The Development of Teaching Material Based on Science, Technology, Engineering, and Mathematics (STEM)

This research is a development research that aims to describe a valid profile of STEM-based teaching material development, analyze students' responses to the development of teaching materials and analyze the effectiveness of STEM-based teaching materials to examine creative thinking skills. This research was conducted at SMAN 9 Makassar in class XI MIA 6 consisting of 32 students as respondents. STEM-based physics learning was carried out 5 times on static and dynamic fluid material. Learning activities contain four elements, namely science, technology, engineering and mathematics, and the STEM results made are making hydraulic bridges and simple mosquito sprays from used materials. The development model used was ADDIE which consists of analysis, design, development, implementation and evaluation. The ADDIE model is a development procedure carried out by producing a STEM-based physics learning product. The intended product is to produce a STEM-based physics teaching material, step-by-step. These steps are included in the teaching material that must be validated and ready to be used by the teachers in carrying out learning so that students can think creatively. The results showed the practicality of physics teaching material based on practical STEM. It was seen from the results of the responses of students and the responses of teachers who were in the very good category. Learning using STEM-based teaching materials is effective and can make students think creatively. This is shown in the fluency thinking indicator with a percentage of 74.58%, the flexible thinking indicator 71.25%, the original thinking indicator 81.56%, and the elaborative thinking indicator 82.03%, with an average percentage of 77.36% which is in the creative category.


I. INTRODUCTION
Science and technology are developing very rapidly. Students are required to be able to master various skills in order to be able to compete globally. The 21st century is the age of knowledge, where information is widely spread and technology is increasingly developing. Preparation for the 21st century requires special skills, namely 21st century skills. According to Susilo (2015), teachers must be fully aware that the characteristics of 21st century learning refer to efforts to enable students to master 21st century competencies. This 21st century competency is known as 4C (critical thinking and problem solving, A. Rahman.M, K.Arafah, M. Arsyad | JPF | Volume 9 | Number 1 | 2021 | 63 -72 64 creative and innovation, communication, collaboration) (Susilo, 2015).
The 21st century learning is a learning transition where the currently developed curriculum requires schools to change the teacher-centered learning approach to studentcentered learning. In addition to the four characteristics of 21st century teaching, learning must also enable students to master digital literacy. Digital literacy consists of information literacy, media literacy, and ICT literacy .
The 2013 curriculum is one of the changes in the learning paradigm from conventional learning to one that activates students and trains students' creative thinking skills. The implementation of the 2013 curriculum aims to produce productive, creative, innovative, affective Indonesians through strengthening integrated attitudes, skills and knowledge. This curriculum emphasizes the involvement of students in the learning process actively in the learning process, so that students can acquire a form of direct experience and are trained to find out for themselves the various knowledge they are learning (Ali, 2020).
Creative thinking requires students to have the ability to solve problems, have various answers, have the ability to master a problem concept, convey ideas or ideas on a problem topic. Therefore, creative thinking is one of the abilities developed in the 2013 curriculum, so that creative thinking is very influential on learning outcomes where learning outcomes are usually influenced by students' understanding of a learning concept and the ability of students to solve a problem in the learning process (Cintia et al., 2018 In this study, the instruments used to collect data were: expert validation sheets, student response questionnaires, teacher response questionnaires and tests of students' creative thinking skills. The formula for analyzing content validity data by two experts uses the following construct validity (Retnawati, 2016).
The scale used to determine respondents' responses is the Likert scale. questionnaire scores was carried out by following the following stages.
Information: P = percentage of score ∑ = the total score of each item ∑ = total ideal score (highest score) Calculating the percentage of total responses with the formula: Information: P total = percentage of total responses ∑ P = total percentage of score n = number of items / statements If the average score of the percentage of students' responses to STEM-based physics teaching material that has been developed is ≥ 61, it can be stated that STEM-based physics teaching material gives a positive response (Riduwan & Sunarto, 2015). The assessment score for measuring creative thinking skills uses the following equation:

A. Conclusion
The profile of STEM-based teaching 3. Researchers should be tested more in several different schools with different subjects to determine the level of effectiveness on a broader scale.

ACKNOWLEDGMENTS
Thank you to the Principal of SMAN 9 Makassar, Drs. Supardin, M.Pd, for providing facilities in completing this research.