PEMBELAJARAN PROYEK STEM-ESD TERKAIT RESPONSIBLE CONSUMPTION AND PRODUCTION DENGAN ALAT REAKTOR PEMBUAT BIOPLASTIK TERHADAP KETERAMPILAN REKAYASA DAN AKSI SISWA

Alya Syahryanida, - and Ari Widodo, - and Rini Solihat, - (2025) PEMBELAJARAN PROYEK STEM-ESD TERKAIT RESPONSIBLE CONSUMPTION AND PRODUCTION DENGAN ALAT REAKTOR PEMBUAT BIOPLASTIK TERHADAP KETERAMPILAN REKAYASA DAN AKSI SISWA. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Keterampilan rekayasa merupakan kompetensi penting dalam membentuk generasi muda yang adaptif, inovatif, dan tanggap terhadap tantangan era disrupsi teknologi serta krisis lingkungan. Pembelajaran pasif terbukti belum mampu mengembangkan keterampilan berpikir kritis, pemecahan masalah, maupun aksi nyata siswa terhadap isu kompleks, salah satunya penumpukan limbah organik. Limbah organik yang mendominasi komposisi limbah nasional berkontribusi besar terhadap pencemaran dan emisi gas rumah kaca. Maka diperlukan strategi pembelajaran kontekstual yang tidak hanya membangun keterampilan rekayasa, tetapi juga menumbuhkan kesadaran terhadap Responsible Consumption and Production (SDG 12). Penelitian ini bertujuan untuk mendapatkan informasi mengenai keterampilan rekayasa dan aksi siswa setelah pembelajaran proyek STEM-ESD terkait Responsible Consumption and Production dengan alat reaktor pembuat bioplastik. Metode yang digunakan adalah pre-eksperimen dengan desain one group pretest-posttest, serta teknik convenience sampling. Penelitian melibatkan 73 siswa kelas X di salah satu SMA Negeri di Kota Bandung. Data dikumpulkan melalui rubrik keterampilan rekayasa (PBER) berdasarkan proses pembuatan alat reaktor pembuat bioplastik, serta kuesioner aksi siswa terhadap isu berkelanjutan. Hasil penelitian menunjukkan bahwa pembelajaran proyek STEM-ESD berhasil memunculkan keterampilan rekayasa siswa pada kategori sangat baik dan level advance designer (desainer tingkat lanjut) dengan nilai rata-rata 79. Selain itu, terdapat peningkatan aksi siswa yang ditunjukkan oleh nilai rata-rata pretest sebesar 71,30 dan posttest sebesar 78,79. Skor N-Gain sebesar 0,27 menunjukkan adanya peningkatan, meskipun berada pada kategori rendah. Melalui pembelajaran proyek STEM-ESD, siswa menjadi lebih sadar terhadap isu kontekstual seperti pengelolaan limbah organik, mampu mencari solusi melalui inovasi teknologi berupa bioplastik, serta memahami pentingnya konsumsi dan produksi berkelanjutan sebagai bagian dari upaya menghadapi tantangan global. Engineering skills are essential competencies in shaping a young generation that is adaptive, innovative, and responsive to the challenges of the era of technological disruption and environmental crises. Passive learning has been proven to be unable to develop critical thinking skills, problem-solving skills, or real-life actions in students regarding complex issues, one of which is the accumulation of organic waste. Organic waste, which dominates the composition of national waste, contributes significantly to pollution and greenhouse gas emissions. Therefore, a contextual learning strategy is needed that not only builds engineering skills but also raises awareness of Responsible Consumption and Production (SDG 12). This study aims to obtain information on students' engineering skills and actions after learning about the STEM-ESD project related to Responsible Consumption and Production with a bioplastic reactor. The method used was a pre-experiment with a one-group pretest-posttest design, and a convenience sampling technique. The study involved 73 10th-grade students at a public high school in Bandung City. Data were collected through an engineering skills rubric (PBER) based on the process of making a bioplastic reactor, as well as a questionnaire on student actions towards sustainable issues. The results of the study showed that STEM-ESD project learning succeeded in developing students' engineering skills in the very good category and the advanced designer level with an average score of 79. In addition, there was an increase in student action as indicated by the average pretest score of 71.30 and posttest of 78.79. The N-Gain score of 0.27 indicated an increase, although it was in the low category. Through STEM-ESD project learning, students became more aware of contextual issues such as organic waste management, were able to find solutions through technological innovations in the form of bioplastics, and understood the importance of sustainable consumption and production as part of efforts to face global challenges.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=new_profile&hl=en ID SINTA Dosen Pembimbing: Ari Widodo: 257822 Rini Solihat: 6005021
Uncontrolled Keywords:	Pembelajaran Proyek STEM-ESD, Responsible Consumption and Production, Alat Reaktor Pembuat Bioplastik, Keterampilan Rekayasa Siswa, Aksi Siswa STEM-ESD Project Learning, Responsible Consumption and Production, Bioplastic Making Reactor, Student Engineering Skills, Student Action
Subjects:	G Geography. Anthropology. Recreation > GE Environmental Sciences L Education > L Education (General) L Education > LB Theory and practice of education T Technology > TP Chemical technology
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Biologi - S1 > Program Studi Pendidikan Biologi
Depositing User:	Alya Syahryanida
Date Deposited:	02 Sep 2025 03:15
Last Modified:	02 Sep 2025 03:15
URI:	http://repository.upi.edu/id/eprint/137113

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