Effect of STEM Integrated Problem-Based Learning Model on Students' Critical Thinking Skills on Electrolyte and Non-Electrolyte Solution Materials

Abstract

This study aims to study the effect of problem-based learning integrated STEM and non-STEM learning models in improving critical thinking skills and their differences of learning process. The method used is a quasi-experimental design with a pretest-posttest non-equivalent control design. The population of all students in class X science with non-probability sampling was 36 students each. The instruments used were observation sheets, description questions, and questionnaires. The results showed that the average percentage of STEM-integrated problem-based learning implementation was 96.00% and 93.00% without STEM, both of which showed very good results. The average critical thinking ability of students in the STEM integrated problem-based learning class is 71% and 59% without STEM, this is shown by the average value of the STEM integrated problem-based learning classes is greater than without STEM. The linear regression test using STEM integrated problem-based learning has a positive effect on critical thinking skills 2.251, t-count > t-table (3.756 > 2.032), Ho is rejected Ha is accepted, and without STEM there is no effect on critical thinking skills, with a t-count

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STEM综合问题学习模式对学生电解质和非电解质溶液材料批判性思维能力的影响

本研究旨在研究问题型学习整合STEM与非STEM学习模式对批判性思维能力的提升效果及其学习过程的差异。采用准实验设计和前测后测非等效对照设计。非概率抽样的科学X班学生的总人数为36人。使用的工具是观察表、描述题和问卷。结果显示，在没有STEM的情况下，整合STEM的问题型学习平均实施率为96.00%，不整合STEM的问题型学习平均实施率为93.00%，均取得了很好的效果。STEM综合问题学习班学生的平均批判性思维能力为71%，而没有STEM的学生的平均批判性思维能力为59%，这可以通过STEM综合问题学习班的平均值大于没有STEM的学生的平均值来证明。采用STEM综合问题型学习的线性回归检验对批判性思维技能有正向影响。t表(3.756 >2.032)， Ho被拒绝，Ha被接受，没有STEM对批判性思维技能没有影响，t-count <t表(2.016 <2.032)。结果表明，stem一体化问题学习模式对学生对电解质和非电解质溶液材料的批判性思维能力有积极的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。