PEMBELAJARAN BERBASIS PROYEK DENGAN PENDEKATAN STEM (PjBL-STEM) UNTUK MENINGKATKAN LITERASI STEM SISWA SMP PADA MATERI BIOTEKNOLOGI PANGAN - Nurlaely, Nelly (2017)
Penelitian ini bertujuan untuk menganalisis implementasi model pembelajaran PjBL dengan pendekatan STEM dalam upaya meningkatkan literasi STEM siswa SMP pada materi bioteknologi pangan. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian non randomized control group pretest-posttest. Subjek dalam penelitian ini adalah 72 siswa kelas IX SMPN 3 Sodonghilir Kabupaten Tasikmalaya. Siswa yang belajar dengan PjBL-STEM di kelas eksperimen sebanyak sebanyak 35 siswa sedangkan siswa yang belajar dengan PjBL non STEM di kelas kontrol sebanyak 37 siswa. Pengumpulan data menggunakan instrumen soal pengetahuan sains, teknologi engineering, matematika; angket sikap literasi STEM; serta lembar observasi keterampilan STEM. Analisis data menggunakan software SPSS 20. Hasil penelitian menunjukkan bahwa pembelajaran PjBL-STEM mampu meningkatakan literasi STEM siswa jika dibandingkan dengan pembelajaran PjBL non STEM. Hal ini terlihat pada nilai sig.(2-tailed) = 0,002 untuk peningkatan aspek pengetahuan dan 0,000 untuk peningkatan aspek sikap dalam literasi STEM. Begitupula capaian keterampilan STEM di kelas eksperimen lebih tinggi dan berbeda signifikan dibandingkan dengan di kelas kontrol (Asymp.sig.2-tailed = 0,010). Hasil penelitian ini juga menunjukkan literasi teknologi engineering merupakan komponen literasi STEM yang lebih dominan berkembang dalam pembelajaran PjBL-STEM. Kata kunci: Pembelajaran Berbasis Proyek, STEM, Literasi STEM, Bioteknologi Pangan, The purpose of this research is to analyze the implementation of project-based learning model with STEM approach to improve STEM literacy of junior high school student's in food biotechnology topic. The research method used in this study was quasi-experiment with non-randomized pretest-posttest control group design. The subjects of this study was 72 students of grade IX in SMPN 3 Sodonghilir. The number of students learning science through project-based learning with STEM in the experimental class were 35 students; meanwhile, the number of students learning through project-based learning non-STEM in the control class were 37 students. The test instruments of science, technology, engineering, and mathematics were used to gain STEM literacy of knowledge aspect. Questionnaires were used to elaborate attitudes aspect of STEM literacy, meanwhile, the observation sheet was used to measure student's skills of STEM literacy. The data were analyzed by using SPSS 20. The results show that PjBL-STEM can be able to improve the students' STEM literacy better than PjBL without STEM. This could be seen in the value of sig. (2-tailed) = 0.002 for the knowledge aspect and 0.000 for the attitude aspect of STEM literacy. In addition, the achievement of skills toward STEM literacy in the experimental class was higher than the control class and significantly different (Asymp.sig.2-tailed = 0,010). The results of this study also show that technology engineering literacy is more dominantly growing than the other component of STEM literacy. Keywords: Project-based learning, STEM, STEM Literacy, Food Biotechnology