PENERAPAN PENDEKATAN STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) BERBANTUAN LKS PADA KOMPETENSI DASAR MENERAPKAN DAN MEMPRODUKSI PENGOLAHAN HASIL UMBI-UMBIAN DI SMKN 1 KUNINGAN - Sarah Tsamrotul Fuadah, - (2019)
Proses pembelajaran di SMKN 1 Kuningan terdiri dari 70% praktikum dan 30% teori, namun kurang terlibatnya siswa saat kegiatan praktikum dan pembelajaran di kelas menyebabkan hasil belajar siswa masih rendah. Pendekatan STEM dapat menghasilkan pembelajaran yang bermakna melalui integrasi sains, teknologi, teknik, dan matematika. Tujuan penelitian ini adalah untuk mengetahui keterlaksanaan pendekatan STEM berbantuan LKS dalam pembelajaran dan hasil belajar siswa pada materi pengolahan umbi-umbian. Penelitian dilakukan dengan metode Penelitian Tindakan Kelas (PTK) dalam 3 siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, pengamatan dan refleksi. Sampel dari penelitian ini adalah siswa kelas XI APHP 2. Hasil penelitian menunjukkan 1) Keterlaksanaan pendekatan STEM berbantuan LKS terlaksana dengan baik, pada siklus I sebesar 97%, siklus II sebesar 96%, dan siklus III sebesar 96%. 2) Hasil literasi STEM siswa pada aspek pengetahuan menunjukkan bahwa meningkatnya rata-rata nilai N-Gain pada literasi Science dan Engineering pada setiap siklus, namun untuk literasi Technology dan Mathematics mengalami penurunan pada setiap siklus. 3) Hasil literasi STEM siswa pada aspek keterampilan menunjukkan bahwa 64% siswa dapat membuat brownies umbi dengan kategori "Sangat Terampil", dan 36% siswa dengan kategori "Terampil".--------The learning process in Vocational High School 1 Kuningan consists of 70% practice and 30% theories, however the students less involvement in practice and learning activities in the classroom caused their learning outcomes are still low. The STEM approach can produce meaningful learning through integration of science, technology, engineering, and mathematics. The aim of this study was to determine the feasibility of the STEM approach with LKS in students learning process and outcomes in processing tubers. This study was conducted using the Classroom Action Research (CAR) method in 3 cycles. Each cycle consists of planning, action, observation and reflection. The samples of this study were the students of XI APHP 2. The results showed that: 1) the implementation of the STEM approach assisted with the LKS was well implemented, in the first cycle it was 97%, the second cycle was 96%, and the third cycle was 96%. 2) STEM literacy results of students on the knowledge aspect showed that the average N-Gain value in Science and Engineering literacy increased in each cycle, but for Technology and Mathematics literacy has decreased in each cycle. 3) The STEM literacy results of students in the skill aspect showed that 64% of students could make tuber brownies in the category of "Very Skilled", and 36% of students were in the category "Skilled".