Pengaruh Model PBL terintegrasi STEM Dan Motivasi Belajar Terhadap Hasil Belajar HOTS Pada Materi Usaha Dan Pesawat Sederhana
DOI:
https://doi.org/10.47200/jnajpm.v9i2.2471Keywords:
Learning Outcomes, Motivation Study, Interaction learningAbstract
This research aims to test the significance of: (1) differences in learning outcomes students who are treated with an integrated PBL learning model STEM and PBL models; (2) differences in learning outcomes of students who have high learning motivation and low learning motivation; (3) interaction between models learning PBL And motivation Study to results Study participant educate. The population of this study were students in class VIII of SMP Negeri 6 Palu teachings 2023/2024, and the samples in this study were students in class VIII A and class VIII I obtained by purposive sampling. The research instrument consists of a HOTS-oriented learning outcomes test and a Learning Motivation questionnaire. Data analyzed with technique ANOVA two direction. Results Research shows that: (1) there are differences in student learning outcomes who were given treatment between STEM and integrated PBL learning models model PBL Which showed by p-value (0.000) < α (0.05); (2) there is difference motivation Study tall And motivation Study low to results Study which is addressed by the p-value (0.000) < α (0.05); (3) exists interaction between model PBL And motivation based results Study participant educate Which showed by p-value (0.000) < α (0.05).
Downloads
References
Adhim, A. Y., & Jatmiko, B. 2015. “Penerapan model belajar guided discovery dengan kegiatan laboratorium guna menaikkan capaian belajar siswa kelas X SMA pada materi suhu serta kalor”. Jurnal Inovasi Pendidikan Fisika (JIPF), 4(3), 77-82.
Anggriani, Mitha, D., Haryanto, & Setyo, E.A. 2022. “The Impact Of Problem-Based Learning Model Assisted By Mentimeter Media In Science Learning On Students’ Critical Thinking And Collaboration Skills”. International Journal of Elementary Education, 6(2):351–355. https://doi.org/10.23887/ ijee.v6i2.46837.
Anadiroh, M. 2019. “Studi meta-analisis model belajar PBL”. (Bachelor's thesis, Jakarta: FITK UIN Syarif Hidayatullah Jakarta).
Arends, Richard. 2008. Learning to teach. Penerjemah: helly prajitno & Sri mulyani. New york: mcgraw hill company.
Asmiliyah et al. 2021. “Mobile learning with STEM approach in physics”. Learning Journal of Educational Research and Evaluation, 5(4), 606-613. https://ejournal.undiksha.ac.id/index.php/JERE
Astuti, A., Waluya, S. B., & Asikin, M. 2019. “Strategi belajar dalam menghadapi tantangan era revolusi industri 4.0”. In Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS) (Vol. 2, No. 1, pp. 469-473).
Aulia, L., & Budiarti, Y. 2022. “Penerapan model belajar PBL pada kemampuan pemecahan permasalahan.” Journal Of Elementary School Education (Jouese), 2(1), 105-109.
Budiyono, A., Husna, H., & Wildani, A. 2020. “Efek penerapan model pbl terintegrasi steam pada kemampuan berpikir kreatif ditinjau dari pemahaman konsep siswa”. Edusains, 12(2), 166-176.
Edison, A. (2023). PBL solusi menaikkan prestasi belajar. Penerbit P4I.
Irwanto, S., & AD, R. 2018. E., & Prodjosantoso, AK (2018). “Promoting critical thinking and problem solving skills of pre-service elementary teachers through process-oriented guided-inquiry learning (POGIL)”. International Journal of Instruction, 11(4), 777- 794.
Faradita, M. N., & Putra, D. A. 2022. “Analisis PBL terintegrasi stem di SD muhammadiyah 26 surabaya pada masa belajar dari rumah”. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, 11(1), 457-466.
Jeffry J. et al. 2020. The effectiveness of integrated STEM-PBL physics module on students’ beliefs about physics and learning physics. Solid state technology, 63(6), 19434-49.
Jomel, C. Monter. 2019. Effectiveness of the ARCS model in teaching Physics competencies for Grade 10”. Philippines: San Miguel National Comprehensive High School-Main Campus.
Keller, J. M. 1997. “Motivational design and multimedia: beyond the novelty effect.” Strategic human resource development review, 1, 188-203.
Keller, J. M. 2010. Motivational design for learning and performance. New York: Springer.
Keller, J. M. 2016. “Motivation, learning, and Technology: Applying the ARCS-Motivation Model”. Participatory Educational research (PER), 3(2), 1-13
Komariyah, L., & Syam, M. 2022. “Efek model belajar inkuiri terbimbing (guided inquiry) serta motivasi pada capaian belajar Fisika siswa”. Saintifika, 18(1), 16-16.
Malasari, I., Raehanah, R., & Dewi, Y. K. 2022. “Efek model PBL pada keterampilan berpikir kritis siswa kelas xi sma al-hamzar: the effect of the PBL model on the critical thinking skills of class xi students of sma al-hamzar”. spin jurnal kimia & pendidikan kimia, 4(2).
Masek, A. 2012. “The effect of PBL on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students”. (tesis). malaysia: universitas tun hussein onn malaysia.
Niam, M. A., & Asikin, M. 2021. “Pentingnya aspek stem dalam bahan ajar pada belajar matematika”. In PRISMA, Prosiding Seminar Nasional Matematika (Vol. 4, pp. 329-335).
Ningsih, S. I. P. 2020. “Penerapan model belajar PBL terintegrasi STEM guna menaikkan aktivitas serta capaian belajar murid di kelas XII IPA 5 SMAN 7 Padang”. Pillar of Physics Education, 13(3).
Ramadhany, A., & Prihatnani, E. 2020. “Pengembangan modul aritmerika sosial berbasis PBL guna siswa smp”. jurnal cendekia: jurnal pendidikan matematika, 4(1), 212-226.
Ramadhanti, A., Kholilah, K., Fitriani, R., Rini, E. F. S., & Pratiwi, M. R. 2022. “Hubungan motivasi pada capaian belajar fisika kelas x mipa di sman 1 kota jambi”. journal evaluation in education (jee), 3(2), 60-65.
Retnaningsih, D. 2019. “Tantangan serta strategi guru di era revolusi industri 4.0 dalam menaikkan kualitas pendidikan”. In Prosiding Seminar Nasional: Kebijakan Serta Pengembangan Pendidikan Di Era Revolusi
Ratnasari, B., Haris, A., & Azis, A. 2021. “Studi kemampuan berpikir tingkat tinggi fisika di SMA”. Jurnal Sains Serta Pendidikan Fisika, 17(1), 57.
Sanjaya, W. 2016. Strategi belajar berorientasi standar proses pendidikan. jakarta: kencana prenada media
Sari, S. N., Nurdianti, D., & Maulana, B. S. 2022. “Telaah pengintegrasian STEAM pada model PBL pada adversity quotient siswa dalam belajar matematika”. In PRISMA, Prosiding Seminar Nasional Matematika (Vol. 5, pp. 598-605).
Sari, N. D., & Setiawan, J. 2020. “Papan gekola selaku media belajar matematika inovatif dengan pendekatan STEAM”. Jurnal Saintika Unpam: Jurnal Sains serta Matematika Unpam, 3(1), 31-41.
Sari, V. E., Pamelasari, S. D., & Hardianti, R. D. 2023. “Penerapan model PBL-STEM melewati kegiatan field trip guna menaikkan literasi sains siswa abad 21”. in proceeding seminar nasional IPA.
Sugiyono. 2014. Metode riset kuantitatif kualitatif serta R&D. Bandung: Alfabeta.
Yuliari, N. K. R., & Hanim, W. 2020. “Studi literatur pendekatan belajar STEAM menyongsong era society 5.0”. In Prosiding Seminar serta Diskusi Pendidikan Dasar.
Telaumbanua, D. 2022. “Peningkatan motivasi belajar fisika melewati strategi belajar contextual teaching and learning”. educatum: jurnal ilmu pendidikan, 1(1), 194-199.
Triandika, Elsa, Amprasto Amprasto, dan Maman Rumanta. 2023. “Pengaruh Model Problem Based Learning dan Motivasi Belajar Terhadap Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran IPA Kelas V Sekolah Dasar.” Nuansa Akademik: Jurnal Pembangunan Masyarakat 8(1):175–88. doi: 10.47200/JNAJPM.V8I1.1644.
Y. B. Bhakti et. al. 2021. “Implementation of ARCS models to improve teachers’ ability in flipped classroom learning”. J. Phys.Conf. Ser. 1816 012009
Zainal, N. F. 2022. “Problem based learning pada belajar matematika di sekolah dasar/madrasah ibtidaiyah.” Jurnal Basicedu, 6(3), 3584-3593.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Andriani Andriani, Marungkil Pasaribu, Nurjannah Nurjannah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
