1 NALI SYMPOSIUM 2020 Universiti Teknologi Malaysia, Johor Bahru, Malaysia 7-10 December 2020 A CONCEPTUAL FRAMEWORK FOR ENHANCING PROBLEM-BASED LEARNING ON CREATIVITY DOMAIN Siti Najihah Jamal* 1 , Nor Hasniza Ibrahim 2 and Noor Dayana Abdul Halim 3 1, 2 Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, Skudai Johor Bahru, MALAYSIA. (E-mail: sitinajihah93@gmail.com, p-norhaniza@utm.my) 3 Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, Skudai Johor Bahru, MALAYSIA. (E-mail: noordayana@utm.my) *corresponding author ABSTRACT Currently, STEM Education has been implemented in our education system when enshrined in the Malaysian Education Development Plan 2015-2025. STEM is an acronym for Science, Technology, Engineering, and Mathematics. There shifted from teacher-centered learning into student-centered learning. After an extensive literature review on a student-centered approach, researchers found that problem-based learning was incorporated in 21 st Century Learning. Problem-based Learning (PBL) is an active learning approach that can enhance students' creative thinking skills. This PBL adopts real-world situations in the classrooms. However, some gaps need to be filled in PBL phases. So, this paper aims to fill the gaps in PBL phases by integrating the creativity domain, creative process, and STEM elements. This study used qualitative research to gather data from various journals. The proposed framework enhances the PBL phases by integrating a creativity domain, namely fluency, flexibility, originality, and elaboration. It can be used to develop learning and teaching module for Chemistry teachers and students. Keywords: Conceptual Framework, Creativity Domain, Creative Thinking Skills, STEM Education, Problem-based Learning INTRODUCTION To be a developed country, Malaysia needs to produce many students who are consumers of Technology and creators of Technology and science in the future. Technology literate students need extensive knowledge and chemistry skills (Kristen et al., 2017; Seery, 2013). Statistically, science students who take the field of Chemistry have not yet reached 60%. This statement because the field of Chemistry is less popular among students. Due to that, STEM education was introduced by the Ministry of Education Malaysia through the Malaysian Education Development Plan 2013-2025 to enhance further the achievement and interest of students in Science and Mathematics (Ministry of Education Malaysia (MoE), 2015). Besides, students' interest in Chemistry and generating creativity can also be nurtured using problem-based learning strategies (Wawan Wahyu et al., 2016). Recognizing the importance of creativity is one of STEM education's essential components (Ministry of Education Malaysia (MoE), 2016). This creativity component's development can be seen through PBL strategies (Siti