research uses Systematic Literature Review (SLR) which is a research method that summarizes the results of primary research to present more comprehensive and balanced facts. The SLR method can systematically identify journals, which in each process follow established steps or protocols. SlR aims to comprehensively find and synthesize research that draws on specific questions, using procedures that are Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ organized, transparent, and can be replicated at every step in the process (Rahmawati & Juandi, 2022). Related to STEM, EDP, PjBL models and mathematical creative thinking skills of SLR students are conducted to identify, critically evaluate and summarize the findings of all relevant studies describing learning and teaching.
Steps in the SLR include developing research questions (formulating research questions), developing the search strategy (looking for articles or literature that fit the research theme), selection criteria (applying inclusion criteria to select articles), evaluation and analyse data (evaluating and analyzing data) and interpreting (reporting research findings) (Putra & Roza, 2020) . Researchers collect journal articles on the Google Scholar database with the help of the Publish or Perish app. Keywords are STEM, EDP, PjBL model and mathematical creative thinking skills. The collected articles are only articles published in the period 2017 to 2022. The collected articles come from national and international journals. Out of 47 articles, researchers selected 27 articles that were closely aligned with the keywords used.
The next step is to select and evaluate the article. At this stage, the selection of articles that enter the inclusion criteria is carried out. Only articles that are relevant and meet the criteria of inclusion will be (Kong Suik, 2020). Articles that do not fit the inclusion criteria are not included in the next stage. Selected articles that enter the inclusion criteria are then coded and sorted according to relevance to the theme for analysis. The final step is to report the results of the research findings. In this step, a systematic and clear report is made on the results of the study.

RESULTS AND DISCUSSION
Tabulation of STEM-related documented article data is presented in Table 1 below. Tabulation of documented article data related to EDP articles is presented in table 2 below.

STEM approach through EDP
STEM education has the potential to prepare students with the skills and mindset to face complex global challenges (Marco-bujosa, 2021)(Marco-bujosa, 2021). Teacher preparation needs to be done in order to integrate STEM into learning. STEM education represents a variety of challenges, including the involvement of four different areas of study. Kinvolvement in STEM and leading to large-scale reforms (Glaze-Crampes, 2020). Research by L. Lin et al., (2018) found participantswere asked to show interest in STEM-related activities on a scale from 1 (Very Disliked) to 5 (Very Liked). The list of STEM-related activities includes "solving math or practical science problems", "reading" articles or books about scientific problems," and "solving computers" software problems." Higher scores indicated that participants had a higher interest in STEM-related activities. Alfa Cronbach for interest in STEM activities is 0.87.
Relative recognition abilitiesprovide a more nuanced view of how abilities and interests shape the path to a STEM career (Wang et al., 2017). By nurturing students' STEM imaginations, science educators can prepare students to become Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ more creative thinkers and problem solvers who possess the skills and skills necessary to address problems and problems encountered on an everyday level in new and innovative ways (Siew, 2022).
Engineering Design Process supports an interdisciplinary approach that combines knowledge of science, mathematics, engineering and technology, as well as problem solving, creative thinking, and communication skills (Shahali et al., 2017). Shahali et al., (2017) stated that theimplementation of the engineering design process in the module is based on: five cycles as; (1) ask, (2) imagine, (3) create, (4) test, and (5)improve. The application of STEM content knowledge during the design process will be a key component of learning. Presented in the image as follows.

Figure 1. Engineering Design Cycle
Students are also able to connect STEM activities with everyday life and scientific concepts learned in the classroom, and to create new and practical products using everyday materials. Research (Siew, 2017) explains that the implementation of the proposed STEM-EDP program can assist students in connecting STEM knowledge with real-world problems and contexts. Stem-EDP outreach challenge programs not only enable students to gain and integrate STEM knowledge but also provide avenues to enhance their creativity, critical thinking, and problem-solving skills.
Students are considered to have taken advantage of the EDP-STEM environment and the flow of its activities while realizing their original thoughts and ideas. Discussion and brainstorming sessions are held to express students' opinions throughout the activity, which encourages students to express their thoughts. The EDP-STEM activity process is carried out in a way that allows students to be free when expressing their opinions and reflecting these opinions on their products. Therefore, each student is able to express his ideas and opinions (Sen et al., 2021). Supporting students in creating unique designs and products, these activities help Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ them demonstrate creativity. The EDP approach, students are able to formulate concise ideas capable of solving problems related to everyday life, despite inadequate scientific and technical knowledge. The EDP approach can create environmental support to nurture stem imagination among high school students (Siew, 2017).

Integration of STEM approaches through EDP with PjBL models
According to Lestari & Sumarti's research, (2018) the difference between grades after and before treatment, the advantages showed an improvement in students' creative thinking skills after using STEM-based PjBL. Presented in the following Figure 2.

Figure 2. Experimental Class Test Results
STEM based PjBL students to be more active and responsive in facing problems in the environment, such as and more creative. Through STEM-based projects based on learning models, students are able to define learning concepts and connect them with real life. STEM based PjBL are able to exert influence to improve students' creative thinking skills. Teachers should examine questions, problem-solving activities, and assignments in projects to ensure that they require students to engage at a higher level of thinking such as analyzing, synthesizing, evaluating, or creating (Edmunds et al., 2017). Yustina et al., (2020) research found that overall the average creative thinking score of students in class experiments was 91 with an N-gain index of 0.62 higher (very creative) compared to in control class (76) with an N-gain index of 0.51 (quite creative). Mixed Learning and PjBL are quite influential in improving the creativity of thinking skills, quite more effective than conventional learning in improving creative thinking.

Figure 3. Histogram Posttest Project Based Learning
Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ The results of Chen & Yang's research, (2019) show that PjBL can be an effective and proven alternative to direct instruction. Teachers can introduce PjBL in their "main course", as students can then be expected to have better learning outcomes than they seem. Teachers can first identify what topics important concepts and important information will be reflected on through lectures, and then incorporate them into the project.
The results of the study (Lin et al., 2021) mentioned that the experimental group for defining basic problems (i.e., the ability to clarify the scope and context of problems) increased significantly after EDP-STEM-Project Based Learning. They identify problem constraints, reconstruct problems, and summarize effective ideas. In other words, the experimental group was better able to define how project activity problems were associated with project objectives after they were taught the EDP STEM-Project Based Learning curriculum. During the teaching experiments in this study, we found that subjects also used their intuition or convergent/logical thinking to solve problems after steps of problem definition, decision-making, and objective confirmation; this may be an important factor in determining the outcome of the experiment. Furthermore, by analyzing the performance of the experimental group in more detail, we found that the experimental group was better at estimating the influence of each factor during process modeling and thus came up with the best solution; members of the experimental group can then confirm whether the solution meets the criteria set by the problem definition and review the general application of the solution. Jawad et al., (2021) in his research obtained results that with STEM learning can develop innovative thinking, improve student achievement because with STEM learning can create an atmosphere of passion that attracts students to the field, motivates to learn, creativity and innovate. Husna et al., (2020) found the highest score on the aspect of creativity is creative in solving problems. Calculated using the percentage formula and comparing the creativity assessment category table to determine what categories are obtained. Therefore, the average percentage is 79% for the overall category. So it belongs to the good category. The results show that students have been able to develop their creative ideas.

Implementation of STEM approaches through EDP with PjBL models to improve mathematical creative thinking skills
The ability to develop creative thinking will give birth to ideas, create and imagine, and have many perspectives on something, and relate to skills in generating information, and provide more personalized learning support, encouraging independent and collaborative learning (Yustina et al., 2020). Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 The details of the results are reviewed based on the current thinking indicator, the average score of the posttest obtained increases compared to the pretest in the control class which is from 62 to 94 on the posttest with an N-gain of 0.69. Based on the analysis of students' answers to indicators of fluent thinking ability in experimental classes, the average posttest score increased to 98 compared to the average achievement score of 60, N-gain of 0.70. The ability to think fluently tends to be very high, and then the teacher can identify and analyze the relevant literature sources, by writing and linking conclusions from studying the article and being able to provide various criteria of the article that is used appropriately using information effectively (quickly and precisely) from various sources through analysis, interpreting, assessing and synthesizing. Yustina et al., (2020) research found that overall the average creative thinking score of students in class experiments was 91 with an N-gain index of 0.62 higher (very creative) compared to in control class (76) with an N-gain index of 0.51 (quite creative). Mixed Learning and Project-Based Learning are quite influential in improving the creativity of thinking skills, quite more effective than conventional learning in improving creative thinking. The results of the study according to (Ummah et al., 2019) project-based learning to increase student creativity, it can be concluded that there is an increase in the ability of creativity students in completing projects to create mathematics learning media based on flexibility aspects that meet the category very well. There is also an increase in students' creativity in completing mathematical learning media creation projects based on originality aspects, although some students still develop learning media with the same rules and forms as previously developed learning media.

Figure 4. Pretest Posttest Creative Thinking Skills
According to research (Mathiphatikul et al., 2019) earning through STEM learning with the Engineering Design Process students develop their creative thinking continuously using learning management. Students are required to demonstrate creative thinking of behavior to identify problems, boundaries and conditions of situations. To design solutions, students need to refine and analyze their own ideas. Stem-based project-based learning models enable students to be more active and responsive in facing problems in the environment, such as and more creative than project-based learning only. Through STEM-based projects based on learning models, students are able to define learning concepts and connect them with real-life applications. Stem model-based project-based learning is able to provide influence to improve students' creative thinking skills (Lestari & Sumarti, 2018).
Experimental group engineering curriculum design process (EDP-STEM-PBL) includes engineering design processes such as modeling, feasibility analysis, and group communication; the curriculum begins with the collection of information according to the definition of the problem, followed by a feasibility analysis based on the constraints of the problem and then the selection of solutions and prototype construction (K. Y. Lin et al., 2021). Control group technology problem solving processes include problem definition, data collection, development of viable ideas, selection of the best ideas, implementation of the best ideas, evaluation of results, and revision of design ideas. The process begins with the development of knowledge and problem-solving skills that create a relationship between problems Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ and students' cognitive structures; this is followed by an experimental analysis to verify the student's hypothesis.
Through STEM can prepare students to become more creative thinkers and problem solvers who have the skills and skills necessary to address problems and problems encountered on an everyday level in new and innovative ways (Siew, 2022). The EDP-STEM activity process is carried out in a way that allows students to be free when expressing their opinions and reflecting these opinions on their products. Therefore, each student is able to express his ideas and opinions (Sen et al., 2021). Supporting students in creating unique designs and products, these activities help them demonstrate creativity. Stem's integrated project-based learning model allows students to be more active and responsive in facing problems in the environment, such as and more creative. Through STEM-based projects based on learning models, students are able to define learning concepts and connect them with real life.
CONCLUSION STEM-based PjBL is able to make it easier for students to define learning concepts and relate them to real life. STEM-based project-based learning models are able to exert influence to improve students' creative thinking skills. Through EDP being able to support students in creating unique designs and products, these activities help them demonstrate creativity. EDP approach, students are able to formulate concise ideas that are able to solve problems related to everyday life by using EDP steps in product manufacturing. EDP-STEM and its process flow of activities can help realize students' original thoughts and ideas. Discussion and brainstorming sessions are held to express students' opinions throughout the activity, which encourages students to express their own thoughts.
The EDP-STEM activity process is carried out in a way that allows students to be free when expressing their opinions and reflect these opinions on their products so that students' mathematical creative thinking skills can be optimally honed. Students are able to define basic problems (the ability to clarify the scope and context of problems) improved significantly after EDP-STEM-PjBL. They identify problem constraints, reconstruct problems, and summarize effective ideas. STEM-based PjBL through EDP is able to provide influence to improve students' creative thinking skills.