Penerapan project based learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender

Afriana, Jaka; Permanasari, Anna; Fitriani, Ayu

doi:10.21831/jipi.v2i2.8561

Cited by 237 publications

(213 citation statements)

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“…Menurut Afriana (2016) Based Learning merupakan proyek yang memfokuskan pada pengembangan produk atau unjuk kerja (Performance), siswa melakukan kegiatan mengorganisasikan kegiatan belajar kelompok, melakukan pengkajian atau penelitian, memecahkan masalah, dan mensistesis informasi. Project Based Learning merupakan pendekatan pembelajaran yang memberikan kebebasan kepada peserta didik untuk merencanakan aktivitas belajar, melaksanakan proyek secara kolaboratif, dan pada akhirnya menghasilkan produk kerja yang dapat dipresentasikan kepada orang lain (Nurohman, 2007).…”

Section: Pendahuluanunclassified

Meningkatkan Motivasi dan Hasil Belajar IPA dengan Menggunakan Model Pembelajaran Project Based Learning (PjBL)

Elisabet

Relmasira

Hardini

2019

JEAR

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Penilitian ini bertujuan untuk meningkatkan motivasi dan hasil belajar IPA dengan menggunakan model pembelajaran Project Based Learning (PjBL) pada siswa kelas V SD Negeri Gendongan 03 Salatiga 2018/2019. Penelitian ini merupakan jenis penelitian PTK yang dilaksanakan dalam dua siklus dengan menggunakan model spiral oleh C. Kemmis dan MC. Taggart. Subjek penelitian adalah siswa kelas V SD Negeri Gendongan 03 Salatiga dengan jumlah 37 siswa. Teknik pengumpulan data pada penelitian ini menggunakan metode deskriftif komparatif dengan membandingkan hasil dari pra siklus sampai siklus II. Pada pra siklus persentase motivasi belajar siswa terdapat 44% dalam kategori sedang, sebanyak 56% dalam kategori rendah, kemudian secara bertahap meningkat menjadi 30% dalam kategori tinggi, 54% dalam kategori sedang, dan 16% dalam kategori rendah pada siklus I. Sedangkan pada siklus II meningkat sebanyak 83% dalam kategori tinggi, 11% dalam kategori sedang dan 5% dalam kategori rendah. Meningkatnya motivasi siswa dalam belajar juga berdampak pada hasil belajar siswa, dimana pada pra siklus memperoleh persentase 40%, dan meningkat secara bertahap dengan persentase 62% pada siklus I, sedangkan untuk siklus II meningkat dengan persentase sebanyak 81%. Dapat disimpulkan bahwa dengan menggunakan model Project Based Learning mampu membantu siswa dalam meningkatkan motivasi dan hasil belajar pada mata pelajaran IPA. Kata kunci: motivasi, hasil belajar, Project Based Learning

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Section: Pendahuluanunclassified

Meningkatkan Motivasi dan Hasil Belajar IPA dengan Menggunakan Model Pembelajaran Project Based Learning (PjBL)

Elisabet

Relmasira

Hardini

2019

JEAR

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“…Gunawan, Sahidu, Harjono, & Suranti (2017) produced the same findings that learning using projects can increase students' creativity. While the findings of Afriana, Permanasari, & Fitriani (2016) show that projectbased learning can improve students' scientific literacy skills. The development of creative thinking skills and scientific literacy of students during the project learning process is trained consistently and continuously by providing problems that must be solved by producing a product based on scientific literature obtained by students.…”

Section: Discussionmentioning

confidence: 97%

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

Suryandari

Fatimah

Sajidan³

et al. 2018

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This study set out to examine the effectiveness of project-based science learning towards pre-service teachers literacy skills and learning creativity in wave and optical materials. This quasi-experimental study involved 115 students of Primary Teacher Education Program, Universitas Sebelas Maret Surakarta. Direct and in-depth data dissemination techniques were used in this study. The aspects of creative thinking abilities include fluency, authenticity, elaboration, and flexibility. Mann Withney U test was used to test the hypothesis, while the N-Gain test was performed to determine the pre-service teachers improvement in scientific literacy skills and creative thinking. Both qualitative and quantitative data analyses were performed in this study. The results showed that: 1) material and optical tools–based learning activities are appropriate for the pre-service teachers scientific literacy skills and creative thinking. The correct answer term includes the highest average probability statistics from other subindicators; 2) aspects of science that are used in the aspects of literacy is in good category but the originality aspect in its ability needs to be developed and processed continuously. Keywords: science literacy skill, creative thinking skill, project based learning, waves and optics PENGARUH PEMBELAJARAN SAINS BERBASIS PROYEK TERHADAP KETERAMPILAN LITERASI ILMU DAN PEMIKIRAN KREATIF CALON GURU Abstrak: Penelitian ini bertujuan untuk mengukur keefektifan pembelajaran sains berbasis proyek terhadap keterampilan literasi dan kreativitas belajar dalam materi gelombang dan optik. Penelitian ini dilakukan secara eksperimen semu. Subjek penelitian ini adalah 115 siswa semester Program Pendidikan Guru Pratama, Universitas Sebelas Maret Surakarta. Teknik penyebaran data langsung dan mendalam. Aspek kemampuan berpikir kreatif meliputi kelancaran, keaslian, elaborasi, dan fleksibilitas. Untuk menentukan besarnya peningkatan keterampilan literasi sains dan siswa berpikir kreatif digunakan N-Gain Test hipotesis menggunakan tes Mann Withney U. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: 1) kegiatan pembelajaran berbasis material dan alat optik sesuai untuk keterampilan literasi sains dan pemikiran kreatif siswa. Istilah jawaban yang benar mencakup statistik probabilitas rata-rata tertinggi dari subindikator lainnya; 2) aspek ilmu yang digunakan dalam aspek literasi dalam aspek yang baik tetapi aspek orisinalitas dalam kemampuannya perlu dikembangkan dan diolah terus- menerus. Kata kunci: keterampilan literasi sains, keterampilan berpikir kreatif, pembelajaran berbasis proyek, gelombang dan optik

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“…This is also supported by data from interviews to two teachers of physics at Senior High School in Lampung Province of Indonesia which revealed that the level of scientific literacy of students is still low, this is indicated in the low-skill students in solving the problems associated with the application in daily life. The research results from (Afriana, Permanasari, & Fitriani, 2017) reveal that many students in Indonesia are not able to relate the science knowledge they had learned with the phenomena that occur in the world, because they do not gain experience to associate it.…”

Section: Introductionmentioning

confidence: 99%

“…One of the solutions is Sains, Technology, Engineering, Mathematics (STEM) learning approach that provides opportunities for teachers to demonstrate to students the concepts, principles, science, technology, engineering, and mathematics integrated into the development of products, processes, and systems used in their daily lives. The definition of STEM education as an interdisciplinary approach to learning is where the students use science, technology, engineering, and mathematics in real contexts that connect between school, work, and global world, thus, developing STEM literacy that enables the students to compete in the new era of knowledge-based economy (Afriana, Permanasari, & Fitriani, 2016). Education in science, mathematics, engineering, and technology (STEM) is widely recognized as a pressing state and national priority (Honey et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Newtonian Dynamics STEM-Integrated Learning Strategy to Increase Scientific Literacy of Senior High School Students

et al. 2019

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This research aimed to examine STEM learning approach effectivity in increasing scientific literacy of senior high school students. The research involved 67Senior High School 5 students Bandar Lampung in Lampung Province, Indonesia. The research design used wasThe Non-Equivalent Control Group Pretest and Posttest Design. The experimental class used STEM Learning Approach and the control class used a scientific approach. The data was collected using pretest and posttest score of scientific literacy inventory. The Effectiveness analysis was done using the Normalized Gain (N–Gain) and Effect Size. Based on the research, the average score of the scientific literacy skill with N-gain of experimental classes was 0.55 and control class was 0.49, both classes were in medium category achievement. The result of effect size test showed that STEM learning approach has an effect size in the medium category of 0.24. Furthermore, based on an analysis of T-test results, there was a difference between the N-gain average score of the students' scientific literacy skill between experimental class and control class. The students who learned with STEM learning approach has a significantly higher degree of scientific literacy skill than those who learned with the scientific approach. So the conclusion in this research is that the students taught using the STEM approach are in the "conceptual" category which is better in explaining the concept, able to describe the relationship between these concepts, and able to analyze alternative solutions and procedural skills and understanding of the process of discovering science and technology

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Penerapan project based learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender

Cited by 237 publications

References 1 publication

Meningkatkan Motivasi dan Hasil Belajar IPA dengan Menggunakan Model Pembelajaran Project Based Learning (PjBL)

Meningkatkan Motivasi dan Hasil Belajar IPA dengan Menggunakan Model Pembelajaran Project Based Learning (PjBL)

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

The Effect of Newtonian Dynamics STEM-Integrated Learning Strategy to Increase Scientific Literacy of Senior High School Students

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