PENGARUH MODEL PROBLEM BASED LEARNING (PBL) BERBASIS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI STOIKIOMETRI

ALIVA RAHMAH, . (2026) PENGARUH MODEL PROBLEM BASED LEARNING (PBL) BERBASIS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI STOIKIOMETRI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Problem Based Learning (PBL) berbasis Science, Technology, Engineering, and Mathematics (STEM) terhadap kemampuan berpikir kritis siswa pada materi stoikiometri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental, yaitu one-group pretest–posttest. Sampel yang dijadikan objek dalam penelitian ini adalah siswa kelas X di salah satu SMA Negeri di Jakarta yang berjumlah 72 siswa. Instrumen penelitian yang digunakan berupa tes kemampuan berpikir kritis dan data dianalisis menggunakan uji Wilcoxon Signed Rank, ukuran Effect Size menggunakan uji r, dan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan pada kemampuan berpikir kritis siswa sebelum dan sesudah pembelajaran melalui uji Wilcoxon Signed Rank (p=0,000). Hasil uji Effect Size sebesar 0,616 termasuk kategori efek besar dan hasil uji N-Gain sebesar 0,61 menunjukkan setelah mengikuti pembelajaran menggunakan model PBL-STEM, kemampuan berpikir kritis siswa pada materi stoikiometri mengalami peningkatan dengan kategori sedang. Berdasarkan hasil yang diperoleh, dapat disimpulkan bahwa penerapan model Problem Based Learning (PBL) berbasis Science, Technology, Engineering, and Mathematics (STEM) berpengaruh signifikan terhadap peningkatan kemampuan berpikir kritis siswa pada materi stoikiometri. ***** This study aims to determine the effect of implementing a Science, Technology, Engineering, and Mathematics (STEM)-based Problem-Based Learning (PBL) model on students’ critical thinking skills in stoichiometry. This study employed a quantitative approach with a pre-experimental design, specifically a one-group pretest–posttest design. The sample consisted of 72 tenth-grade students at a public high school in Jakarta. The research instruments used consisted of a critical thinking skills test, and the data were analyzed using the Wilcoxon Signed-Rank test, with the effect size measured using the r test and calculated using the N-Gain formula. The results showed a significant difference in students’ critical thinking skills before and after instruction, as determined by the Wilcoxon Signed-Rank test (p = 0.000). The Effect Size test result of 0.616 falls into the large effect category, and the N-Gain test result of 0.61 indicates that after participating in instruction using the PBL-STEM model, students’ critical thinking skills in stoichiometry improved to a moderate degree. Based on the results obtained, it can be concluded that the implementation of the Problem-Based Learning (PBL) model based on Science, Technology, Engineering, and Mathematics (STEM) has a significant effect on improving students’ critical thinking skills in stoichiometry.

Item Type:	Thesis (Sarjana)
Additional Information:	1. Dr. Darwis, M.Si. 2. Ella Fitriani, M.Pd.,Ph.D.
Subjects:	Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Aliva Rahmah .
Date Deposited:	04 Aug 2026 08:49
Last Modified:	04 Aug 2026 08:49
URI:	http://repository.unj.ac.id/id/eprint/68333

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