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

Abstract

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.

Perancangan Sistem Aplikasi Pendataan Membership Gym Menggunakan Metode Unified Software Development Process (USDP) Berbasis Web

“…Analisis sistem ialah proses memecah suatu sistem informasi yang lengkap menjadi komponen-komponen yang lebih kecil dengan tujuan mengenali dan mengevaluasi masalah-masalah, peluang-peluang, hambatan-hambatan, serta https://doi.org/10.56211/helloworld.v3i1.523 Indah Purnama Sari 39 kebutuhan-kebutuhan yang ada. Hal ini dilakukan untuk dapat mengusulkan perbaikan-perbaikan yang diperlukan [27,28].…”

Integrating Systems Thinking and Project Based Learning in Supporting Basic Psychological Needs: A Proposed Model for Filipino Stem Students

“…However, as theoretical and conceptual knowledge and practices in education are increasingly informed by social and cultural research, including alternate measures or indicators of success (CAST, 2018; Ryan & Deci, 2017), the primary focus on test scores and teacher centeredness in formal and informal learning environments have evolved (Sawyer, 2014). A major understanding from these theoretical and conceptual underpinnings is, how children learn, is as equal in importance to what they learn (Darmawan, 2020) and forms the basis, in our view, for the need of a major shift in pedagogical approaches. These shifts must include attempts to adapt more autonomy-supportive teaching styles in order to support learners' inherent basic psychological needs by facilitating students' such as students taking on active roles in their learning processes and outcomes (Miller & Krajcik, 2019;Reeve et al, 2022).…”