EFEKTIVITAS PENERAPAN PENDEKATAN STEM (SCIENCE, TECHNOLOGY, ENGINEERING, DAN MATHEMATICS) PADA PEMBELAJARAN IPA DALAM MENINGKATKAN PENGUASAAN KONSEP DAN TECHNOLOGY ENGINEERING LITERACY (TEL) SISWA
Penelitian ini bertujuan untuk memperoleh informasi tentang pengaruh penerapan pendekatan STEM (Science, Technology, Engineering, dan Mathematics) terhadap penguasaan konsep dan technology engineering literacy (TEL) siswa dibandingkan dengan penerapan model pembelajaran berbasis proyek (PjBL). Ranca...
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2019-09-09.
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| Summary: | Penelitian ini bertujuan untuk memperoleh informasi tentang pengaruh penerapan pendekatan STEM (Science, Technology, Engineering, dan Mathematics) terhadap penguasaan konsep dan technology engineering literacy (TEL) siswa dibandingkan dengan penerapan model pembelajaran berbasis proyek (PjBL). Rancangan penelitian menggunakan metode kuasi eksperimen dan desain pretest-posttest control group design dengan subjek penelitian siswa kelas VIII di salah satu SMP Negeri di Kota Banda Aceh yang berjumlah 38 orang yang terbagi menjadi 2 kelas, 19 orang untuk kelas eksperimen dan 19 orang untuk kelas kontrol. Penguasaan konsep diukur menggunakan soal pilihan ganda beralasan sebanyak 14 soal dan kemampuan TEL diukur menggunakan soal uraian sebanyak 3 soal yang masing-masing soal terdiri dari 4 sub-soal, kemampuan TEL juga diukur dengan instrumen pendukung berupa asesmen kinerja yang menilai kinerja proses dan produk siswa. Teknik analisis data diuji menggunakan N-Gain, uji beda dua rata-rata, dan effect size. Hasil analisis data menunjukkan perhitungan nilai N-Gain untuk kelas kontrol yaitu penguasaan konsep sebesar 0,29 (rendah) dan kemampuan TEL sebesar 0,10 (rendah), sedangkan untuk kelas eksperimen yaitu penguasaan konsep sebesar 0,59 (sedang) dan kemampuan TEL sebesar 0,62 (sedang). Hasil uji beda rata-rata menunjukkan bahwa kemampuan penguasaan konsep dan TEL siswa berbeda secara signifikan antara siswa kelas eksperimen yang diajarkan melalui penerapan pendekatan STEM dan siswa kelas kontrol yang diajarkan melalui penerapan model pembelajaran berbasis proyek (PjBL). Hasil uji effect size perlakuan yang diberikan pada kelas eksperimen menunjukkan nilai Cohen's d 0,40 (sedang) untuk penguasaan konsep dan 3,47 (sangat besar) untuk TEL. Kata kunci : pendekatan STEM, penguasaan konsep, technology engineering literacy This study aims to obtain information about the effect of the implementation of STEM (Science, Technology, Engineering, and Mathematics) approach on students' concept mastery and technology engineering literacy (TEL) compared to the implementation of the project-based learning model (PjBL). The study design using quasi-experimental methods and pretest-posttest control group design with participants of research project were students of grade VIII in one of Public Middle School in Banda Aceh, there were 38 students divided into 2 classes, 19 people for the experimental class and 19 people for the control class. Concept mastery is measured using two tier multiple choice questions with as many as 14 questions and TEL's ability is measured using 3 essay questions, each of which consists of 4 sub-questions, TEL's ability is also measured by supporting instruments in the form of performance assessments that assess the performance of students' processes and products. Data analysis techniques were tested using N-Gain, test difference of two mean, and effect size. The results of data analysis show the N-Gain value for the control class is the concept mastery of 0.28 (low) and TEL ability of 0.10 (low), while for the experimental class that is the concept mastery of 0.59 (moderate) and TEL capability of 0.62 (moderate). Based on the results of the average difference test shows that the ability of mastery of concepts and TEL students differ significantly between experimental class students who are taught through the application of STEM approach and control class students who are taught through the application of project-based learning models (PjBL). The results of effect size test show that the treatment of experimental class had Cohen's d value is 0,40 (moderate) for concept mastery and 3,47 (very large) for TEL. Keywords: STEM approach, concept mastery, technology engineering literacy |
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| Item Description: | http://repository.upi.edu/41950/1/T_IPA_1707938_Title.pdf http://repository.upi.edu/41950/2/T_IPA_1707938_Chapter1.pdf http://repository.upi.edu/41950/3/T_IPA_1707938_Chapter2.pdf http://repository.upi.edu/41950/4/T_IPA_1707938_Chapter3.pdf http://repository.upi.edu/41950/5/T_IPA_1707938_Chapter4.pdf http://repository.upi.edu/41950/6/T_IPA_1707938_Chapter5.pdf http://repository.upi.edu/41950/7/T_IPA_1707938_Appendix.pdf |