PENERAPAN STEM - PROJECT BASED LEARNING UNTUK MENGEMBANGKAN LITERASI SAINS SISWA KELAS V SEKOLAH DASAR PADA MATERI KALOR DAN PERUBAHAN WUJUD BENDA

RAHADIAN, . (2024) PENERAPAN STEM - PROJECT BASED LEARNING UNTUK MENGEMBANGKAN LITERASI SAINS SISWA KELAS V SEKOLAH DASAR PADA MATERI KALOR DAN PERUBAHAN WUJUD BENDA. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan mengembangkan keterampilan literasi sains siswa sekolah dasar pada pembelajaran ilmu pengetahuan alam materi kalor dan perubahan wujud benda melalui pendekatan pembelajaran STEM-PjBL. Pembelajaran bermakna dirancang agar siswa dapat memahami teori, dapat mengaitkan pengetahuan baru dengan kehidupan sehari-hari. Penelitian ini dilaksanakan selama 8 pertemuan di kelas V Sekolah Dasar Negeri di Kota Tengerang, provinsi Banten, Indonesia. Desain penelitian menggunakan educational experiment dalam mengintervensi model pendekatan pembelajaran yang dilakukan dimana peneliti bertindak sebagai guru. Pengumpulan data dilakukan melalui observasi, wawancara, reflektif jurnal dan tes. Siswa belajar secara berkelompok terlibat langsung dalam lima tahap pembelajaran yaitu refleksi, penelitian, menemukan, mengaplikasikan dan mengkomunikasikan. Secara berkelompok siswa mengerjakan 2 proyek STEM-PjBL yaitu 1. alat pelembab udara sederhana sebagai proyek inti, 2. Proyek yang mereka tentukan sendiri terkait kalor dan perubahan wujud benda. Pendekatan STEM-PjBL dapat mendorong siswa secara mandiri menggali pengetahuan dan pemahaman terkait materi yang diajarkan, dapat membantu siswa memahami pelajaran karena dipraktikkan dan diajarkan, dapat membantu siswa melihat relevansi ilmu pengetahuan dalam konteks kehidupan nyata, memberikan pengalaman kepada siswa manfaat kerjasama dalam kelompok, mampu memfasilitasi siswa berkreasi mengembangkan proyek yang ditugaskan. Adapun Instrumen yang dikembangkan untuk mengukur kemampuan literasi sains siswa menggunakan kriteria penilaian Shwartz dengan hasil secara umum sebagai berikut: Sebanyak 35% siswa menjawab pada tingkat sangat baik, 50% pada level baik, 9% siswa pada level cukup, 0% kurang, dan 6% pada level sangat kurang. Adapun pencapaian presentasi terbesar dari masing-masing dimensi literasi sains kalor dan perubahan wujud benda sebagai berikut: Dimensi ide ilmiah umum soal 1 dan 2 di level sangat baik, masing-masing 41% (14 siswa) dan 76% (26 siswa) artinya peserta didik mampu melakukan penyelidikan ilmiah dan menyimpulkan temuan. Dimensi karakteristik kalor dan perubahan wujud benda soal 3 41% (14) siswa, di level sangat baik, dan soal 4 29% (10 siswa) di level baik, artinya peserta didik mampu menyimpulkan sifat dan karakteristik benda secara umum. Dimensi kalor dan perubaan wujud benda dalam konteks soal 5 76% (26 siswa) di level sangat baik, soal 6 56% (19 siswa) dan soal 7 32% (11 siswa) di level baik artinya peserta didik mengerti dengan baik konsep-konsep yang diajarkan. Dimensi berpikir tingkat tinggi soal 8 47% (16 siswa) dan soal 9 47% (16 siswa) keduanya di level baik, artinya peserta didik mampu dengan baik menganalisi wujud perubahan yang terjadi pada. Dimensi afektif 47% (16 siswa) di level baik, peserta didik mampu menjawab dengan baik hal-hal yang dapat mengurangi pemanasan global. Pembelajaran interdisiplin mendorong peserta didik memahami konsep dan mampu mengaitkannya dengan kehidupan nyata, yang berimplikasi pada pemahanan materi dan pengembangan proyek yang diberikan. Kata kunci: STEM-PjBL, Ilmu Pengetahuan Alam, Pendidikan Dasar ***** ABSTRACT This research aims to develop elementary school students' scientific literacy skills in learning natural sciences, heat materials and changes in the state of objects through the STEM-PjBL learning approach. Meaningful learning is designed so that students can understand theory, can relate new knowledge to everyday life. This research was carried out during 8 meetings in class V of the State Elementary School in Tengerang City, Banten province, Indonesia. The research design uses educational experiments in intervening in the learning approach model used where the researcher acts as a teacher. Data collection was carried out through observation, interviews, reflective journals and tests. Students studying in groups are directly involved in five stages of learning, namely reflection, research, discovery, application and communication. In groups, students work on 2 STEM-PjBL projects, namely 1. a simple air humidifier as the core project, 2. A project that they determine themselves is related to heat and changes in the state of objects. STEM-PjBL approach can encourage students to independently explore knowledge and understanding related to the material being taught, can help students understand lessons as they are practiced and taught, can help students see the relevance of science in real life contexts, provide students with experience of the benefits of collaboration in groups, able to facilitate students to be creative in developing assigned projects. The instrument developed to measure students' scientific literacy abilities uses the Shwartz assessment criteria with the following general results: As many as 35% of students answered at a very good level, 50% at a good level, 9% of students at a fair level, 0% at a poor level, and 6% at a very poor level. The greatest presentation achievements from each dimension of heat science literacy and changes in the shape of objects are as follows: General scientific ideas dimensions questions 1 and 2 at very good level, respectively 41% (14 students) and 76% (26 students) meaning participants Students are able to carry out scientific investigations and conclude findings. The dimensions of heat characteristics and changes in the state of objects in question 3 are 41% (14) of students, at a very good level, and question 4 is 29% (10 students) at a good level, meaning that students are able to conclude the properties and characteristics of objects in general. The dimensions of heat and changes in the state of objects in the context of question 5 76% (26 students) at a very good level, question 6 56% (19 students) and question 7 32% (11 students) at a good level meaning that students understand the concepts well taught. The high-level thinking dimension of question 8 47% (16 students) and question 9 47% (16 students) are both at a good level, meaning that students are able to analyze the changes that occur well. The affective dimension was 47% (16 students) at a good level, students were able to answer well things that could reduce global warming. Interdisciplinary learning encourages students to understand concepts and be able to relate them to real life, which has implications for understanding the material and developing projects provided.

Item Type:	Thesis (Magister)
Additional Information:	1. Prof. Yuli Rahmawati, M. Sc., Ph.D. 2. Ade Dwi Utami, M. Pd., Ph. D.
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah Sains > Sains, Ilmu Pengetahuan Alam
Divisions:	PASCASARJANA > S2 Pendidikan Dasar
Depositing User:	Users 23935 not found.
Date Deposited:	05 Aug 2024 01:27
Last Modified:	05 Aug 2024 01:27
URI:	http://repository.unj.ac.id/id/eprint/48193

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