Implementation of Project-Based Learning Through Stem Approach to Improve Students' Science Process Skills and Learning Outcomes

Aprianty, Helvy; Gani, Abdul; Pada, Andi Ulfa Tenri

doi:10.15575/jtk.v5i2.8370

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…The average student results obtained > 80, meaning that the application of the PjBL model was able to improve students' critical thinking skills better than the DI learning model. This is in accordance with research conducted by (Aprianty et al, 2020) that through the PjBL model students are invited to think broadly, seek information in order to find ideas that will be used to solve the problem.…”

Section: Student Critical Thinking Skillssupporting

confidence: 64%

Penerapan Model Pembelajaran Project Based Learning (Pjbl) Pada Pembuatan Koloid Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Kemandirian Belajar Siswa

2022

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Critical Thinking Skills (CTS) and student learning independence are two things related to the learning process. The low independence of student learning affects critical thinking skills in solving a learning problem. A project-based learning model can improve critical thinking skills and independent learning. This study aims to analyze the application of the PjBL model to manufacture colloids to improve students' critical thinking skills and independent learning at MAN 1 Banda Aceh. The type of research used is quasi experimental. The samples of this study were students of natural science two 11th grade as control class and students of natural science four 11th grade as experimental class, which had normal distribution and had the same variance. The instruments of this research are the CTS test questions and learning independence questionnaires. The results show that applying the PjBL model can improve critical thinking skills (CTS) with an average N-gain value in the medium category, then the CBC analysis of indicators is in the high category. The results of testing the CTS hypothesis for experimental class and control class students are also significantly different, meaning that the CTS model can improve students' critical thinking skills. The analysis of student learning independence results obtained an average score of N-gain, including the medium category. The results of the hypothesis test of student learning independence in the experimental and control classes are also significantly different, meaning that the PjBL model can increase learning independence. The results obtained prove that the PjBL model can improve CTS and learning independence better than in the control class.

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Section: Student Critical Thinking Skillssupporting

confidence: 64%

Penerapan Model Pembelajaran Project Based Learning (Pjbl) Pada Pembuatan Koloid Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Kemandirian Belajar Siswa

2022

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“…Chemistry is included in the family of sciences and is a branch of natural science that includes concepts, rules, laws, principles and theories (Purba et al, 2024). PjBL is now a complementary learning model to the 2013 Curriculum because it is able to provide students with a more interesting and meaningful educational experience (Panggabean et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Development of SAC Media Integrated with Project Based Learning Model on Reaction Rate Material

Rambe,

Sutiani

2024

J. Inov. Pembelajaran Kim.

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This research aims to determine the analysis of the feasibility level and response of students to SAC (Smart Apps Creator) media integrated with project based learning on reaction rate material. The research method used is Research and Development with a 4D development model approach (define, design, development and disseminate). Research data collection is carried out by interviews and questionnaires or questionnaires that are distributed to teachers and students. This research was conducted at SMAS PAB 8 Saentis. The population and samples in this study are chemistry lecturers, teachers and students of grade XI 2 for the 2023/2024 academic year taken by purposive sampling of 30 people. Based on validity, it shows that the SAC learning media developed was declared valid by validators with the criteria of "Very Feasible" with an average validation score of 89.86%, then based on the results of student responses, it was obtained that the SAC learning media developed as a whole received an average percentage result of 83.81% with the criteria of "Strongly Agree". Therefore, SAC learning media integrated with the project-based learning model on the reaction rate material is suitable for use as a learning medium.

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“…The study found that student involvement in at least one project-based program during four semesters influenced students' perceptions regarding skills, participating value and career aspiration in STEM. A study conducted by Aprianty et al (2020) found that PjBL through the STEM approach has improved students' science process skills and learning outcomes. However, there is limited research on STEAM integrated with PjBL learning.…”

Section: Introductionmentioning

confidence: 99%

Structural Equation Modeling Multi-group of Science Process Skills and Cognitive in PjBL Integrated STEAM Learning

Anekawati

Hidayat

Abdullah

et al. 2021

JPSI

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In Science, students tend to use the ability, which is dominantly controlled by their left-hemisphere brain. This study explores how science process skills (SPS) affect cognitive learning achievement (CLA) of dominantly right-brained and left-brained students. By applying project-based learning on the topic that integrates STEAM elements, this research examines the differences of the effects among those groups. The respondents were 32 8th-grade students from two randomly selected intact classes. This study employed a test to measure exogenous (SPS) and endogenous (CLA) latent variables. The partial least square - structural equation modeling (PLS-SEM) and multi-group PLS-SEM were employed to analyze the results. The evaluation of the outer model shows that both latent variables were valid and reliable. The factor loading value for all indicators of each latent variable was over 0.7. The cross-loading value indicates a higher correlation between the latent variable and its indicators compared to the other variables' indicators. The composite reliability and Cronbach's alpha values were over 0.7. The significance test shows that all indicators of each latent variable were valid. The evaluation of the inner model through the significance test (α=5%) suggests that the science process skill influenced CLA with a coefficient of 0.907. Meanwhile, the 0.822 R-square value demonstrates the variability of the SPS can explain the variability of CLA of 82.2%. The multi-group-SEM test reveals a difference in the effect of SPS toward CLA among dominantly right-brained and left-brained students. While the path coefficient for the former was 0.94, the latter was 0.881.

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Implementation of Project-Based Learning Through Stem Approach to Improve Students' Science Process Skills and Learning Outcomes

Cited by 4 publications

References 13 publications

Penerapan Model Pembelajaran Project Based Learning (Pjbl) Pada Pembuatan Koloid Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Kemandirian Belajar Siswa

Penerapan Model Pembelajaran Project Based Learning (Pjbl) Pada Pembuatan Koloid Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Kemandirian Belajar Siswa

Development of SAC Media Integrated with Project Based Learning Model on Reaction Rate Material

Structural Equation Modeling Multi-group of Science Process Skills and Cognitive in PjBL Integrated STEAM Learning

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