Feasibility of Science Learning Devices with Integrated PBL Models of STEM Approach to Improve Students' Problem-Solving Ability and Self-Efficacy

Authors

Via Monica Devi , Susilawati , Kosim

DOI:

10.29303/jcar.v5iSpecialIssue.4351

Published:

2023-05-30

Issue:

Vol. 5 No. SpecialIssue (2023): Mei

Keywords:

Science Learning Tools, PBL Models, Problem Solving Ability, and Self-Efficacy.

Articles

Downloads

How to Cite

Devi, V. M., Susilawati, & Kosim. (2023). Feasibility of Science Learning Devices with Integrated PBL Models of STEM Approach to Improve Students’ Problem-Solving Ability and Self-Efficacy. Journal of Classroom Action Research, 5(SpecialIssue), 47–51. https://doi.org/10.29303/jcar.v5iSpecialIssue.4351

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Science learning itself aims to help students understand and master the facts and concepts of science in life which can then be applied and developed as a form of instilling a scientific attitude in students. However, learning science at school is one of the scourges of its own difficulties for students. Where students tend to experience difficulties when faced with a problem. Therefore we need a learning model to facilitate this. One of the learning models that can be used is the problem-based learning (PBL) model. The PBL model is a learning model that prioritizes student-centered. This PBL model can be combined with a learning approach to support the achievement of learning objectives, in this case, the problem-solving abilities and self-efficacy of students. One approach that can be chosen is the STEM approach. This research is a type of development research that refers to the steps of the ADDIE model. Based on the calculation of the Likert scale and percentage agreement, it was found that the product being developed was in a very valid category with an average of >90. While product reliability reaches an average of >90%, which means the product being developed is reliable. Because the results of the analysis show that the product being developed is valid and reliable, the product is feasible to use.

References

Adiwiguna, P. S., Dantes, N., & Gunamantha, I. M. (2019). Pengaruh Model Problem Based Learning (PBL) Berorientasi STEM Terhadap Kemampuan Berpikir Kritis dan Literasi Sains Siswa Kelas V SD di Gugus I Gusti Ketut Pudja. Jurnal Pendidikan Dasar Indonesia, 3(2), 94–103.

Agustina, K., Sahidu, H., & Gunada, I. W. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Media PheT Terhadap Kemampuan Pemecahan Masalah dan Berpikir Kritis Fisika Peserta Didik SMA. Jurnal Pendidikan Fisika Dan Teknologi, 6(1), 17–24. https://doi.org/10.29303/jpft.v6i1.1514

Ananda, P. N., & Salamah, U. (2021). Meta Analisis Pengaruh Integrasi Pendekatan STEM dalam Pembelajaran IPA Terhadap Kemampuan Berpikir Kritis Peserta Didik. Jurnal Penelitian Pembelajaran Fisika, 7(1), 54–64. https://doi.org/10.24036/jppf.v7i1.111634

Aprilia, T., Sutrio, S., & Sahidu, H. (2020). Pengembangan Perangkat Pembelajaran Model Quantum Learning Untuk Meningkatkan Self-Efficacy Fisika Peserta Didik. Jurnal Ilmiah Profesi Pendidikan, 5(2), 138–144. https://doi.org/10.29303/jipp.v5i2.129

Arningsih, N. P. W. D., Suardana, I. N., & Selamet, K. (2018). Komparasi Model Pembelajaran Kooperatif Tipe Teams Asissted Individualization dan Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions Terhadap Kemampuan Pemecahan Masalah Ipa Siswa Kelas VIII SMP. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 1(2), 96. https://doi.org/10.23887/jppsi.v1i2.17217

Athifah, N., Zain, M. I., & Ermiana, I. (2022). Pengembangan Media Pembelajaran Pop-Up Book Pada Pembelajaran Bahasa Indonesia Materi Pantun. Journal of Classroom Action Research, 4(3), 187–195. https://doi.org/10.29303/jcar.v4i3.2063

Borich, G. D. (1994). Observation Skill for Effective Teaching. Macmillan Publishing Company.

Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. K., & Ale Ebrahim, N. (2019). Effects of Digital Game-Based Learning on Elementary Science Learning: A Systematic Review. IEEE Access, 7, 62465–62478. https://doi.org/10.1109/ACCESS.2019.2916324

Mardiyanti, H. S. (2020). Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas X MIPA-2. Journal of Classroom Action Research, 2(1), 1–8. https://doi.org/10.29303/jcar.v2i1.395

Nahdi, D. S., Yonanda, D. A., & Agustin, N. F. (2018). Upaya Meningkatkan Pemahaman Konsep Siswa Melalui Penerapan Metode Demonstrasi Pada Mata Pelajaran Ipa. Jurnal Cakrawala Pendas, 4(2), 9–16.

Rahmawati, T., Nurhasanah, N., Habibi, M. A. M., & Suarta, I. N. (2023). Journal of Classroom Action Research. Journal of C;Assroom Action Research, 5(1), 163–170. https://doi.org/10.29303/jcar.v5i1.2766

Rustandi, A., & Rismayanti. (2021). Penerapan Model ADDIE dalam Pengembangan Media Pembelajaran di SMPN 22 Kota Samarinda. Jurnal Fasilkom, 11(2), 57–60. https://doi.org/10.37859/jf.v11i2.2546

Safithri, R., Syaiful, S., & Huda, N. (2021). Pengaruh Penerapan Problem Based Learning (PBL) dan Project Based Learning (PjBL) Terhadap Kemampuan Pemecahan Masalah Berdasarkan Self Efficacy Siswa. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(1), 335–346. https://doi.org/10.31004/cendekia.v5i1.539

Septiani, I., Lesmono, A. D., & Harimukti, A. (2020). Analisis Minat Belajar Siswa Menggunakan Model Problem Based Learning dengan Pendekatan STEM Pada Materi Vektor di Kelas X MIPA 3 SMAN 2 Jember. Jurnal Pembelajaran Fisika, 9(2), 64–70. https://doi.org/10.19184/jpf.v9i1.17969

Setiawan, E., & Indana, S. (2021). Validitas LKPD Berbasis PjBL pada Materi Klasifikasi Tumbuhan Spermatophyta untuk Melatih Ketrampilan Berpikir Kreatif Siswa Kelas X SMA. Berkala Ilmiah Pendidikan Biologi (BioEdu), 10(2), 250–256. https://doi.org/10.26740/bioedu.v10n2.p250-256

Author Biography

Via Monica Devi, Universitas Mataram

License

Copyright (c) 2023 Via Monica Devi, Susilawati, Kosim

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  • Authors who publish with Journal of Classroom Action Research, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY 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.
  2. 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 acknowledgment of its initial publication in Journal of Classroom Action Research.
  3. 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).