Project Based Learning (PjBL) Learning Model with STEM Approach in Natural Science Learning for the 21st Century

Rahmania, Ika

doi:10.33258/birci.v4i1.1727

Cited by 22 publications

(18 citation statements)

References 5 publications

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“…According to Rahmania (2021), the findings of this research demonstrate that a number of the initial skills in junior secondary school could be integrated into a STEM approach to learning to provide projects for students. As a result, STEM can be utilized in scientific learning in junior high school students to prepare them for the twenty-first century's signature.…”

Section: Findings and Discussionmentioning

confidence: 85%

“…Regarding the previous research employing the STEM PjBL to know its impact on the critical thinking skill (Afifah et al, 2019;Rahmania, 2021;Edi & Rosnawati, 2021;Khotimah et al, 2021); thus, there are five aspects used to determine the critical skill item. There are interpretation, analysis, evaluation, explanation, and inference were first introduced by Facion (2011) as indicators of critical thinking skills.…”

Section: Benchmark For Students' Mathematical Critical Thinking Skillmentioning

confidence: 99%

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2022

ijrse

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Critical thinking is one of the important competencies in the twenty-first century that should be acquired. Therefore, there is a need to facilitate the students with the teaching approach and learning model that could improve this skill. One of the learning approaches that provide the students with the opportunity to think creatively is STEM-PjBL. Therefore, the purpose of the study is to describe the application of STEM-PjBL able to increase the critical thinking skills of the student. The SLR or Systematic Literature Review method was chosen to present a comprehensive and balanced summary of primary research results. The literature review was conducted through Google Scholar, Crossref, and Scopus. From 100 works of literature, 15 articles showed that PjBL STEM learning was able to improve critical thinking skills. This study examined 15 articles that were analyzed based on research methods, and the findings revealed that the application of STEM-PjBL could enhance the critical thinking skills of the student with the literature review method. Based on the existing data collection, it is analyzed through case studies that are the subject of discussion. The findings of the study revealed that: 1) the use of STEM-PjBL had a positive and significant impact on the critical thinking skills of students in each educational unit, including primary school, secondary schools, and high school; 2) the use of STEM-PjBL can help students improve their mathematical critical thinking skills; 3) interpretation, analysis, inference, evaluation, explanation, and self-regulation are among the indicators recommended for use as a reference for students' mathematical critical thinking skills.

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Section: Findings and Discussionmentioning

confidence: 85%

Section: Benchmark For Students' Mathematical Critical Thinking Skillmentioning

confidence: 99%

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2022

ijrse

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“…Quality of quality education is one of them by improving human resources (Yuhasnil, 2020). Creating it is required for students to think critically, structured, creative, skilled, able to solve problems, and the existence of character education highlighted (Rahmania, 2021). This is closely related to one of the learning resources in the 2013 curriculum.…”

Section: Introductionmentioning

confidence: 99%

Content analysis of character value indicators in class v textbooks integrated thematic curriculum 2013 theme 7 subtheme 1

Syahrial

Asrial²,

Sabil³

et al. 2022

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<span lang="EN-US">This study aims to analyze the material’s content in thematic textbook curriculum 2013 class V theme 7 events in life in subtheme 1 event of the colonial mass nationality that contains indicators of character value in it. This research uses a qualitative approach. The type of research used is a content analysis using document studies. The subject in this study is the researcher himself. The objects used in this study are student books and curriculum teacher books 2013 revised edition 2017 grade V theme 7 events in life. The data obtained will be analyzed descriptively qualitatively with the content analysis method. The results of analysis of this study showed that the character values encountered in the integrated thematic textbook curriculum 2013 class V theme 7 subtheme 1 national events of the colonial period are fond of reading, hard work, curiosity, creativit, love of the homeland, independent, honest, democratic, tolerance, responsibility, discipline, national spirit, and friendly/ communicative. The analysis of the contents of the integrated thematic book material curriculum 2013 is expected educators can be more competitive and have innovations in designing learning that is able to implement character values in every learning activity for students.</span>

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“…Some basic competencies of science learning in the 2013 curriculum for the junior secondary school level could be integrated with STEM. Rahmania (2021) recommended the PjBL integrated STEM because it could shape students of the capability of creative and critical thinking, systematic, and logic. Students had the science process skills in the good category on optical concepts after getting PjBL integrated STEM learning (Bhakti et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Structural Equation Modeling Multi-group of Science Process Skills and Cognitive in PjBL Integrated STEAM Learning

Anekawati

Hidayat

Abdullah

et al. 2021

JPSI

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In Science, students tend to use the ability, which is dominantly controlled by their left-hemisphere brain. This study explores how science process skills (SPS) affect cognitive learning achievement (CLA) of dominantly right-brained and left-brained students. By applying project-based learning on the topic that integrates STEAM elements, this research examines the differences of the effects among those groups. The respondents were 32 8th-grade students from two randomly selected intact classes. This study employed a test to measure exogenous (SPS) and endogenous (CLA) latent variables. The partial least square - structural equation modeling (PLS-SEM) and multi-group PLS-SEM were employed to analyze the results. The evaluation of the outer model shows that both latent variables were valid and reliable. The factor loading value for all indicators of each latent variable was over 0.7. The cross-loading value indicates a higher correlation between the latent variable and its indicators compared to the other variables' indicators. The composite reliability and Cronbach's alpha values were over 0.7. The significance test shows that all indicators of each latent variable were valid. The evaluation of the inner model through the significance test (α=5%) suggests that the science process skill influenced CLA with a coefficient of 0.907. Meanwhile, the 0.822 R-square value demonstrates the variability of the SPS can explain the variability of CLA of 82.2%. The multi-group-SEM test reveals a difference in the effect of SPS toward CLA among dominantly right-brained and left-brained students. While the path coefficient for the former was 0.94, the latter was 0.881.

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Project Based Learning (PjBL) Learning Model with STEM Approach in Natural Science Learning for the 21st Century

Cited by 22 publications

References 5 publications

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Content analysis of character value indicators in class v textbooks integrated thematic curriculum 2013 theme 7 subtheme 1

Structural Equation Modeling Multi-group of Science Process Skills and Cognitive in PjBL Integrated STEAM Learning

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