Implementation of Project Oriented Problem-Based Learning (Popbl) Model Integrated With Stem to Enhance Junior High School Students' Science Concept Mastery

Abstract

The low ability of students to solve problems is in line with the low mastery of science concepts. In this study, Science, Technology, Engineering, and Mathematics (STEM) integrated Project Oriented Problem Based Learning (POPBL) learning models were implemented to improve the mastery of science concepts of junior high school students, especially on the topic of Environmental Pollution. The method used was a mixed-method. The STEM integrated STB learning model design framework consists of 3 stages: Onset Stage, Execution Stage, and Closure Stage. The concept of students is emphasized at the onset stage in the case study dissemination phase. In this phase, students analyze problems based on articles provided by the teacher. The more understanding the material, the more critical students will explore existing issues and find logical solutions to those problems. The results showed that there was a difference between the average pretest and posttest learning outcomes (t=-5,660; df = 53; Sig. (2-tailed) = 0,000). This indicates an increase in junior high school students' science concepts mastery after using the STEM integrated POPBL Learning Model. Improving students' mastery of concepts using a STEM integrated POPBL learning model is still in the low category with n-gain = 0.17. Although still in the low category, the POPBL learning model with the STEM approach can be optimized to improve students' mastery of concepts and skills on other science topics.

The Use of Snakes and Ladder Media in Developing Students' Cognitive Development

“…The word media is the plural form of "Medium", which literally means intermediary or introducer. Several experts provide definitions of learning media (Eliyawati et al, 2020).…”

Conceptual Model of Video Learning based on Project-Oriented Problem-Based Learning and Competency-Based Education for Technical and Vocational Education

“…Among the studies that have been done include PoPBL as innovative learning strategies that benefit both learners and educators (Rajkumar et al, 2021) and the development of a teaching and facilitating framework for TVE based on PoPBL and Work-based learning (WBL) combined with 21st-century teaching elements (Rus et al, 2020). Most of the results from this past research indicate positive impacts from the integration of PoPBL in teaching and learning to the learners that show increment of soft skills such as responsibility and hard work (Setiarini & Wulan, 2021), develop a positive attitude among the slow learners (Rajkumar et al, 2021) and improve students' mastery of concepts and skills on science topics (Eliyawati et al, 2020).…”

“…In contrast, for PoPBL, the problem is formulated by the students before brainstorming the solutions and justifications. PoPBL attempts to cultivate students' ability to learn, think critically, and solve problems through an instruction process centred on practical tasks (Eliyawati et al, 2020).…”

“…Combination of Problem-based learning (PBL) and Project-based learning (PO) approaches deemed to have a better impact on students learning, especially in science-related subjects and, enhancing their teamwork skills (Eliyawati et al, 2020;Yasin & Rahman, 2011). Among other benefits of PoPBL for engineering students are enhancing students' learning initiative and abilities for active learning, innovation, communication, and teamwork, and promoting students' engineering quality (Chen, 2015).…”

Policies of Leaders of Boarding Schools in the Development of Educational Institutions

“…Currently, the challenges of the Indonesian nation are very severe because in addition to facing international competition due to global information disclosure, the quality of human resources in the mastery of science and technology (IPTEK) is still low, so that if it is not immediately anticipated, it will erode the religious and cultural values of the Indonesian nation that we must defend (Antoni Ludfi Arifin & Bowo Pranogyo, 2021;Eliyawati et al, 2020;Ozden, 2008;Yusuf, 2015). Therefore, an appropriate, systematic and integrative policy is needed to build an educational institution (Crissien-Borrero et al, 2019;Supriyadi, 2020;Syamsuriadi, 2019).…”