The computing and creative skills of students in Indonesia are still low since the government has not focused on student creativity and computational empowerment programs. This research aims to develop a science, technology, engineering, art, mathematics, and reflection (STEAMER) hybrid learning project model for teachers' creative and computational thinking abilities, as well as analyze elementary school teacher candidates' perceptions of the use of STEAMER hybrid learning model to improve teachers' creative and computational thinking abilities. This research is development research with an analysis, design, development, implementation, and evaluation (ADDIE) model. The instruments used in this study were questionnaires and interviews with experts, lecturers, and elementary school teacher candidates. The research was conducted at eight universities in Indonesia with a total sample of 100 elementary school teacher candidates. Through quantitative and qualitative data analysis, the research results have developed the STEAMER hybrid learning project model based on learning theory, syntax, social systems, support systems, and the instructional impact of learning models. The results of the validation show that the developed learning model is feasible in terms of model, material, media, and language experts. The model is suitable for elementary school teacher education. Furthermore, based on the perceptions of the teacher candidates, it is stated that the STEAMER hybrid learning project can develop the ability of the teacher candidates to think creatively and computationally.

This study aims to address students' low mathematical problem-solving skills and self-regulated learning by developing website-based mathematics learning media using the problem-based learning model. Learning that integrates website-based media allows for more independent learning activities in solving mathematical problems. This study uses the ADDIE model to test the validity, practicality, and effectiveness of the product. Website-based media met the validity criteria based on expert assessments with an average score of 137 from subject matter experts and 78.5 from media experts, and the research instruments were declared valid with an Aiken index ranging from 0.9 to 0.99. Website-based media meet the criteria for practicality based on an average teacher assessment of 90.5, an average student assessment of 50.1, and a learning implementation rate of 93%. Website-based media are proven to be effective through four indicators: (1) students who pass exceed the threshold of 80%. (2) One sample t-test results p-value <.05 and t-value >1.69, so that H_0 is rejected. This proves that website-based mathematics learning media are effective in improving students' mathematical problem-solving skills and self-regulated learning. (3) The results of the paired sample t-test show p-value <.05 and t-value >1.69, so that H_0 is rejected. This proves that there is a significant improvement in students' mathematical problem-solving and self-regulated learning abilities after using website-based mathematical learning media. This study is able to facilitate students' problem-solving and self-regulated learning abilities simultaneously in mathematics education.