Application of Problem-Based Learning Model STEM-Based on Biology Lessons for High School Students Communication Skills

Abstract

Good quality communication skills are not evenly distributed among students in secondary schools. This quantitative study with a quasi-experimental method aims to describe high school students' communication skills through STEM-based PBL learning in Biology, describe high school students' oral and written communication skills through STEM-based PBL learning in Biology, and describe high school students' communication skills through PBL-based learning and STEM in Biology lessons by gender. The research design is a Posttest Only Control Design carried out on class XI students of SMAN Terpadu Madani Palu with a population of 7 classes totaling 220 students. The research sample used 2 classes totaling 64 students. Determination of the sample by purposive sampling considering the number of students and cognitive abilities of students in 2 classes are homogeneous. Data on written communication skills were obtained through tests using multiple-choice reasoned given during the post-test. Data on oral communication skills were obtained through observation of student activities during the learning process. The results showed that Biology learning by applying STEM-based PBL had a significant effect on the communication skills of high school students compared to direct STEM-based learning, written communication skills were better than oral communication skills and female students' communication skills were significantly better than male students

Influence of Problem Based Learning (PBL) Model Based on STEM Approach on Critical Thinking Ability Phase-E in Biology Learning

“…The PBL learning model has the potential to improve critical thinking skills similar to the conclusions in research conducted by (Fuadiyah et al, 2022). Biology learning by applying STEM-based PBL had a significant effect on the critical skills of high school students compared to direct learning (Shamdas et al, 2023).…”