Development of RBL-STEM Learning to Improve Students' Conjecturing Thinking Skills in Asymmetric Cryptography Problems in Blockchain Technology Using Super (a,d)-Hyperedge Antimagic Total Labeling of Hypergraphs

The rapid evolution of blockchain technology underscores the need to enhance students' conjecturing thinking skills. Research-Based Learning (RBL), combined with Science, Technology, Engineering, and Mathematics (STEM) approaches, offers an effective framework for this purpose. This study aims to explore RBL-STEM activities, describe the process of developing RBL-STEM learning materials, and analyze the effectiveness of these resources in improving students' conjecturing thinking abilities. Using a research and development (R&D) methodology, the study produced various learning tools, including assignment designs, worksheets, and learning outcome assessments. The developed materials demonstrated a validity score of 96.80%. A trial conducted with 37 students revealed that the RBL-STEM resources were highly effective (92.12%) and practical (97.71%), with students showing strong engagement and positive feedback. The study found significant improvements in students’ conjecturing thinking skills as they tackled super -hyperedge antimagic total labeling problems in the context of asymmetric cryptography for blockchain technology. Students' proficiency levels were categorized into three groups: high, medium, and low. Statistical analysis, phase imaging, N-Vivo software, and word cloud tools validated the results, further confirming the enhancement of conjecturing thinking skills. This research highlights the potential of RBL-STEM to develop critical thinking abilities in practical applications, such as solving complex blockchain-related problems.