The Effect of Project Based Learning (PjBL) Integrated by STEM on Students’ Generik Science Abilities

Authors

Bung Ashabul Qahfi , Aris Doyan , Muh. Makhrus

DOI:

10.29303/jossed.v5i1.6962

Published:

2024-04-30

Issue:

Vol. 5 No. 1 (2024): April

Keywords:

Project based learning, STEM, Science Generic

Articles

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How to Cite

Qahfi, B. A., Doyan, A., & Makhrus, M. (2024). The Effect of Project Based Learning (PjBL) Integrated by STEM on Students’ Generik Science Abilities . Journal of Science and Science Education, 5(1), 36–41. https://doi.org/10.29303/jossed.v5i1.6962

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Abstract

This research aims to determine the effect of the integrated STEM project-based learning (PjBL) model in static fluid material on the generic science abilities of students at SMAN 1 Donggo. The type of research is quasi-experimental research with a pretest and posttest design with non-equivalent control groups. The sample used was class XI where MIA 1 was the experimental class and class MIA 2 was the control class. The instrument used in collecting data is a test instrument in the form of multiple-choice questions. The data analysis technique used is the n-gain test. The research results show that the average n-gain value for critical thinking skills for both classes is an n-gain value of 53.43%, a minimum value of 11.67, and a maximum value of 85.11 for the experimental class. while the average n-gain value for the control class was 44.46%, the minimum value was 17.81 and the maximum value was 72.34. Based on these values, it is concluded that the STEM integrated project-based learning (PjBL) model has an effect on students' generic science abilities.

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Author Biographies

Bung Ashabul Qahfi, Universitas Mataram

Aris Doyan, University of Mataram

Muh. Makhrus, University of Mataram

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