Integrated STEM-Problem Based learning Model: Its Effect on Students' Critical Thinking

Authors

  • Nurazmi Nurazmi Universitas Muhammadiyah Makassar
  • Hartono Bancong Universitas Muhammadiyah Makassar

DOI:

https://doi.org/10.37891/kpej.v4i2.219

Keywords:

critical thinking skills, problem-based learning, STEM

Abstract

This study aims to find out: 1) the level of students' critical thinking skills in solving physics problems after implementing the integrated STEM-Problem-based Learning model, 2) the level of students' critical thinking skills in solving physics problems after implementing conventional learning model, and 3) the difference between students' critical thinking skills in solving physics problems when taught by using the integrated STEM-PBL model and the conventional learning model. Being a true experimental research with Pretest-Posttest Control Group Design, this research involved the students of class X MIA 1 and X MIA 2 at SMAN 4 Takalar, consisting of 35 students each. A test of critical thinking skills was used to collect the data needed. Based on the results of analysis, it can be concluded that most of the students’ scores in the experimental class taught by using the integrated STEM-problem-based learning model are in the high category (71.43%), while the rest (28.57%) performed very high category scores. In the control class, taught by using conventional learning, almost all the students’ scores (82.86%) are in medium category, and the rest (17.14%) scored high. Therefore, it can be concluded that there is a significant difference between the critical thinking skills of students who were taught using the integrated STEM-PBL model and the conventional learning model. 

Author Biography

Nurazmi Nurazmi, Universitas Muhammadiyah Makassar

Physics Department

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Published

28-12-2021

How to Cite

Nurazmi, N., & Bancong, H. (2021). Integrated STEM-Problem Based learning Model: Its Effect on Students’ Critical Thinking. Kasuari: Physics Education Journal (KPEJ), 4(2), 70–77. https://doi.org/10.37891/kpej.v4i2.219

Issue

Vol. 4 No. 2 (2021): December 2021

Section

Articles

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