Pengaruh Penerapan Model PBL Terintegrasi Steam Terhadap Kemampuan Berpikir Kreatif Ditinjau Dari Pemahaman Konsep Siswa

Abstract

THE EFFECT OF IMPLEMENTATION OF STEAM INTEGRATED PBL MODEL ON CREATIVE THINKING ABILITY JUDGED BY STUDENTS' UNDERSTANDING OF CONCEPTSAbstractThe ability to think creatively is a skill that can support students in 21st-century learning. This study aims to describe the effect of the application of the integrated PBL model and STEAM on the ability to think creatively in terms of students' conceptual understanding. The study used a pre-experimental method using one group pretest-posttest design, that is, only one experimental group without using a control group. The population was all class XI of SMAN 1 Pademawu with samples taken using cluster random sampling, namely only one class. Data were analyzed using two-way ANOVA. The result shows that there is a significant effect of the integrated PBL model and STEAM on high school students' creative thinking (Fhit = 177.189 α = 0.000 <α = 5%). Students 'high understanding of concepts has an impact on students' higher creative thinking abilities when compared to students who have low concept understanding (Fhit = 202,804 α = 0,000 <α = 5%). The interaction between the STEAM integrated PBL model and students 'understanding of the initial concept had a significant effect on students' creative thinking abilities, namely (Fhit = 5.406 α = 0,000 <α = 5%). AbstrakKemampuan berpikir kreatif menjadi kemampuan yang dapat menunjang siswa dalam pembelajaran abad 21. Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan model PBL terintegrasi pendekatan STEAM terhadap kemampuan berpikir kreatif ditinjau dari pemahaman konsep siswa. Penelitian ini menggunakan metode pre-experiment dengan menggunakan desain one group pretest-posttest design yaitu hanya satu kelompok eksperimen dengan tanpa menggunakan kelompok kontrol. Populasinya adalah seluruh kelas XI SMAN 1 Pademawu dengan sampel diambil menggunakan cluster random sampling yakni hanya satu kelas saja. Data dianalisis menggunakan ANAVA Dua Jalur. Penelitian menunjukkan ada pengaruh yang siginifikan model PBL terintegrasi pendekatan STEAM terhadap berpikir kreatif siswa SMA (Fhit = 177.189 Pemahaman konsep siswa yang tinggi berdampak pada kemampuan berpikir kreatif siswa yang lebih tinggi pula jika dibandingkan dengan siswa yang memiliki pemahaman konsep rendah (Fhit = 202.804 . Interaksi antara model PBL terintegrasi STEAM dan pemahaman konsep awal siswa memberikan pengaruh yang signifikan terhadap kemampuan berpikir kreatif siswa yaitu sebesar (Fhit = 5.406 .

STEAM-Based Learning Media: Assisting in Developing Children’s Skills

“…Early childhood education is supposedly aimed at optimizing all aspects of children's development and growth in order to prepare them for facing all challenges offered in the future (Sujiono, 2016;Avisati & Schwabe, 2019;Damayanti, et al 2020;aWahyuningsih, et al 2020;bWahyuningsih, et al 2020;Efiawati, Syafrida, & Parapat, 2021;Fatmawati & Aziz, 2022). In the 21st century, people need to acquire various skills, not only hard skills but also soft skills because the challenges faced will come in many different forms, conditions, and situations (Badriyah, Anekawati, & Azizah, 2020;Damayanti, et al 2020;Budiyono, Husna, & Wildani, 2020;Cahyani & Sulastri, 2021;Lestari, 2021). In accordance with the Regulation of the Ministry of Education and Culture of the Republic of Indonesia Number 21 of 2016, students need to be competent in soft skills because they will compete with more people who come from around the world and own various abilities.…”

“…The designing stage is the stage where researchers plan the product manufacture/creation (Branch, 2009;Baharuddin, 2018). Planning is an important stage in making a product (Afriana, Permanasari, & Fitriani, 2016) because it decides how the product will be made as well as what elements are needed to successfully create the product (Nisa, Sudarmin & Samini, 2015;Zhang, Yang, & Wang, 2019;Budiyono, Husna, & Wildani, 2020;Cahyani & Sulastri, 2021;Suryaningsih & Ainun Nisa, 2021). In many cases, there are situations where products developed are failed to meet the expected results due to immature planning or incomplete design (Baharuddin, 2018).…”

“…However, the reality is differently showed. Most learning targets especially in early childhood education focus on mastering hard skills rather than soft skills because it is presumably that children have not yet understood ways in mastering soft skills and it is more important to focus on hard skills as the foundation for future development (Budiyono, Husna, & Wildani, 2020;Afsari, Rusdiyani, & Khosiah, 2022). This situation can be seen from previous research conducted in Probolinggo, where showed only 20% early childhood education's teachers understood and willingly to use interactive technology in learning, while the remaining (80%) were reluctant to use digital-based interactive learning media in learning activity (Darimi, 2016;Cahyani & Sulastri, 2021).…”

STEAM Learning Assessment in the Growth and Development of Early Childhood Literacy

“…Lesson plan learning tools and student worksheets in the STEAM-PjBL learning model, based on the results of trials with very good qualifications and are feasible to apply in the learning process, and these products can be used by teachers (Dewi et al, 2021). The STEAM learning model based on parental support effectively increases children's creativity (Budiyono et al, 2020;Salsabila & Muhid, 2021). There are differences in children's critical thinking abilities before and after receiving the treatment of project-based learning with the STEAM model (Cahyani & Sulastri, 2021).…”

Pengaruh Model Pembelajaran PBL Berbasis STEM Menggunakan Bantuan Mind Mapping terhadap Peningkatan Kemampuan Berpikir Kreatif

“…Pembelajaran IPA yang efektif adalah pembelajaran yang dapat menjadi alternatif bagi peserta didik untuk meningkatkan keterampilan berpikir kreatif. PBL (Problem Based Learning) merupakan model pembelajaran yang menggunakan permasalahan yang terjadi dalam kehidupan sehari-hari sebagai tolak ukur dalam pembelajaran dan dalam hal menyelesaikan masalah, sehingga dalam prosesnya peserta didik memerlukan dan mendapatkan pengetahuan baru untuk menyelesaikan masalah tersebut (Budiyono et al, 2020). PBL merupakan dan pada implementasinya model pembelajaran PBL cocok apabila disandingkan dengan model pembelajara STEM (Science, Technology, Engineering, and Mathematics), karena keduanya memiliki banyak persamaan konsep didalamnya (Awalin & Ismono, 2021).…”