The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

Abstract

This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of 0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

“…Implementing PJBL-STEM in schools can reduce achievement gaps, benefit low-achieving students, and help students solve math problems (Han et al 2014). This is also supported by the research of Purwaningsih et al (2020). Implementing PJBL-STEM improves students' problem-solving skills in impulse and momentum material.…”

Implementation of STEM Learning Method to Develop Children’s Critical Thinking and Problem Solving Skills

“…STEM learning method gives an opportunity for children to conduct investigations or experiments, encouraging children to use their thinking skills to fulfill their curiosity with a scientific approach. In problem solving skills aspects, previous research stated that the application of the STEM learning method provides more opportunities for children to use their ideas to solve problems encountered in their daily life (Purwaningsih et al, 2020). The application of STEM learning method have an impact on improving children's problem solving skills.…”

“…STEM learning method can be one of the learning methods that can bring positive impact on children's critical thinking skills, because children are directly involved in learning to encourage children using a scientific approach in investigating existing information (Ardianti et al, 2020). (Purwaningsih et al, 2020) added that STEM learning method encourages children to find solutions to a problem by using a variety of different perspectives, so that it becomes one of the learning methods that has the potential to improve children's problem solving abilities.`…”

Analyzing student inquiry in online and offline classes during the Covid-19 pandemic through momentum and impulse worksheets

“…Strong and meaningful understanding such as in the topic of momentum and impulse (Saifullah et al, 2017) is needed, considering that this topic is used in solving mechanical problems involving forces that work for a certain time (Serway & Jewett, 2018). In line with (Purwaningsih et al, 2020) who stated that Momentum and Impulse material is very important in learning physics and is close to student life, also the meaning and effects of learning instructions in the topic of impulses and momentum are still unclear. Thus, inquiry-based worksheets are needed as an effective medium that is more than textbooks to make students active, to reconstruct meaning on the topic of momentum and impulse, and as a learning innovation in the middle of the Covid-19 pandemic.…”