Responding the integrated model of entrepreneur characteristic with STEM to enhance students creativity

Application of the integrated of the entrepreneur characteristic (EC) combined with science, technology, engineering and mathematics (STEM) for postgraduate chemistry education students were carried out via project-based learning model. The attributes of EC and STEM components such as analytical thinking, science, math, technical and communication skills were introduced to deliberate student achievement that norms of the creative problem solving and creativity performance to upgrade entrepreneur behavior to make a difference throughout their lives were introduced. Four steps to implementing projects as a project base learning were given to students based on local resources materials as a project where the students worked in groups for their own topic and follow with carrying out the experiments, presenting the experiment results analyzed individually to describe the creativity performs. The reasons for the characteristic materials and the potential chemical compounds availability, the processing, variant product and labelling are basic considerations for exploring individual entrepreneur performance in order to meet CE and STEM attributes. The instrument used to measure innovation and creativity was questionnaire and rubric. The data obtained was quantified to see the achievement of the EC and STEM attributes to student projects. The response showed that students’ sufficient background in natural product chemistry and in industrial processing as well as technology for labelling as products are valuable in STEM and EC sub creativity consideration. The implementation of various initiatives such as the introduction of entrepreneurship into the course and the creation of industrial partnership would increase student achievements.