The writing of this paper aims to discuss the learning of PjBL with the STEM approach to science learning in the face of the demands of the 21st century. The science learning model that is in accordance with the STEM approach is one of the Project Based Learning learning models. The STEM learning model with STEM approach is project-based learning by integrating STEM fields that can provide students with opportunities for contextual learning through complex activities such as exploring planning learning activities, implementing projects collaboratively, and ultimately producing a product outcome. The purpose of this paper will also describe the concept of STEM and the implementation of the STEM approach to science learning. The method used in this paper is a literature review by selecting several articles and journals regarding the STEM approach and its implementation in junior secondary education. In addition, a basic curriculum competency study of 2013 was conducted at the junior high school level that could be integrated into the STEM approach. The results of the study show that some basic competencies at the junior secondary school level in science learning can be integrated with the STEM approach in the form of activities to familiarize the STEM approach in the classroom and the provision of projects to students. Thus the implementation of the STEM approach at the junior secondary school level in science learning can be done in Indonesia in order to prepare competent human resources in facing the challenges of the 21st century. The Pjbl approach and STEM can shape students into human resources who are capable of critical and creative thinking, systematic and logical so as to be able to meet 21st century human resource standards and be able to face increasingly complex global challenges.

The purpose of this study is to examine the implementation of SPMI, examine the results of the implementation of SPMI and examine the factors inhibiting the implementation of SPMI in Junior High School 21 Malang as an effort to improve the quality of education. Primary data were obtained from the SPMI implementers, namely the school principal, supervisors and the quality assurance team at Junior High School 21 Malang. Secondary data were obtained from references, books and documents related to the implementation of SPMI. Data analysis techniques used in this study consisted of three stages, namely data reduction, data presentation and conclusion drawing. The results of this study indicate that the implementation of SPMI in Junior High School 21 Malang is documented from 2016 to 2019. The implementation of SPMI involves all components of the school from top to bottom. The implementation of SPMI begins with quality mapping, quality fulfillment planning, implementation of quality fulfillment, evaluation and standard setting is proceeding well. The successful implementation of SPMI has increased as evidenced by graduates in 2019 getting 4th place on the results of the Computer-Based National Examination (UNBK). Implementation of quality has become a culture and character that influences the quality of graduates of Junior High School 21 Malang.

Siswa di salah satu Madrasah Aliyah Negeri (MAN) Kota Malang memiliki daya nalar, inovasi, dan kemampuan komunikasi yang rendah. Hal ini ditunjukkan oleh sebagian besar siswa tidak mampu mencapai nilai SKM dan tidak memperhatikan saat teman melakukan presentasi. Berdasarkan observasi, siswa yang tidak mencapai nilai SKM adalah 68 %. Solusi yang diterapkan untuk memecahkan masalah ini adalah menerapkan pembelajaran dengan pendekatan problem posing. Proses pembelajaran ini diharapkan mampu meningkatkan kemampuan komunikasi dan prestasi belajar siswa. Pembelajaran yang diterapkan adalah Penelitian Tindakan Kelas (PTK). Pendekatan yang digunakan dalam penelitian ini adalah problem posing. Data dikumpulkan melalui observasi dan hasil tes formatif pada setiap akhir siklus. Keterlaksanaan pendekatan problem posing mengalami peningkatan dari siklus I sebesar 80% menjadi 90% pada siklus II. Kemampuan komunikasi siswa juga mengalami peningkatan, yang pada siklus I sebesar 67,6% dengan kriteria cukup, meningkat pada siklus II menjadi 75% dengan kriteria baik. Sementara untuk prestasi belajarpun mengalami peningkatan, pada siklus I rata-ratanya sebesar 69,7 dan pada siklus II naik rata-ratanya menjadi 85,7