Pengaruh Model STEM-PjBL Terhadap Literasi Sains Dan Kemampuan Berpikir Kritis Siswa Pada Materi Energi Kelas 8 Sekolah Indonesia Johor Bahru
The Effect of STEM-PjBL Model on Students' Science Literacy and Critical Thinking Skills in Energy Material of Grade 8 Sekolah Indonesia Johor Bahru.
Auliyani. Chaeriyatun Nissa. 2025. Pengaruh Model STEM-PjBL Terhadap Literasi Sains Dan Kemampuan Berpikir Kritis Siswa Pada Materi Energi Kelas 8 Sekolah Indonesia Johor Bahru. Tesis, Program Studi Magister Teknologi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya. Pembimbing: (I) Dr. Fajar Arianto, M.Pd. dan (II) Dr. Citra Fitri Kholidya, M.Pd.
Kata Kunci: Model STEM-PjBL, literasi sains, kemampuan berpikir kritis.
Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran STEM-PJBL terhadap literasi sains dan kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain quasi-eksperimen dengan bentuk one group pretest-posttest design. Subjek penelitian adalah 28 siswa kelas 8 di SMP Sekolah Indonesia Johor Bahru pada semester ganjil tahun ajaran 2024/2025. Data penelitian diperoleh melalui tes literasi sains dan tes kemampuan berpikir kritis yang dilakukan sebelum (pretest) dan sesudah (posttest) perlakuan. Analisis data menggunakan uji N-Gain serta paired sample test untuk melihat pengaruh pada model STEM-PJBL terhadap kedua kemampuan tersebut.
Hasil penelitian menunjukkan bahwa terdapat pengaruh penerapan model STEM-PJBL terhadap literasi sains siswa. Rata-rata nilai posttest siswa pada kelompok eksperimen lebih tinggi (78,64) dibandingkan nilai pretest (58). Berdasarkan hasil N-Gain sebesar 0,4468 (kategori sedang), model pembelajaran ini memiliki pengaruh sebesar 44,68% dalam meningkatkan literasi sains siswa. Pada uji paired sample test diperoleh nilai signifikan asymp. Sig. (2-tailed) sebesar 0,000. maka Ho 1 ditolak dan Ha 1 diterima. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran STEM-PJBL terhadap literasi sains kelas 8 SMP. Terdapat pengaruh penerapan model STEM-PJBL terhadap kemampuan berpikir kritis siswa. Rata-rata nilai posttest siswa pada kelompok eksperimen lebih tinggi (78,89) dibandingkan nilai pretest (55,21). Berdasarkan hasil N-Gain sebesar 0,507 (kategori sedang), model pembelajaran ini memiliki pengaruh sebesar 50,7% dalam meningkatkan kemampuan berpikir kritis siswa. Pada uji paired sample test diperoleh nilai sig (2-tailed) sebesar maka Ho 2 ditolak dan Ha 2 diterima. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran STEM-PJBL terhadap kemampuan berfikir kritis siswa kelas 8 SMP.
Berdasarkan temuan tersebut, disimpulkan bahwa penerapan model STEM-PJBL cukup signifikan meningkatkan literasi sains dan kemampuan berpikir kritis siswa. Model ini memberikan pengalaman belajar dalam Menyusun proyek dan menyelesaikan masalah yang berkaitan dengan sains dikehidupan sehari-hari sehingga cukup efektif dalam dalam meningkatkan literasi sains dan kemampuan berpikir kritis siswa Penelitian ini merekomendasikan penggunaan model STEM-PJBL sebagai strategi pembelajaran inovatif yang mampu meningkatkan literasi sains dan kemampuan berpikir kritis siswa, khususnya pada materi energi di tingkat SMP.
Auliyani, Chaeriyatun Nissa. 2025. The Effect of STEM-PjBL Model on Students' Science Literacy and Critical Thinking Skills in Energy Material of Grade 8 Sekolah Indonesia Johor Bahru. Thesis, Magister Educational Technology Study Program, Faculty of Education, Surabaya State University. Supervisors: (I) Dr. Fajar Arianto, M.Pd. and (II) Dr. Citra Fitri Kholidya, M.Pd.
Keywords: STEM-PjBL Model, science literacy, critical thinking skills.
This study aims to analyze the effect of implementing the STEM-PJBL learning model on students' scientific literacy and critical thinking skills. This study used a quasi-experimental design with a one group pretest-posttest design. The subjects of the study were 28 grade 8 students at SMP Sekolah Indonesia Johor Bahru in the odd semester of the 2024/2025 academic year. The research data were obtained through a science literacy test and a critical thinking ability test conducted before (pretest) and after (posttest) the treatment. Data analysis used the N-Gain test and paired sample test to see the effect of the STEM-PJBL model on both abilities.
The results of the study showed that, There is an effect of implementing the STEM-PJBL model on students' scientific literacy. The average posttest score of students in the experimental group was higher (78.64) than the pretest score (58). Based on the N-Gain results of 0.4468 (moderate category), this learning model has an effect of 44.68% in improving students' scientific literacy. In the paired sample test, a significant asymp value was obtained. Sig. (2-tailed) of 0.000. then Ho 1 is rejected and Ha 1 is accepted. Thus, it can be concluded that there is an influence of the STEM-PJBL learning model on the scientific literacy of 8th grade junior high school students. There is an influence of the application of the STEM-PJBL model on students' critical thinking skills. The average posttest score of students in the experimental group was higher (78.89) than the pretest score (55.21). Based on the N-Gain results of 0.507 (moderate category), this learning model has an influence of 50.7% in improving students' critical thinking skills. In the paired sample test, a sig value (2-tailed) of 0.000 was obtained, so Ho 2 was rejected and Ha 2 was accepted.
Thus, it can be concluded that there is an influence of the STEM-PJBL learning model on the critical thinking skills of 8th grade junior high school students. Based on these findings, it is concluded that the application of the STEM-PJBL model is quite significant in improving students' scientific literacy and critical thinking skills. This model provides a learning experience in compiling projects and solving problems related to science in everyday life so that it is quite effective in improving students' scientific literacy and critical thinking skills. This study recommends the use of the STEM-PJBL model as an innovative learning strategy that can improve students' scientific literacy and critical thinking skills, especially in energy material at the junior high school level.