PENERAPAN METODE PEER TEACHING PADA PERKULIAHAN PEMBELAJARAN SAINS UNTUK MENINGKATKAN KEMAMPUAN MENGANALISIS MAHASISWA CALON GURU PAUD PADA TOPIK STEAM-PBL (PROJECT BASED LEARNING) - Firdanita Pristiana, - (2021)
Penerapan Metode Peer Teaching Pada Perkuliahan Pembelajaran Sains Untuk Meningkatkan Kemampuan Menganalisis Mahasiswa Calon Guru PAUD Pada Topik STEAM-PBL (Project Based Learning). Penelitian ini dilatarbelakangi oleh minimnya pengetahuan guru PAUD terkait topik penerapan pembelajaran STEAM-PBL di ranah PAUD. Langkah awal yang dapat dilakukan untuk meningkatkan pengetahuan guru tentang STEAM-PBL yaitu dengan membekali calon guru PAUD terkait pengetahuan dan keterampilan terkait pembelajaran STEAM-PBL PAUD. Adapun tujuan penelitian ini yaitu 1)Mengidentifikasi kemampuan menganalisis yang dimiliki oleh mahasiswa calon guru PAUD pada topik STEAM-Project based learning sebelum mengikuti kegiatan Peer Teaching; 2)Mengidentifikasi kemampuan menganalisis yang dimiliki oleh mahasiswa calon guru PAUD pada topik STEAM-Project based learning setelah mengikuti kegiatan Peer Teaching; 3)Menganalisis perbedaan yang signifikan kemampuan menganalisis yang dimiliki oleh mahasiswa calon guru PAUD pada topik STEAM-Project based learning antara sebelum dan setelah mengikuti kegiatan Peer Teaching. Metode penelitian ini adalah pre-eksperimen dengan desain one group pre-test post-test. Penelitian ini dilakukan secara online melibatkan sampel penelitian sebanyak 60 mahasiswa calon guru PAUD. Data yang diperoleh dianalisis dengan menghitung nilai rata-rata pre-test dan post-test. Kemudian peneliti melakukan uji N-gain dan Uji-t. Hasil penelitian menunjukan bahwa metode Peer Teaching cukup berhasil dalam meningkatkan kemampuan menganalisis yang dimiliki oleh mahasiswa calon guru pada topik STEAM-Project based learning. Hal ini dilihat berdasarkan peningkatan hasil nilai pre-test dan post-test memperoleh nilai N-gain sebesar 0,31 dan termasuk ke dalam kategori sedang. Selain itu, pada hasil Uji-t menunjukkan bahwa data memperoleh Asym.sig yaitu 0,000. Maka disimpulkan bahwa H0 (Hipotesis Nol) di terima dan H1 (Hipotesis Satu) ditolak, atau dengan kata lain terdapat peningkatan kemampuan menganalisis topik STEAM-PBL yang signifikan bagi mahasiswa calon guru PAUD antara sebelum dan sesudah mengikuti metode Peer Teaching. Kata Kunci : STEAM, Project Based Learning, Peer Teaching, Kemampuan Menganalisis, Guru PAUD ----- Application of Peer Teaching Methods In Science Learning Lectures to Improve Analyzing Ability of Prospective Early Childhood Education Teacher Students on STEAM-PBL (Project Based Learning) Topics This research is motivated by the lack of knowledge of PAUD teachers regarding the topic of implementing STEAM-PBL learning in the PAUD realm. The initial step that can be taken to increase teacher knowledge about STEAM-PBL is by equipping prospective PAUD teachers with knowledge and skills related to STEAM-PBL PAUD learning. The objectives of this study are 1) Identifying the analytical skills possessed by prospective PAUD teacher students on the topic of STEAM-Project based learning before participating in Peer Teaching activities; 2) Identifying the analytical skills possessed by prospective PAUD teacher students on the topic of STEAM-Project based learning after participating in Peer Teaching activities; 3) Analyzing the significant differences in analytical skills possessed by prospective PAUD teacher students on the topic of STEAM-Project based learning between before and after participating in Peer Teaching activities. This research method is pre-experiment with one group pre-test post-test design. This research was conducted online involving a research sample of 60 prospective PAUD teacher students. The data obtained were analyzed by calculating the average value of the pre-test and post-test. Then the researchers conducted the N-gain test and t-test. The results showed that the Peer Teaching method was quite successful in improving the analytical skills possessed by prospective teacher students on the topic of STEAM-Project based learning. This can be seen based on the increase in the results of the pre-test and post-test scores to obtain an N-gain value of 0.31 and is included in the medium category. In addition, the t-test results show that the data obtained Asym.sig is 0.000. Then it was concluded that H0 (Hypothesis Zero) was accepted and H1 (Hypothesis One) was rejected, or in other words there was a significant increase in the ability to analyze STEAM-PBL topics for prospective PAUD teacher students between before and after following the Peer Teaching method. Key Words: STEAM, Project Based Learning, Peer Teaching, Ability Analyzing, Early Childhood Education Teacher