PENGARUH MODEL PEMBELAJARAN BERBASIS STEM TERHADAP PENINGKATAN KETERAMPILAN ARGUMENTASI ILMIAH DAN SCIENCE-SELF EFFICACY SISWA KELAS V SEKOLAH DASAR

    Mochamad Tubagus Ismail, - and Mimin Nurjhani Kusumastuti, - and Muslim, - (2025) PENGARUH MODEL PEMBELAJARAN BERBASIS STEM TERHADAP PENINGKATAN KETERAMPILAN ARGUMENTASI ILMIAH DAN SCIENCE-SELF EFFICACY SISWA KELAS V SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Keterampilan argumentasi dan efikasi diri merupakan dua aspek penting yang masih menjadi tantangan dalam pembelajaran IPA pada Kurikulum Merdeka. Kurangnya keterampilan siswa dalam menyusun argumen ilmiah yang logis serta rendahnya keyakinan diri mereka untuk terlibat aktif dalam proses belajar menunjukkan bahwa kedua hal ini perlu mendapat perhatian khusus. Penelitian ini bertujuan untuk menganalisis penggunaan model pembelajaran berbasis STEM terhadap keterampilan argumentasi ilmiah dan science-self efficacy siswa SD kelas V pada materi pencemaran lingkungan. Metode penelitian yang digunakan adalah pre-experimental dengan desain penelitian one group pretest-posttest. Subjek penelitian berjumlah 31 siswa dan hanya terdiri atas satu kelompok eksperimen. Pembelajaran materi pencemaran lingkungan dilaksanakan sebanyak tiga kali pertemuan dalam satu minggu pembelajaran dengan konteks utama pembelajaran berbasis proyek yaitu pemanfaatan sampah botol plastik untuk bahan Insect-trap. Data keterampilan argumentasi ilmiah siswa didapatkan dengan menggunakan instrumen tes, sedangkan Science self‑efficacy siswa terhadap didapatkan dengan menggunakan instrumen angket. Data keterampilan argumentasi ilmiah dan Science self‑efficacy kemudian diuji menggunakan Uji Wilcoxon dan uji N-gain. Hasil penelitian menunjukan bahwa pembelajaran berbasis STEM berpengaruh terhadap naiknya skor keterampilan argumentasi ilmiah, walaupun kenaikan tersebut masih dalam taraf sedang. Penggunaan pembelajaran berbasis STEM dalam hal ini mampu memfasilitasi siswa untuk memperbaiki kualitas claim, ground/data, warrant, dan qualifier. Selain itu pembelajaran berbasis STEM secara signifikan mampu menguatkan Science self‑efficacy siswa pada aspek komunikasi sains, aplikasi sains dalam kehidupan sehari-hari, kerja praktik serta kondisi fisiologis maupun psikologi siswa. Argumentation skills and self‑efficacy are two essential aspects that remain challenging in science education within the Merdeka Curriculum framework. Students often lack the ability to construct logical scientific arguments and demonstrate low confidence in actively engaging in the learning process, indicating a need for focused attention on these areas. This study aims to analyze the use of a STEM-based learning model in improving the scientific argumentation skills and Science self‑efficacy of fifth-grade elementary school students in the context of environmental pollution material. The research employed a pre-experimental method with a one-group pretest-posttest design. The subjects consisted of 31 students grouped into a single experimental class. The learning activities were conducted over three sessions within one week, centered on a Project-Based Learning context involving the use of plastic bottle waste to create insect traps. Data on students' scientific argumentation skills were collected using test instruments, while Science self‑efficacy was measured through a questionnaire. Both sets of data were analyzed using the Wilcoxon test and N-gain test. The results indicated that STEM-based learning positively influenced the improvement of scientific argumentation scores, although the increase remained within a moderate range. This learning model facilitated enhancements in students’ abilities to construct quality claims, grounds/data, warrants, and qualifiers. Moreover, STEM-based learning significantly strengthened students’ Science self‑efficacy, particularly in aspects of science communication, the application of science in daily life, practical work, as well as physiological and psychological conditions.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S2)
    Additional Information: https://scholar.google.com/citations?user=9hrfTxAAAAAJ&hl=id ID SINTA Dosen Pembimbing Mimin Nurjhani Kusumastuti: 6126071 Muslim: 6028471
    Uncontrolled Keywords: Model pembelajaran berbasis STEM, keterampilan argumentasi ilmiah, Science self‑efficacy. STEM-based learning model, scientific argumentation skills, Science self‑efficacy.
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB1501 Primary Education
    Q Science > Q Science (General)
    Divisions: Sekolah Pasca Sarjana > Pendidikan Dasar S-2
    Depositing User: Mochamad Tubagus Ismail`
    Date Deposited: 22 Aug 2025 02:21
    Last Modified: 22 Aug 2025 02:21
    URI: http://repository.upi.edu/id/eprint/135950

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