The Implementation of STEM-PBL Learning to Enhance Students' Critical Thinking Skills
DOI:
10.29303/jpft.v10i1.6879Published:
2024-06-29Issue:
Vol. 10 No. 1 (2024): January-JuneKeywords:
critical thinking skill, PBL, STEMArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This research is motivated by the importance of having 21st century skills, one of which is critical thinking skills. However, the facts show that students' critical thinking skills have not been fully realized optimally. Based on the results of preliminary studies and literature studies show that students' critical thinking skills are in the low to medium category. This research aims to enhance students' critical thinking skills through the implementation of STEM-PBL learning in the topic of temperature and heat. The research method used is quantitative research, specifically a pre-experimental design with the One Group Pretest-Posttest Design. This study involved 36 eleventh-grade students high school as the research sample. Data collection was done through a formative test based on critical thinking skill indicators. The research results indicate that the implementation of STEM-PBL learning can enhance students' critical thinking skills with an N-gain value of 0.5, categorized as medium. The highest N-gain was achieved in the indicator of basics clarification, while the lowest was in the indicator of advance clarification. Overall, the implementation of STEM-PBL learning has a positive impact on improving students' thinking skills.
References
Arifah, N., Kadir, F., & Nuroso, H. (2021). Hubungan Antara Model Pembelajaran Problem Based Learning Dengan Kemampuan Berpikir Kritis Pada Pembelajaran Fisika. Karst: Jurnal Pendidikan dan Terapannya, 4(1), 14- 20, from https://doi.org/10.46918/karst.v4i1.946 DOI: https://doi.org/10.46918/karst.v4i1.946
Ariyatun, A., & Octavianelis, D. F. (2020). Pengaruh model problem based learning terintegrasi stem terhadap kemampuan berpikir kritis siswa. JEC, 2(1), 33, from https://doi.org/10.21580/jec.2020.2.1.5434 DOI: https://doi.org/10.21580/jec.2020.2.1.5434
Bybee, R. W. (2011). Scientific and engineering practices in K-12 classrooms. Science Teacher, 78(9), 34-40.
https://edcipr.com/wp-content/uploads/2017/02/Science-Engineering_Practices.pdf
Ennis, R. H. (2011) The Nature of Critical Thingking : An Outline of Critical Thinking Dispositions and Abilities. University of Illinois. https://doi.org/10.22329/il.v6i2.2729 DOI: https://doi.org/10.22329/il.v6i2.2729
Febrianto, T., Ngabekti, S., & Saptono, S. (2021). The effectiveness of schoology-assisted PBL-STEM to improve critical thinking ability of junior high school students. Journal of Innovative Science Education, 10(2), 222-229, from https://doi.org/10.15294/jise.v9i3.42993
Kurniansyah, A. F. (2018). Pengaruh Model Problem Based Learning (PBL) Berbasis STEM (Science, Technology, Engineering, Mathematics) Terhadap Hasil Belajar Kognitif Siswa Kelas X-IPA MAN Batu Materi Momentum Impuls. (Doctoral dissertation Universitas Negeri Malang). https://repository.um.ac.id/18905/
Nainggolan, S. S., Johan, D. H. P., & Purwanto, A. (2023). Analisis Kemampuan Berpikir Kritis Siswa Pada Materi Dinamika Rotasi dan Keseimbangan Benda Tegar di SMAN 7 Kota Bengkulu. Jurnal Penelitian Pembelajaran Fisika, 14(1), 39-48, from https://doi.org/10.26877/jp2f.v14i1.13617 DOI: https://doi.org/10.26877/jp2f.v14i1.13617
Nurazmi, N., & Bancong, H. (2021). Integrated STEM-Problem Based learning Model: Its Effect on Students' Critical Thinking. Physics Education Journal, (4)2,70-77, from https://doi.org/10.37891/kpej.v4i2.219
OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, form https://doi.org/10.1787/53f23881-en DOI: https://doi.org/10.1787/53f23881-en
Permanasari, A., Rubini, B., & Nugroho, O.F. 2021. STEM Education in indonesia: science teachers’ and students’ perspectives. Journal of Innovation in Educational and Cultural Research, 2(1), 7-16, from https://doi.org/10.46843/jiecr.v2i1.24 DOI: https://doi.org/10.46843/jiecr.v2i1.24
Putri, C. D., Pursitasari, I. D., & Rubini, B. (2020). Problem Based Learning Terintegrasi STEM di Era Pandemi Covid-19 Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa. Jurnal IPA dan Pembelajaran IPA, (4)2,193-204, from https://doi.org/10.24815/jipi.v4i2.17859 DOI: https://doi.org/10.24815/jipi.v4i2.17859
Ramli, Y., & Irawan, F. (2023). Pengaruh Pembelajaran PBL terintegrasi STEM terhadap Keterampilan Berpikir Kritis Siswa. Jurnal Jeumpa, 10(2), 269-277, from https://doi.org/10.33059/jj.v10i2.8479 DOI: https://doi.org/10.33059/jj.v10i2.8479
Rohmah, H. N., Suherman, A., & Utami, I. S. (2021). Penerapan Problem Based Learning berbasis STEM pada Materi Alat Optik untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik. Jurnal Penelitian Pembelajaran Fisika, (12)2, 117-123, from https://doi.org/10.26877/jp2f.v12i2.7900 DOI: https://doi.org/10.26877/jp2f.v12i2.7900
Syafriani, D., Darmana, A., Syuhada, F. A., & Sari, D. P. (2023). Buku Ajar Statistik: Uji Beda Untuk Penelitian Pendidikan (Cara dan Pengolahannya dengan SPSS).
Zubaidah, S. (2019). STEAM (Science, Technology, Engineering, Arts, and Mathematics) : Pembelajaran untuk Memberdayakan Keterampilan Abad ke-21. Seminar Nasional Matematika dan Sains. Universitas Wiralodra Indramayu.
Zulfawati, Z., Mayasari, T., & Handhika, J. (2022). The Effectiveness of the Problem-Based Learning Model Integrated STEM Approach in Improving the Critical Thinking Skills. Jurnal Penelitian Fisika dan Aplikasinya, (12)1, 76-90, from https://doi.org/10.26740/jpfa.v12n1.p76-91 DOI: https://doi.org/10.26740/jpfa.v12n1.p76-91
Author Biographies
Rahma Khoirunnissa, Universitas Pendidikan Indonesia
Physics Education Study Program
Irma Rahma Suwarma, Universitas Pendidikan Indonesia
Physics Education Study Program
Muslim Muslim, Universitas Pendidikan Indonesia
Physics Education Study Program
License
Copyright (c) 2024 Rahma Khoirunnissa, Irma Rahma Suwarma, Muslim Muslim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
