IMPLEMENTASI MODEL PEMBELAJARAN STEM (SCIENCE TECHNOLOGY ENGINEERING, AND MATHEMATICS) BERBASIS SRL (SELF REGULATED LEARNING) UNTUK MENGEMBANGKAN ASPEK KEMANDIRIAN BELAJAR DAN PENINGKATAN AKTIVITAS FISIK - Eva Sri Gumilang, - (2022)
ABSTRAK Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh antara penerapan model pembelajaran STEM (Science Technology Engineering, and Mathematics) berbasis SRL (Self Regulated Learning) dan tanpa penerapan model pembelajaran STEM (Science, Technology, Engineering, and Mathematics) berbasis SRL (Self Regulated Learning) untuk mengembangkan aspek kemandirian belajar dan peningkatan aktivitas fisik, serta mengetahui model manakah yang lebih baik. Metode yang digunakan yaitu quasi eksperimen, dengan desain penelitian nonequivalent control group design. Penelitian dilakukan di SMP Lab. School UPI dengan pengambilan sampel menggunakan teknik purposive sampling. Instrumen yang digunakan yaitu Self-Rating Scale of Self Directed Learning (SRSSDL), dan Physical Activity Questionnaire for Older Children (PAQ-C). Penelitian dilakukan secara daring (dalam jaringan) dan PTMT (Pertemuan Tatap Muka Terbatas). Hasil analisis data menunjukkan nilai signifikansi pada aspek kemandirian belajar sebesar 0,27 dan aspek aktivitas fisik sebesar 0,47 dengan kriteria nilai (Sig.) α = 0,05. Maka dapat disimpulkan bahwa terdapat perbedaan pengaruh yang signifikan dari penerapan model science, technology, engineering, and mathematics (STEM) berbasis SRL (Self Regulated Learning) dan tanpa penerapan STEM berbasis SRL terhadap pengembangan aspek kemandirian belajar dan peningkatan aktivitas fisik siswa. Serta penerapan STEM berbasis SRL lebih baik daripada tanpa penerapan STEM berbasis SRL. Kata Kunci: STEM, SRL, Kemandirian Belajar, Aktivitas Fisik ABSTRACT This study aims to determine difference of effect between the application of STEM (Science Technology Engineering, and Mathematics) learning model based on SRL (Self Regulated Learning) and without application of STEM (Science, Technology, Engineering, and Mathematics) learning model based on SRL (Self Regulated Learning) to develop aspects of directed learning and increase physical activity, as well as to find out which model is better. The method used is quasi-experimental, with a nonequivalent control group design. Research was conducted in SMP Lab. School UPI with sampling used purposive sampling technique. The instruments used the Self-Rating Scale of Self Directed Learning (SRSSDL), and the Physical Activity Questionnaire for Older Children (PAQ-C). The research was conducted online (on the network) and PTMT (Limited Face-to-face Meeting). The results of data analysis showed that the significance value in the directed learning aspect was 0.27 and the physical activity aspect was 0.47 with the criterion value (Sig.) = 0.05. It can be concluded, there is a significant difference in the effect of application STEM (science, technology, engineering, and mathematics) model based SRL (Self Regulated Learning) and without application of STEM based SRL on development of aspects of directed learning and increasing students' physical activity. And application of STEM based SRL are better than without the application of STEM based SRL. Keywords: STEM, SRL, Directed Learning, Physical Activity