Abstract

This study employed a research and development approach to develop a STEM-based instructional model grounded in the fermentation process for preservice science teachers due to examine its effects on 21^st century skills, creative thinking, and attitudes toward science. Participants consisted of 26 third-year biology majors enrolled in a food microbiology course, selected through purposive sampling. The study adopted a one-group pretest-posttest experimental design. Research instruments included STEM-based lesson plans, a 21^st century skills assessment, a creative thinking assessment, and an attitude toward science questionnaire. Quantitative data were analyzed using mean, standard deviation, and the Wilcoxon signed-ranks test, while qualitative data were analyzed through content analysis. The results indicated that the STEM-based instructional model significantly improved all learning outcomes examined in this study (p < 0.001). Post-intervention results revealed a statistically significant improvement in students’ 21^st century skills, particularly in information, media, and technology skills (Z = - 4.49). Regarding creative thinking, fluency demonstrated the greatest statistical improvement (Z = - 4.90). Furthermore, students’ attitudes toward science showed a significant positive shift from a low level to the highest level (Z = - 4.76). These findings demonstrate the effectiveness of the fermentation-based STEM learning approach in promoting comprehensive learning development among preservice science teachers. The findings suggest that integrating authentic scientific contexts such as fermentation into STEM-based instruction can effectively enhance essential competencies for preservice teachers in higher education, particularly in developing 21^st century skills, creativity, and positive attitudes toward science.

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