MODEL PROJECT BASED LEARNING (PjBL) BERBASIS STEM UNTUK MENINGKATKAN  PENGUASAAN KONSEP  DAN KETERAMPILAN BERPIKIR KRITIS SISWA

Afifah, Afni Nur; Ilmiyati, Nur; Toto, Toto

doi:10.25134/quagga.v11i2.1910

Cited by 26 publications

(31 citation statements)

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“…The experimental class has better learning outcomes than the control class. Project-Based Learning (PjBL) model based on STEM (Science, Technology, Engineering, and Mathematics) can improve students 'mastery of concepts and can improve students' critical thinking skills (Afifah et al, 2019). The PjBL STEM model can improve students' mastery of high-category Ecosystem material (Astuti et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

The Influence of Project Based Learning-Stem Model on Student Learning Outcomes

Darmawan¹

2020

J. pena sains

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This study aims to determine the project-based learning-STEM model's effect on biology learning outcomes in growth and development material. The learning was carried out in class XII IPA students of SMA Negeri 1 Muncar in the 2018/2019 academic year. This type of research is quasi-experimental research. The instrument in this study was a test given in the experimental class and the control class. The data were analyzed using parametric statistical analysis. There is a difference in the average post-test learning outcomes of the experimental class (PjBL-STEM model) with the control class's post-test learning outcomes using the independent sample t-test. The results of the analysis show that Sig. (2-tailed) of 0.00 0.05, which can be interpreted that there is a significant difference in the average student learning outcomes between the PjBL-STEM model (experimental class) and the conventional model (control class). The average post-test score of the experimental class with the PjBL-STEM model was 87.50, while the average score in the Control class was 79.82, so that there was an increase in the value of 7.68 in the experimental class. The PjBL-STEM model's application to improve learning outcomes can be continued with other materials that have STEM characteristics.

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Section: Resultsmentioning

confidence: 99%

The Influence of Project Based Learning-Stem Model on Student Learning Outcomes

Darmawan¹

2020

J. pena sains

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“…Solusi pelaksanaan kegiatan PJJ diberlakukan sebagai upaya dalam meneruskan keberlangsungan aktivitas pendidikan pada masa pandemi [8]. Pada esensinya dalam kegiatan belajar sangat diperlukan interaksi positif dan menyenangkan yang terjadi di antara guru dan murid sehingga pembelajaran tidak membosankan [9]. Kegiatan pembelajaran yang baik dan efektif yaitu pembelajaran yang memberikan kemudahan belajar bagi murid secara adil dan merata, sehingga siswa dapat mengembangkan potensi diri masing -masing secara optimal [10].…”

Section: Pendahuluanunclassified

Meningkatkan Kemampuan Guru SMK Dalam Pembelajaran Jarak Jauh Melalui In-House Training

Aditama

Sugiharto

Nurwulandari

et al. 2021

bemas

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Dalam kondisi pandemi Covid-19 dimana mengharuskan guru mengatasi keterbatasan dan kendala dalam Pembelajaran Jarak Jauh, kemampuan menggunakan teknologi yang tepat dan metode mengajar yang menarik dapat memberikan dampak yang besar dalam proses pembelajaran. Di SMK Muhammadiyah Bawang, guru mengalami kesulitan untuk mengembangkan metode mengajar sehingga banyak pembelajaran yang masih monoton dan menjadi krisis kejenuhan bagi peserta didik di tengah situasi PJJ yang semakin berlarut. Guru akan dapat menjalankan pembelajaran dengan lebih variatif jika mampu menguasai dan memahami beberapa aspek diantaranya pemahaman tentang materi, kondisi siswa, situasi lapangan dan latar belakang masing–masing siswa guna dapat menjalankan proses pendidikan yang sesuai dan setara serta adil bagi semua siswa. Kegiatan In House Training (IHT) di SMK Muhammadiyah Bawang ini diikuti oleh 24 peserta yang terdiri dari guru – guru pengampu mata pelajaran di sekolah tersebut. Metode yang digunakan dalam kegiatan ini adalah pelatihan yang meliputi ceramah, refleksi, diskusi, konsultasi dan praktik. Tujuan utama kegiatan ini adalah: 1) Peserta mengetahui miskonsepsi PJJ pada masa pandemi; 2) Peserta mengetahui penerapan Strategi 5M untuk PJJ d imasa pandemi; 3) Peserta memiliki kanvas RPP Merdeka Belajar untuk PJJ. Kegiatan ini berdampak baik kepada guru–guru di SMK Muhammadiyah Bawang dalam membangakan metode mengajar selama PJJ. Hal ini ditunjukkan dengan pembuatan kanvas RPP Merdeka Belajar yang lebih baik di akhir pelatihan. Hal ini juga didukung dengan hasil kuesioner menunjukkan kepuasan guru setelah mendapatkan pelatihan serta menerapkan metode tersebut dimana kelas menjadi lebih aktif dan variatif.

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“…PjBL learning helped students to understanding concepts (Sumarni et al, 2016), while STEM helped students to be actively involved in learning and developed an understanding of concepts through contextualized problem-solving activities (Dasgupta et al, 2019). PjBL-STEM could improve conceptual understanding (Afifah et al, 2019;Beier et al, 2019;Saleh et al, 2020) and could improve students' analytical abilities (Tipani et al, 2019).…”

Section: Multi-group and Mann-whitney Testmentioning

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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MODEL PROJECT BASED LEARNING (PjBL) BERBASIS STEM UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA

Cited by 26 publications

References 0 publications

The Influence of Project Based Learning-Stem Model on Student Learning Outcomes

The Influence of Project Based Learning-Stem Model on Student Learning Outcomes

Meningkatkan Kemampuan Guru SMK Dalam Pembelajaran Jarak Jauh Melalui In-House Training

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

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