DEVELOPMENT OF AN INTEGRATED LEARNING MODEL COMBINING STAR STEMS AND DESIGN THINKING APPROACHES TO ENHANCE CREATIVE THINKING AND PROBLEM-SOLVING SKILLS AMONG HIGHER EDUCATION STUDENTS

Abstract

This research and development (R&D) study aimed to analyze the gap between STAR STEMS and Design Thinking approaches, to develop an integrated learning model combining the strengths of both approaches, to test the effectiveness of the developed model, and to study students' learning processes and attitudes toward the model. The study employed a mixed methods research design using research and development methodology. Participants were divided into two groups: 15 experts for gap analysis and model quality validation, and 120 undergraduate students for effectiveness testing over a 12-week period. Research instruments comprised the Torrance Tests of Creative Thinking adapted version, the Problem Solving Inventory adapted version, an attitudes and confidence questionnaire, and a semi-structured interview protocol. Data were analyzed using descriptive statistics, t-test, Effect Size, IOC, Fleiss' Kappa, and content analysis. Gap analysis revealed that STAR STEMS excelled in connecting with Thai contexts and social wisdom, while Design Thinking demonstrated strength in interdisciplinary integration and systematic thinking processes. The developed iDiamonds model comprised 9 components: i-Integrated, D-Discover, I-Innovate, A-Apply, M-Master, O-Optimize, N-Network, D-Develop, and S-Social Wisdom, passing content validity testing (IOC = 0.77). Effectiveness testing showed that the iDiamonds model significantly improved creative thinking skills by 20.2% (Cohen's d = 0.65) and problem-solving skills by 18.9% (Cohen's d = 0.77) (p<0.001). Additionally, remarkable positive changes were observed in learning confidence. Integration of quantitative and qualitative data revealed six key mechanisms underlying the model's effectiveness, including the formation of positive feedback loops and the role of local wisdom as a learning catalyst. These findings demonstrate the potential of integrating educational approaches within the Thai context and serve as an important prototype for developing learning models suitable for the 21st century.