PBL-STEM MODEL IN WORK AND ENERGY MATERIALS TO IMPROVE CRITICAL THINKING SKILLS AND ATTITUDE SCIENCE PARTICIPANTS IN CLASS X Clarissa Desyana Putri (a*), Indarini Dwi Pursitasari (b), Bibin Rubini (b)
a) SMA Pasundan 1 Cianjur
Jl. Pasundan No. 31, Desa Muka, Kec. Karangtengah, Cianjur Regency.
West Java
*clarissaputriclarissa[at]gmail.com
b) Natural Sciences Education Study Program Postgraduate Program Pakuan University
Jl. Pakuan PO Box 452 Bogor 16143 West Java Indonesia
Abstract
This study aims to describe the effectiveness of learning by using PBL-STEM models that can improve Critical Thinking Skills and Science Attitudes of Students in Work and Energy material in class X. This research is a Quasi Experiment research with Non-Equivalent Pretest-Posttest Control Group design. The study was conducted at Pasundan 1 Cianjur Senior High School in class X IPA 1 and X IPA 2 students. After doing the test, the results of these two classes were homogeneous classes, so the determination of the experimental class and the control class was using the purposive sampling method. It was determined that class X IPA 1 was the experimental class and X IPA 2 was the control class, where the experimental class used PBL-STEM learning online and the control class used online PBL learning. Validation and judgment of learning tools have also been carried out by experts, it is obtained that the categories are suitable for use. Data analysis was performed descriptively quantitative. The observations of the learning process by the two observers during 4 meetings produced a percentage of 87% which means the learning process went very well. In the critical thinking skills test the result N-gainis 0.53 in the medium category in the experimental class. As for the science attitudes of students in the experimental class from the science attitude questionnaire data generated in the SPSS calculation results were normally distributed with a sig value of 0.367 in the data before learning and 0.573 in the data after learning. The average difference seen in the data before learning and after learning was also shown by the sig (2-tailed) value <0.05. In this study the value is 0,000, which means there is an average difference between the attitude of science before learning and the attitude of science after learning. This means that PBL-STEM learning is considered effective in improving students critical thinking skills and science attitudes. the value of students responses to learning by 85% shows the responses of students in the excellent category and agreed to use PBL-STEM learning in the learning process of Work and Energy class X.
Keywords: PBL-STEM, Critical Thinking Skills, Attitude of Science, Work and Energy
Topic: Learning / Teaching Methodologies and Assessment
