The implementation of PjBL-STEM model to improve eight graders’ scientific literacy

Mustikasari, Vita Ria; Yulianti, Erni; Pratiwi, Novida; Hidayat, Arif; Pryadiani, Alvita Kartika; Phang, Fatin Aliah

doi:10.1063/5.0000635

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…Kemampuan siswa dalam memahami dan menjelaskan fenomena ilmiah yang mulai terlatih seperti siswa dapat menjelaskan kondisi sungai yang sudah tercemar dengan sampah. Kemampuan konteks literasi sains dapat dicapai melalui langkah pertama dalam menerapkan pembelajaran berbasis proyek terintegrasi STEM (Adriyawati et al, 2020;Mustikasari et al, 2020).…”

Section: Hasil Dan Pembahasan Hasil Penelitianunclassified

“…Kemampuan literasi sains siswa yang mulai dilatih pada fase ini adalah menjelaskan fenomena secara ilmiah seperti menjelaskan fenomena ilmiah pencemaran air, mengevaluasi dan merancang pertanyaan ilmiah seperti mengenali pertanyaan mengenai pencemaran air yang dapat diselidiki secara ilmiah, dan menafsirkan data dan bukti secara ilmiah seperti data semakin meningkatnya pencemaran air. Penerapan pembelajaran berbasis proyek terintegrasi STEM menunjang terbentuknya tiga kompetensi ilmiah dalam literasi sains, yaitu kemampuan mengidentifikasi isu-isu ilmiah, kemampuan menjelaskan fenomena secara ilmiah, dan kemampuan menggunakan bukti-bukti ilmiah (Adriyawati et al, 2020;Mustikasari et al, 2020;Saidaturrahmi et al, 2021;Wardani et al, 2021).…”

Section: Hasil Dan Pembahasan Hasil Penelitianunclassified

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Literasi Sains Dengan Pembelajaran Ipa Berbasis Proyek Terintegrasi Stem

et al. 2023

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Tujuan Penelitian untuk mengetahui perbedaan literasi sains siswa dengan penerapan pembelajaran berbasis proyek terintegrasi STEM dan pembelajaran konvensional pada materi Pencemaran Lingkungan pada pembelajaran IPA Kelas VII. Populasi penelitian siswa kelas VII yang terdiri dari enam kelas pada salah satu sekolah SMP Negeri di Medan. Sampel penelitian diambil dua kelas yaitu kelas VII-A sebagai kelas eksperimen dengan pembelajaran berbasis proyek terintegrasi STEMdan kelas VII-B sebagai kelas kontrol dengan pembelajaran konvensional, masing-masing kelas berjumlah 30 orang siswa. Jenis penelitian eksperimen semu menggunakan randomized pretest-posttest control group design. Instrumen terdiri dari tes berbentuk uraian sebanyak 10 soal yang sudah divalidasi. Hasil nilai pretest kelas eksperimen sebesar 51,33 dan kelas kontrol sebesar 51,00. Hasil nilai post-test kelas eksperimen sebesar 72,67, dan kelas kontrol sebesar 60,07. Persentase peningkatan N-gain literasi sains kelas eksperimen sebesar 43% kategori sedang dan kelas kontrol sebesar 17% kategori rendah. Berdasarkan hasil uji beda atau uji t diperoleh bahwa terdapat perbedaan yang signifikan literasi sains siswa dengan penerapan pembelajaran berbasis proyek terintegrasi STEM dibandingkan dengan pembelajaran konvensional dengan kata lain literasi sains siswa dengan penerapan pembelajaran berbasis proyek terintegrasi STEM lebih baik daripada pembelajaran konvensional pada pembelajaran IPA kelas VII materi Pencemaran Lingkungan.

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Section: Hasil Dan Pembahasan Hasil Penelitianunclassified

Literasi Sains Dengan Pembelajaran Ipa Berbasis Proyek Terintegrasi Stem

et al. 2023

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“…The discourse of STE(A)M education in Indonesia has been improving quite rapidly [17][18][19]. Suwarma and Kumano found that the national curriculum (Curriculum 2013) is appropriate with the inclusion of STEM education [20].…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ Creativity Using STEAM-Based Reading Texts

Erni Yulianti,

Nor Farahwahidah Abdul Rahman,

Amalia Rahmadani

et al. 2024

ARASET

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Creative thinking is one of the important skills required to face the 21st century challenges. However, students’ creativity assessment is challenging. Grounded on the paradigm that creativity is a tangible parameter, this study aims to explore students’ creative thinking skill via a reading-based creativity test. The test was developed by considering the creativity indicators defined by Paul Torrance, i.e., fluency, flexibility, originality, and elaboration. In this creativity test, the reading and the questions were designed to make students integrate their science, technology, engineering, arts, and mathematics (STEAM) knowledge. Based on the empirical validation, the creativity test had a reliability of 0.897, indicating that the test was reliable to measure students’ creativity. Due to the Covid-19 pandemic, the test was conducted online to 108 junior high school students in East Java, Indonesia. In general, the students achieved the highest level of creativity in terms of originality that gained average score of 3.63 (with scale 4.00). Meanwhile, they underperformed on the aspects of elaboration having average score of 2.40. There were 93 and 79 students who responded very well on the originality and fluency aspects, respectively. In contrast, respectively over 30% and 50% of students showed a lack of creativity on the aspect of flexibility and elaboration. These creativity assessment data are beneficial for educational stakeholders especially to increase the quality of teaching and learning related to STEAM education.

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The effectiveness of implementing project-based learning (PjBL) model in STEM education: A literature review

Diana

Yohannes

Sukma

2021

J. Phys.: Conf. Ser.

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STEM education is one of the latest learning approaches, particularly in Indonesia. STEM integrates four scopes of studies including Science, Technology, Engineering, and Mathematics. STEM approach requires an appropriate learning model in order to achieve the effectiveness of learning objectives. Therefore, the aim of this study is to explore the effectiveness aspects of implementing PjBL learning model in STEM education. This study was conducted by analysing journals examined the effectiveness of the application of PjBL learning model in STEM education. The syntax in the PjBL which includes planning, creating, processing, and evaluating has similarities with the steps in implementing STEM learning. As a form of integration of the four fields of study or a combination of several fields, STEM learning was applied to overcome contextual problems through designing, executing (processing), and evaluating. The effectiveness of using the PjBL learning model in STEM education is generally supported by its characteristics. Based on the review of seven journals that link PjBL and STEM, it is known that PjBL is one of the learning models which is significantly appropriate to be implemented in STEM education to increase the effectiveness of this approach.

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The implementation of PjBL-STEM model to improve eight graders’ scientific literacy

Cited by 3 publications

References 9 publications

Literasi Sains Dengan Pembelajaran Ipa Berbasis Proyek Terintegrasi Stem

Literasi Sains Dengan Pembelajaran Ipa Berbasis Proyek Terintegrasi Stem

Exploring Students’ Creativity Using STEAM-Based Reading Texts

The effectiveness of implementing project-based learning (PjBL) model in STEM education: A literature review

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