MODEL PEMBELAJARAN SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS AND EMPATHY (STEM E) UNTUK MELATIHKAN LITERASI SAINS DAN LITERASI TEKNOLOGI PESERTA DIDIK SMK

SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS AND EMPATHY (STEM E) LEARNING MODEL TO FACILITATE IN SCIENCE LITERACY AND TECHNOLOGY LITERACY OF VOCATIONAL HIGH SCHOOL STUDENTS

Fiona Setyo Resmawati. 2025. Model Pembelajaran Science, Technology, Engineering, Mathematics and Empathy (STEM E) untuk Melatihkan Literasi Sains dan Literasi Teknologi Peserta Didik SMK. Program Studi S-3 Pendidikan Sains, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya. Promotor: Dr. Zainul Arifin Imam Supardi, M.Si. dan Ko-Promotor: Prof. Dr. Erman, M.Pd. Kata Kunci: Model Pembelajaran STEM E, Literasi Sains, Literasi Teknologi.

Literasi sains dan literasi teknologi merupakan hal krusial pada kecakapan abad ke 21 terutama dalam menyiapkan peserta didik SMK yang berkualitas dan siap menghadapi berbagai tantangan kemajuan ilmu pengetahuan dan teknologi semakin pesat di lingkungan kerja. Model pembelajaran STEM E merupakan sintesis dari model pembelajaran Empati dan pembelajaran STEM. Penelitian ini bertujuan untuk menganalisis: (1) validitas, (2) kepraktisan, dan (3) keefektifan model STEM E untuk melatihkan literasi sains dan literasi teknologi peserta didik SMK. Metode penelitian yang digunakan adalah metode pengembangan yang dilakukan melalui tiga tahapan. Pertama, studi pendahuluan meliputi kajian teori dan studi lapangan sebagai landasan untuk menyusun model hipotetik. Kedua, tahap pengembangan prototipe yang meliputi kegiatan validasi ahli. Ketiga, tahap penilaian yang meliputi implementasi prototipe pembelajaran untuk menghasilkan model pembelajaran STEM E. Uji coba dan implementasi model dilakukan pada peserta didik kelas X – Teknik Pendingin Tata Udara (TPTU), kelas X – Teknik Audio Video (TAV), kelas X – Teknik Instalasi Tenaga Listrik (TITL) SMKN 1 Sidoarjo dan kelas X – Teknik Elektro Industri, kelas X – Teknik Kendaraan Ringan SMKN 1 Jabon semester gasal tahun ajaran 2024/2025. Pengumpulan data dilakukan dengan cara observasi, teknik validasi, angket, uji kinerja, dan tes. Data yang diperoleh dianalisis deskriptif kualitatif dan kuantitatif. Analisis kuantitatif dilakukan dengan cara menghitung nilai N-gain dan uji-t. Keterbaruan pada penelitian ini menekankan pada sikap empati peserta didik dalam menyelesaikan sebuah fenomena ilmiah terintegrasi dengan sains, teknologi, rekayasa, dan matematika. Hasil penelitian menunjukkan bahwa: (1) model dan perangkat pembelajaran STEM E dalam kategori sangat valid dan reliabel; (2) kepraktisan model STEM E berkategori sangat baik dan dapat digunakan; dan (3) keefektifan model pembelajaran STEM E berdasarkan hasil perhitungan N-Gain mendapat skor dengan kategori tinggi dan sedang. Berdasarkan hasil uji t berpasangan pada semua uji coba penelitian menunjukkan bahwa skor rata – rata post-test lebih baik dari skor rata – rata pre-test. Berdasarkan hasil uji t independen menunjukkan bahwa tidak ada perbedaan signifikan skor rata – rata N Gain antara satu kelas pada uji coba terbatas dan uji coba luas, sedangkan pada uji coba Anova untuk uji coba model penelitian menunjukkan bahwa skor rata – rata N-Gain pada lima kelas tidak berbeda secara signifikan. Hasil angket sikap empati dan respon peserta didik terhadap model pembelajaran STEM E sangat positif. 

Fiona Setyo Resmawati. 2025. Science, Technology, Engineering, Mathematics and Empathy (STEM E) Learning Model to Facilitate in Science Literacy and Technology Literacy of Vocational High School Students. Doctoral Program in Science Education, Faculty of Mathematics and Science, Universitas Negeri Surabaya. Advicer: Dr. Zainul Arifin Imam Supardi, M.Si. and Co-Advicer: Prof. Dr. Erman, M.Pd. Keywords: STEM E Learning Model, Science Literacy, Technology Literacy.

Scientific literacy and technological literacy are crucial for 21st-century skills, especially in preparing qualified vocational high school students who are ready to face various challenges of increasingly rapid scientific and technological advancements in the workplace. The STEM E learning model is a synthesis of the Empathy learning model and STEM learning. This study aims to analyze: (1) validity, (2) practicality, and (3) effectiveness of the STEM E model to train scientific literacy and technological literacy in vocational high school students. The research method used is a development method carried out through three stages. First, a preliminary study includes theoretical studies and field studies as a basis for compiling a hypothetical model. Second, the prototype development stage includes expert validation activities. Third, the assessment stage includes the implementation of the learning prototype to produce the STEM E learning model. The trial and implementation of the model were carried out on students of class X – Air Conditioning Engineering (TPTU), class X – Audio Video Engineering (TAV), class X – Electrical Power Installation Engineering (TITL) of SMKN 1 Sidoarjo and class X – Industrial Electrical Engineering, class X – Light Vehicle Engineering of SMKN 1 Jabon in the odd semester of the 2024/2025 academic year. Data collection was carried out by means of observation, validation techniques, questionnaires, performance tests, and tests. The data obtained were analyzed descriptively qualitatively and quantitatively. Quantitative analysis was carried out by calculating the N-gain value and t-test. The novelty in this study emphasizes the empathy of students in solving a scientific phenomenon integrated with science, technology, engineering, and mathematics. The results of the study show that: (1) the STEM E learning model and tools are in the very valid and reliable category; (2) the practicality of the STEM E model is in the very good category and can be used; and (3) the effectiveness of the STEM E learning model based on the results of the N-Gain calculation obtained scores in the high and medium categories. Based on the results of the paired t-test in all research trials, it shows that the average post test score is better than the average pre-test score. Based on the results of the independent t-test, it shows that there is no significant difference in the average N Gain score between one class in the limited trial and the broad trial, while the Anova test for the research model trial shows that the average N-Gain score in the five classes does not differ significantly. The results of the empathy attitude iv questionnaire and student responses to the STEM E learning model are very positive.