The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

IF 3.3 Q1 DEMOGRAPHY
Herta Astri Yudika Sinurat, S. Syaiful, Damris Muhammad
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引用次数: 4

Abstract

This study aims to determine the effect of implementing STEM-integrated PJBL on students' creative thinking skills and cognitive learning outcomes. This research is quasi-experimental with a two-group pretest-posttest design. The research population is all grade 11th IPA SMAN 3 Bungo students, and the sample was determined by random sampling. Three projects conducted by the students were water pump free energy, fountain free energy, and air bubble generator. Two instruments of creative thinking test in essay form and multiple-choice for learning outcome test were used. The averages of pretest results of creative thinking and learning outcomes were 27.97 and 30.00 for the experiment class and 30.16 and 30.31 for the control, respectively. This shows that initial student ability in both the creative thinking skill and learning outcome of both types are level. STEM integrated PJBL was then used in the experiment class, and a conventional learning strategy was used for the control class. The average posttest results indicate that the student creative thinking skill of the STEM integrated PJBL class (82.81) is significantly higher than that of the control (36.72). Contrast with the posttest learning outcome showed no difference. These results show that the students actively engaged with the projects in the STEM integrated PJBL class improved their creative thinking skills significantly compared to the control class. This research's main finding is that implementing the STEM-integrated PJBL effectively enhances students' creative thinking skills. Manova analysis shows the students of the experiment class scored 76% in high and 63% in medium categories for both the creative thinking skills and learning outcome, respectively.
基于项目的科学技术工程数学综合学习对学生创造性思维能力和认知学习成果的影响
本研究旨在探讨实施stem整合PJBL对学生创造性思维技能和认知学习成果的影响。本研究为准实验研究,采用两组前测后测设计。研究人群均为11年级IPA SMAN 3 Bungo学生,样本采用随机抽样确定。学生们进行的三个项目分别是水泵自由能、喷泉自由能和气泡发生器。采用写作形式的创造性思维测试和选择题学习效果测试两种工具。试验班学生创造性思维和学习成绩的前测平均值分别为27.97和30.00,对照组为30.16和30.31。这表明学生的初始能力在创造性思维技能和两种类型的学习成果上都是水平的。然后在实验班使用STEM整合的PJBL,在对照班使用传统的学习策略。平均后测结果显示,STEM综合PJBL班学生的创造性思维能力(82.81)显著高于对照组(36.72)。与测试后的学习结果对比无明显差异。这些结果表明,与对照组相比,积极参与STEM综合PJBL课程的学生的创造性思维能力得到了显著提高。本研究的主要发现是实施stem整合的PJBL有效地提高了学生的创造性思维能力。Manova分析显示,实验班学生在创造性思维能力和学习成果两个类别中得分分别为76%和63%。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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