Model Project Based Learning Terintegrasi Steam Terhadap Kecerdasan Emosional Dan Kemampuan Berpikir Kritis Siswa Berbasis Soal Numerasi

Diana, Hafsah Adha; Saputri, Veni

doi:10.46244/numeracy.v8i2.1609

Cited by 15 publications

(11 citation statements)

References 7 publications

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“…Permasalahan yang nyata menjadi inti pengajaran Problem Based Learning agar siswa dapat mengumpulkan data dan informasi untuk memecahkan masalah (Silvi et al, 2020;Wardani, 2020) 2023). PBL memberikan kesempatan kepada untuk aktif dalam mengidentifikasi dan menyelesaikan masalah, sehingga dapat membangun kemampuan berpikir kritis siswa (Diana & Saputri, 2021;Kusumawati et al, 2022;Ratnawati et al, 2020). Proses ini melibatkan analisis, evaluasi, dan sintesis informasi, yang pada gilirannya memperkuat kemampuan berpikir kritis siswa (Alt & Raichel, 2022;Sari & Prasetyo, 2021;Warsah et al, 2021).…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran <i>Problem Based Learning</i> (PBL) Terhadap Kemampuan Berpikir Kritis dan Respon Siswa Kelas VIII MTs. Putri Al-Ishlahuddiny Kediri Lombok Barat

Lalu Muktar,

Rokyal Aini,

Mohan Taufiq Mashuri

et al. 2023

OEJBPB

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This research aims to determine whether there is an influence of the Problem Based Learning (PBL) learning model on the critical thinking abilities of class VIII MTs students. Putri Al-Ishlahuddiny Kediri, West Lombok. This research is a quasi-experiment research with a quantitative approach, non-equivalent control group research design. The population in this study were all class VIII students consisting of 4 (four) classes. The sampling technique uses cluster random sampling technique. The sample in this study was 42 students from class VIII C as the control class and 41 students from class VIII D as the experimental class. The research instrument uses tests. Based on the research results, the average pretest score for the control class was 24.31 and the average pretest score for the experimental class was 24.29, while the average score for the experimental class posttest was higher than the control class posttest with the average posttest class score the experimental score was 68.29 and the average posttest score for the control class was 62.92 and was included in the equally high class category. Apart from that, the average N-Gain value for the experimental class is 0.57 and the average N-Gain value for the control class is 0.50. The difference in increase from pretest to posttest for the experimental class was 44, while for the control class it was 28.61. Further test results based on the t test using paired samples test show a significant value of 0.000 < 0.05, so it can be seen that H0 is rejected and H1 is accepted.

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Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran <i>Problem Based Learning</i> (PBL) Terhadap Kemampuan Berpikir Kritis dan Respon Siswa Kelas VIII MTs. Putri Al-Ishlahuddiny Kediri Lombok Barat

Lalu Muktar,

Rokyal Aini,

Mohan Taufiq Mashuri

et al. 2023

OEJBPB

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“…Apart from that, learning is no longer teacher-centered but students play an active role in it and students can achieve 21st century skills. The application of the PjBL-STEAM model enables students to build skills in the real world, such as working together, making decisions, initiatives, communication, problem solving and selfmanagement so as to improve students' critical thinking skills and emotional intelligence (Diana & Saputri, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effect of the Project-Based Learning Model with the STEAM Approach on Learning Outcomes of High School Students the Subject of Material Elasticity

Subiki¹,

Elika²,

Anggraeni

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Penerpan model pembelajaran yang tepat sangat diperlukan dalam pembelajaran fisika, karena masih banyak pembelajaran fisika yang terapkan dengan metode klasik, seperti ceramah maupun direct instruction, sehingga mempengaruhi hasil belajar siswa. Materi elastisitas bahan bukan hanya didominasi oleh teori melainkan juga ada praktik nyata (praktikum). Hal ini memerlukan suatu model pembelajaran yang lebih efektif sehingga dapat meningkatkan hasil belajar siswa. Hasil belajar adalah prestasi yang dicapai siswa secara akademis melalui ujian atau tes. Perkembangan jaman saat ini membawa kemajuan dalam pendidikan, salah satunya adalah pembelajaran berbasis proyek (PjBL) dan pembelajaran yang mengkolaborasikan multi disiplin ilmu, yaitu ilmu sains, teknologi, seni, teknik, dan matematika (STEAM). Penelitian ini bertujuan untuk mengkaji pengaruh penerapan model project based learning dengan pendekatan STEAM terhadap hasil belajar siswa SMA pokok bahasan elastisitas bahan. Jenis penelitian yang digunakan true eksperiment dengan desain Pretest-Posttest Control Group Design. Subjek penelitian 2 kelas di XI MIPA SMAN 3 Bondowoso. Data penelitian hasil belajar diperoleh dari nilai pretest dan posttest siswa. Data yang diperoleh tersebut diolah menggunakan bantuan program SPSS 23.0. Model PjBL dengan pendekatan STEAM dinyatakan terdapat pengaruh yang dignifikan terhadap hasil belajar siswa SMA pokok bahasan elastisitas bahan.

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“…STEAM as interdisciplinary combines several scientific disciplines under the same theme, but each scientific discipline remains separate (Thuneberg et al, 2017). The STEAM approach is learning that integrates various disciplines including science, technology, engineering, art, and mathematics with the aim that students can increase their creativity, innovation, problem-solving, student involvement, and benefits (Diana & Saputri, 2021). Miller et al, 2019 said that STEAM learning develops students' creativity or as a means to improve problem solving skills in the real world.…”

Section: Introductionmentioning

confidence: 99%

Project Based Learning (PjBL) Model with STEAM Approach: Its Impact on Students Creative Thinking Skills on Energy in Living System Topic

Permana,

Lestari,

Susanty Harahap

et al. 2023

J. Nat. Sci. Integr

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This research aims to determine the increase in creative thinking skills of secondary school students through the application of the PjBL model with a STEAM approach to energy materials in living systems. This research uses a true experimental method with a pretest-posttest control group design. The population of this study was all class VII students. The sample selection used a simple random sampling technique so that one experimental class was selected which applied the PjBL model with the STEAM approach and one control class which applied the conventional learning model. Data collection was carried out through creative thinking skills test questions and observation sheets. Posttest data on students' creative thinking skills were analyzed using the Mann-Whitney test, and observation sheets were analyzed using descriptive analysis. The results of the analysis using the N-gain test in the control class obtained a value of 47,4 in the medium category and the experimental class with an N-gain of 71 in the high category. It can be concluded that there is a significant increase in students' creative thinking skilss after learning using the PjBL model with the STEAM approach in learning Energy in Living Systems.Keywords: project based learning, steam, creative thinking skills, energy in living systems

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Model Project Based Learning Terintegrasi Steam Terhadap Kecerdasan Emosional Dan Kemampuan Berpikir Kritis Siswa Berbasis Soal Numerasi

Cited by 15 publications

References 7 publications

Pengaruh Model Pembelajaran <i>Problem Based Learning</i> (PBL) Terhadap Kemampuan Berpikir Kritis dan Respon Siswa Kelas VIII MTs. Putri Al-Ishlahuddiny Kediri Lombok Barat

Pengaruh Model Pembelajaran <i>Problem Based Learning</i> (PBL) Terhadap Kemampuan Berpikir Kritis dan Respon Siswa Kelas VIII MTs. Putri Al-Ishlahuddiny Kediri Lombok Barat

Effect of the Project-Based Learning Model with the STEAM Approach on Learning Outcomes of High School Students the Subject of Material Elasticity

Project Based Learning (PjBL) Model with STEAM Approach: Its Impact on Students Creative Thinking Skills on Energy in Living System Topic

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