Yuli Rahmawati, Alin Mardiah, Fauzan Khairi Che Harun, Achmad Ridwan
This study explores the implementation of the design thinking-STEAM-Project-Based Learning (PjBL) methodology to enhance the transferable skills of pre-service chemistry educators. The integration of design thinking into an interdisciplinary STEAM framework-encompassing science, technology, engineering, arts, and mathematics-aims to engage pre-service chemistry educators in innovative and contextual problem-solving through project-based learning. The study involved 39 first-year chemistry education students at Universitas Negeri Jakarta. A qualitative research approach was employed to analyze their experiences and skill development, utilizing data collected through semi-structured interviews, reflective diaries, researcher notes, and classroom observations. Participants applied the five stages of design thinking-empathize, define, ideate, prototype, and test-to address rising temperatures in Jakarta as a real-world challenge. The findings indicate that collaborative problem-solving exercises fostered informed and integrative thinking, enhanced communication skills, and encouraged the generation of creative solutions. Moreover, the approach cultivated a sense of responsibility for environmental issues among participants. This study demonstrates that the design thinking-STEAM-PjBL methodology effectively strengthens pre-service chemistry educators' creativity, problem-solving abilities, and responsible citizenship, ultimately contributing to their professional growth. The results provide empirical evidence supporting the integration of design thinking with STEAM and PjBL in teacher education, offering valuable insights for curriculum development and pedagogical innovation in chemistry education. © 2026 Author(s)
Universitas Negeri Jakarta, Jl. Pemuda No 10, Rawamangun, Jakarta, 13220, Indonesia; Universiti Teknologi Malaysia, Johor Bahru, 81310, Malaysia
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