This study developed an instrument for assessing undergraduate students’ teamwork skills in designing and creating team product in the context of science, technology, engineering, and mathematics (STEM) learning. The development stage follows the stages of the R & D method developed by Barg and Gall. Teamwork skills instrument that has been declared valid qualitatively and quantitively as well as are implemented in STEM project-based learning using one shot-case study design in three different courses. The teamwork skills are measured based on self-assessments, peer-assessment, and facilitator evaluations. The scores obtained from three sources of assessment are analyzed, using descriptive statistics and ANOVA. The results show that the teamwork skill instrument is valid and reliable to measure the students’ collaborative skills in the STEM Project. In addition, the results of the three assessments showed that The STEM project-based learning is effectively able to train students' teamwork skills

This study aims to describe students' attitudes towards STEM, cognitive learning outcomes and the relationship between the two variables. This research was quantitative, type of pre-experiment one group pre-test post-test design. The number of samples in this study was 55 class IX students taken from a total population of 192 students. The research instrument consisted of a questionnaire to measure students' attitudes towards STEM and multiple-choice tests to assess students' cognitive learning outcomes. Data were analyzed using N-Gain and person product moment correlation. The results showed that STEM-based learning improved students' attitudes toward STEM and cognitive learning outcomes in science learning. The average score obtained in the pre-test and post-test showed that students' attitudes towards STEM were most dominant in the technology dimension and the lowest in the mathematics dimension. Meanwhile, cognitive learning outcomes in science learning showed that students could master the concept of biotechnology with the highest score increase in the indicator explaining the basic principles of biotechnology. In addition, this approach proves a significant relationship between students' attitudes towards STEM and cognitive learning outcomes in science learning with an R-value of 0,514.