scholarly journals PENERAPAN MODEL PBL BERBASIS STEAM UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK

2021 ◽  
Vol 12 (1) ◽  
pp. 106
Author(s):  
Isma Yanti Vitarisma Sukirno Putri ◽  
Apriani Sulu Parubak ◽  
Nelly Gultom ◽  
Murtihapsari Murtihapsari
Keyword(s):  
Problem Based Learning ◽  
Science Technology

Mutu pendidikan berkaitan erat dengan sistem dan model pembelajaran yang diterapkan. Mutu pendidikan dapat ditingkatkan melalui kualitas Sumber Daya Manusia, penyempurnaan sistem penilaian, penggunaan model pembelajaran, sarana dan prasarana yang tepat serta pembaharuan kurikulum. Salah satu upaya pembaharuan kurikulum 2013 revisi 2017 ditekankan pada penggunaan model pembelajaran yang berlangsung. Alternatif model pembelajaran yang dapat meningkatkan kemampuan hasil belajar peserta didik dengan model pembelajaran Problem Based Learning (PBL). Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk mengetahui peningkatan hasil belajar kognitif kimia dengan penerapan model pembelajaran Problem Based Learning (PBL) berbasis Science, Technology, Engineering, Arts And Mathematic (STEAM). Penelitian ini terdiri dari 2 (dua) siklus dengan jumlah peserta didik sebanyak 35 sampel. Teknik pengumpulan data yang digunakan berupa tes dan lembar pengamatan (observasi). Berdasarkan hasil observasi, menunjukkan bahwa pada siklus II terjadi peningkatan hasil belajar peserta didik sebesar 81,71 dengan persentase 71% jika dibandingkan dengan dari siklus I sebesar 70,57 dengan presentase 40%, dengan nilai ≥ 75. Hasil pengamatan terhadap pembelajaran dengan menggunakan model PBL mendapatkan tanggapan yang baik dari peserta didik

Pengembangan LKPD Terintegrasi STEM-PBL (Science, Technology, Engineering, and Mathematics - Problem Based Learning) Pada Materi Hidrolisis Garam

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Annisa Syafira ◽  
Effendi Effendi
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Problem Based Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Problem

Salah satu target dari Kurikulum 2013 adalah menciptakan peserta didik yang berguna, imajinatif, artistik dan amotif serta mempunyai andil dalam aktivitas masyarakat. Sejalan pada kurikulum 2013, kecakapan abad 21 juga menuntut peserta didik untuk memiliki kemampuan 4C yaitu critical thinking, creativity, communication and colaboration.  Hal tersebut dapat diwujudkan dengan menerapkan model pembelajaran berbasis penyelesaian masalah (PBL) dengan pendekatan STEM. Penelitian ini bertujuan untuk menghasilkan LKPD terintegrasi STEM-PBL pada materi Hidrolisis Garam dan menentukan validitas dan kepraktisan LKPD yang dikembangkan. Jenis penelitian berupa Research and Development (RD) dengan menerapkan model 4D, yang meliputi empat tahap yaitu: tahap define, tahap design, tahap develop dan tahap disseminate. Penelitian ini dibatasi hingga tahap develop, tahap disseminate tidak dilaksanakan karena keterbatasan waktu. Instrumen penelitian berupa lembar validasi dan angket praktikalitas. Validitas dan juga kepraktisan data dianalisis menggunakan Formula Cappa Cohen. Berdasarkan hasil analisis angket validitas yang dilakukan oleh 5 orang validator didapatkan moment kappa (k) sejumlah 0,89 pada kategori kevalidan sangat tinggi. Hasil analisis uji praktikalitas terhadap 2 orang guru kimia diperoleh moment kappa (k) sejumlah 0,73 dengan kategori kepraktisan tinggi dan praktikalitas terhadap 9 orang peserta didik kelas XII sejumlah 0,92 pada kategori kepraktisan sangat tinggi. Hasil data mengungkapkan LKPD terintegrasi STEM-PBL valid dan praktis untuk digunakan dalam pembelajaran Kimia, terutama materi Hidrolisis Garam.

scholarly journals HASIL BELAJAR SISWA SMA PADA PEMBELAJARAN FISIKA MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN STEM (SCIENCE, TECHNOLOGY, MATHEMATICS AND ENGINEERING)

2020 ◽  
Vol 9 (4) ◽  
pp. 147
Author(s):  
Yullya Erlina Eka Putri ◽  
Albertus Djoko Lesmono ◽  
Ismanto Ismanto
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Cognitive Domain ◽  
School Students ◽  
Science Technology ◽  
Before And After ◽  
Pbl Model

Abstract: This article discusses the learning outcomes of high school students using the Problem Based Learning (PBL) model with the STEM (Science, Technology, Engineering and Mathematics) approach. The purpose of this article is to describe how student learning outcomes in the cognitive domain in learning physics at SMA Negeri 2 Jember using the PBL model with the STEM approach. This type of research uses true experiment research and the sample of this study is students of class X MIPA 6 in SMA Negeri 2 Jember. Data collected through the method of Student Worksheets (LKS) and tests. The instrument used in this study was a student learning achievement test in the form of a posttest. The data obtained were analyzed using the N-gain test in order to know the increase in student learning outcomes before and after using the PBL model with the STEM approach. The results of this study is the use of the PBL model with the STEM approach can improve student learning outcomes X MIPA 6 in SMA Negeri 2 Jember.

scholarly journals Concept cartoon in problem-based learning : A systematic literature review analysis

2019 ◽  
Vol 9 (1) ◽  
pp. 51 ◽  
Author(s):  
Siti Jamal ◽  
Nor Ibrahim ◽  
Johari Surif
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Creative Thinking ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Interest In Science ◽  
Review Analysis ◽  
Science Technology ◽  
Concept Teaching ◽  
And Mathematics

Concept cartoon teaching strategy have the potential to increase creativity and innovation as well as the students' interest in understanding concepts. It is considered as a method that encourages students to continue exploring the issues raised and seeking solutions. This concept cartoon lesson is very suitable to be applied in the field of Science, Technology, Engineering and Mathematics which is often regarded as an abstract and difficult field. Therefore, it is becoming a necessity to see how far the cartoon concept in learning has been implemented in schools. This systematic literature review analysis aims to focus on the similarities and differences such as the objective used, the methodology used and the findings of the study. The study article was selected through a database of various types of journals according to keywords. Keywords used in the search are Concept Cartoon AND comic AND Problem-based learning. The search has been limited between 2009 and 2017. A total of 9 studies have been selected to be analyzed based on the four steps in systematic literature review. The four steps included frame a question, run a search, read the abstract and tittle of individual papers and abstract information from selected set of final articles.  The results of the systematic literature review analysis can be concluded on recent research and previous research that cartoon concept teaching strategy is very effective in enhancing creative thinking as well as cultivating students' interest in Science, Technology, Engineering and Mathematics.

scholarly journals STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) INOVASI DALAM PEMBELAJARAN VOKASI ERA MERDEKA BELAJAR ABAD 21

2021 ◽  
Vol 1 (1) ◽  
pp. 40-48
Author(s):  
SUWARDI SUWARDI
Keyword(s):  
Problem Based Learning ◽  
Science Technology ◽  
And Mathematics

Pendidikan indonesia masa kini dihadapakan berbagai masalah yaitu kualitas SDM yang dihasilkan dan Penggangguran tamatan. Pengangguran yang paling besar adalah lulusan SMK, berbagai macam dan cara dilakukan untuk mengatasi hal tersebut. Salah satu cara meningkatkan kualitas SDM dengan memberikan inovasi pada proses pembelajaran terutama pada bidang pembelajaran vokasi. Pembelajaran yang dapat diterapkan pada pendidikan vokasi adalah pembelajaran berbasis STEM (Science, Technology, Engineering, and Mathematics). Tujuan penelitian ini adalah untuk memaparkan lebih luas mengenai pembelajaran STEM sebagai pembaruan dalam proses pembelajaran yang dapat diterapkan dalam pembelajaran Vokasi atau SMK.  Penelitian ini menggunakan metode kajian literatur terhadap referensi-referensi dan hasil-hasil penelitian yang relevan, yang dilanjutkan dengan diskusi-diskusi kelompok. Hasil dari penelitian ini adalah (1) pembelajaran STEM berhasil diterapkan di dalam maupun luar negeri; (2) Pembelajaran STEM dapat meningkatkan kemampuan berpikir kritis siswa dan menumbuhkan kreativitas siswa; (3) Pembelajaran STEM dapat guru menyiapkan pembelajaran yang lebih menarik dan menantang; (4) Pembelajaran STEM dapat diintegrasikan dengan beberapa model pembelajaran seperti Project Based Learnig, Problem Based Learning maupun model pembelajaran kooperatif; (5) Pembelajaran  STEM  membuat siswa menatap masa depan lebih maksimal; (6) Pembelajaran STEM sangat cocok digunakan pada pembelajaran abad 21; (7) Pemberlajaran STEM dapat diterapkan dalam Era Merdeka Belajar.

scholarly journals THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL WITH STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS) APPROACH TO TRAIN STUDENTS’ SCIENCE PROCESS SKILLS OF XI GRADERS ON CHEMICAL EQUILIBRIUM TOPIC

2021 ◽  
Vol 2 (1) ◽  
pp. 1-14
Author(s):  
Nabila Aurelia Awalin ◽  
Ismono Ismono
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Chemical Equilibrium ◽  
Problem Based Learning ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Pbl Model

This study aims to determine the improvement of learning outcomes and students’ science process skills by implementation PBL (Problem Based Learning) model with STEM (Science, Technology, Engineering, Mathematics) based on chemical equilibrium topic. The method in this research is quantitative descriptive with One-Group Pretest-Postest design. The subjects of this study were students of Mathematics and Natural Sciences XI graders in State Senior High School 1 Pulung,  Ponorogo Regency. Data method is; observation, questionnaires, and tests. Technical data analysis used is; analysis of study results data, analysis of observations of learning implementation, analysis of student activities, analysis of learning outcomes completeness, and analysis of student responses. The results in this study were: (1) the mean percentage of the implementation of PBL model based on STEM  in the chemical equilibrium topic was 89.26%; (2) the category of improvement for all indicators of Science Process Skills observing and conclusion that respectively 0.82 and 0.89 are included in the high category, for the skills to formulate problems, formulate hypotheses, determine variables, and analyze data respectively of 0.64 ; 0.42; 0.67; 0.68 and can be categorized as moderate; (3) the learning outcomes of students in the realm of knowledge have increased classically with n-gain of 0.62 in the moderate category; and the last (4) learning by implementation the STEM-based PBL  model on chemical equilibrium material received a positive response from students based on the results of the questionnaire, the percentage was 83%.

Development of analytical thinking ability and attitudes towards science learning of grade-11 students through science technology engineering and mathematics (STEM education) in the study of stoichiometry

2016 ◽  
Vol 17 (4) ◽  
pp. 842-861 ◽  
Author(s):  
Patcharee Chonkaew ◽  
Boonnak Sukhummek ◽  
Chatree Faikhamta
Keyword(s):  
Stem Education ◽  
Confidence Level ◽  
Science Learning ◽  
Problem Based Learning ◽  
Science Technology ◽  
Analytical Thinking ◽  
Thinking Ability ◽  
Attitudes Towards Science ◽  
And Mathematics ◽  
Grade 11

The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical thinking ability test, a science learning attitude test, classroom observations, student reflective journals, and semi-structured interviews. The findings indicated that STEM learning activities based on problem-based learning successfully developed analytical thinking abilities and attitudes towards science learning. Consequently, the students realized how important theories are, and were able to integrate their knowledge from various fields to solve problems and to create new innovations. About 80% of the students showed higher analytical thinking ability scores above the prescribed criterion of 70% of the full score. After learning, the scores of the students were higher than those before learning at a confidence level of 0.01. The attitudes towards science learning were higher than those before learning at a confidence level of 0.01. The successful activities of STEM started with offering knowledge to students through an inquiry-based process until they could construct the knowledge on their own. After that, the teacher initiated a problem situation and allowed each group of students to create a useful product adopted from the experimental results via integrating STEM knowledge to modify their creative works.

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