PENGARUH PROJECT BASED LEARNING DENGAN PENDEKATAN STEM TERHADAP LITERASI STEM SISWA SMP PADA POKOK BAHASAN ENERGI

Tati, - (2017) PENGARUH PROJECT BASED LEARNING DENGAN PENDEKATAN STEM TERHADAP LITERASI STEM SISWA SMP PADA POKOK BAHASAN ENERGI. S1 thesis, Universitas Pendidikan Indonesia.

Baca Full Text klik disini
[img] Text
T_IPA_1507758_Title.pdf
Download (266kB)
[img] Text
T_IPA_1507758_Abstract.pdf
Download (195kB)
[img] Text
T_IPA_1507758_Table_of_Content.pdf
Download (157kB)
[img] Text
T_IPA_1507758_Chapter1.pdf
Download (230kB)
[img] Text
T_IPA_1507758_Chapter2.pdf
Restricted to Staf Perpustakaan
Download (456kB)
[img] Text
T_IPA_1507758_Chapter3.pdf
Download (584kB)
[img] Text
T_IPA_1507758_Chapter4.pdf
Restricted to Staf Perpustakaan
Download (1MB)
[img] Text
T_IPA_1507758_Chapter5.pdf
Download (140kB)
[img] Text
T_IPA_1507758_Bibliography.pdf
Download (309kB)
[img] Text
T_IPA_1507758_Appendix.pdf
Restricted to Staf Perpustakaan
Download (62kB)
Official URL: http://repository.upi.edu

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapanProject Based Learning dengan pendekatan STEM terhadap literasi STEM siswa pada pokok bahasan energi. Metode penelitian yang digunakan adalah quasi eksperimen dengan non randomized pretest-posttest control group design. Subjek penelitian ini adalah 56 siswa kelas VIII salah satu SMP Negeri di KabupatenKuningan yangterbagi dalam dua kelasyaitu 28 siswa pada kelas ekperimen yang menggunakan Project-Based Learningdengan pendekatan STEM, dan 28 siswa pada kelas kontrol yang menggunakan Project-Based Learningtanpa pendekatan STEM. Instrumen yang digunakan adalah soal literasi STEM dengan reliabilitas tes 0,71, skala sikap, dan lembar observasi penilaian kinerja. Analisis data signifikansi perbedaan literasi STEM antara kelas kontrol dan kelas eksperimen menggunakan SPSS 22, sedangkan analisis effect sizemenggunakan kalkulator effect sizePaul D Ellis. Hasil analisis data literasi STEM aspek pengetahuan menunjukkan bahwa peningkatan literasi sains, literasi technology-engineering dan literasi matematika pada kelas eksperimen berbeda signifikan dengan kelas kontrol. Signifikansi perbedaan rata-rata pada masing-masing komponen yaitu literasi sains, p-value=0,005 dengan effect size=0,80 pada kategori kuat; literasi teknologi-engineering, p-value=0,001 dengan effect size=0,88 pada kategori kuat; literasi matematika, p-value=0,004 dengan effect size=0,83 pada kategori kuat.Peningkatan literasi STEM aspek sikap berbeda signifikan antara kelas eksperimen dengan kelas kontrol dengan p-value=0,000 dan effect size 1,88pada kategori kuat.Capaian literasi STEM aspek keterampilan antara kelas eksperimen dengan kelas kontrol berbeda signifikan dengan p-value= 0,018 dan effect size1,84 dengan kategori kuat. Berdasarkan hal tersebut, dapat disimpulkan bahwa Project-Based Learning dengan pendekatan STEM dapat meningkatkan literasi STEM siswa pada aspek pengetahuan, sikap dan keterampilan. Sebagian besar siswa menunjukkan respon positif terhadap pembelajaran Project-Based Learning dengan pendekatan STEM. Kata Kunci: Project-Based Learning, Pendekatan STEM, Literasi STEM, Konsep Energi;--- This study is aimed to examine the effect of Project-Based Learning with STEM approach toward students STEM literacy on energy topic. This study used quasi-experiment with non-randomized pretest-posttest control group design. The subject of this study was 56 students in grade VIII at a junior high school in Kuningan, which is divided into two classes, 28 students in the experiment class and the other 28 students in the control class. The instrument was a test of STEM literacy with reliability 0.71, a scale attitude, and performance appraisal observation.Data analyze of significance difference of STEM literacy between experiment class and control class used SPSS 22 and analysis of effect size used effect size calculator Paul D Ellis.The results of analysis of STEM literacy on knowledge aspect showed that the enhancement of science literacy, technology-engineering literacy, and mathematics literacy in experiment class was significantly different from the control class. The average of significant differences on each component, which is science, p-value=0.005 with effect size=0.80 (large effect); technology-engineering literacy, p-value=0.001 with effect size=0.88 (large effect); mathematics literacy, p-value=0.004 with effect size=0.83 (large effect). The enhancement of STEM literacy on attitudes aspect was significantly different between the experiment class and the control class with p-value=0.000 and effect size 1.88 (large effect). STEM literacy achievement on skill aspect between experiment class and control class was significantly different from p-value=0.018 and effect size 1.84 (large effect). Based on the results, it could be concluded that the Project-Based Learning with STEM approach can enhance students STEM literacy on knowledge, attitude, and skill aspects. Most of the students showed positive response toward Project Based Learning with STEM approach. Key words: Project Based Learning, STEM approach, STEM literacy, concept of energy

Item Type: Thesis (S1)
Additional Information: No. Panggil : T IPA TAT p-2017; Pembimbing : I. Harry Firman, II. Riandi; NIM. 1507758
Uncontrolled Keywords: project-based learning, pendekatan STEM, literasi STEM, konsep energi, project based learning, STEM approach, STEM literacy, concept of energy
Subjects: L Education > L Education (General)
Q Science > Q Science (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: Mrs Dian Arya
Date Deposited: 21 Aug 2018 07:47
Last Modified: 21 Aug 2018 07:47
URI: http://repository.upi.edu/id/eprint/30876

Actions (login required)

View Item View Item