PENGEMBANGAN MODEL PEMBELAJARAN ENGINEERING DESIGN PROCESS (EDP) BERBASIS PENDEKATAN STEM UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR

ASTRI SUTISNAWATI, . (2026) PENGEMBANGAN MODEL PEMBELAJARAN ENGINEERING DESIGN PROCESS (EDP) BERBASIS PENDEKATAN STEM UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan proses sains siswa Sekolah Dasar yang menunjukkan kurang optimalnya mengajukan hipotesis, melakukan penyelidikan, menginterpretasi data, dan mengomunikasikan hasil percobaan. Permasalahan tersebut disebabkan oleh proses pembelajaran IPA yang masih berpusat pada guru, minim aktivitas eksperimen, serta belum terintegrasinya pendekatan STEM secara optimal dalam pembelajaran. Oleh karena itu, diperlukan suatu inovasi model pembelajaran yang mampu mengembangkan keterampilan proses sains siswa melalui aktivitas pemecahan masalah dan perancangan solusi berbasis Engineering Design Process (EDP). Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas model pembelajaran IPAS melalui pengembangan model pembelajaran Engineering Design Process (EDP) berbasis pendekatan STEM untuk meningkatkan keterampilan proses sains siswa kelas V Sekolah Dasar. Penelitian ini merupakan penelitian pengembangan atau Research and Development (R&D) menggunakan model Dick and Carey yang terdiri dari 10 tahapan yang terdiri dari 1). Identify Instructional Goals, atau identifikasi tujuan pembelajaran. 2). Conduct Instructional Analysis, atau melakukan analisis pembelajaran. 3). Analyze Learners and Contexts, atau menganalisis karakteristik peserta didik. 4). Write Performance Objectives, atau menuliskan tujuan pembelajaran khusus. 5). Develop Assessment Instruments, atau mengembangkan instrument penelitian. 6). Develop Instructional Strategy, atau mengembangkan strategi pembelajaran. 7). Develop And Select Instructional Materials, atau mengembangakan dan memilih sarana dan bahan pembelajaran. 8). Design And Conduct Formative Evaluation, yaitu merancang dan melaksanakan evaluasi formatif. 9). Revise Instruction, atau revisi pembelajaran. 10). Design And Conduct Summative Evaluation, atau mendesain dan melaksanakan evaluasi sumatif. Instrumen penelitian terdiri dari soal essay keterampilan proses sains, lembar observasi keterampilan proses sains bagi siswa, pedoman wawancara, dokumentasi serta lembar validasi ahli untuk mengukur kelayakan model pembelajaran dari ahli desain pembelajaran, materi, bahasa dan media pembelajaran. Analisis data dilakukan secara deskriptif kuantitatif dan kualitatif. Data validasi di analisis menggunakan persentase kelayakan, sedangkan efektivitas model di analisis menggunakan Ancova dan uji N-gain sebagai pelengkap. Pengembangan model pembelajaran menghasilkan sintaks yang terdiri dari problem engagement, design, prototyping, serta testing and evaluation yang disingkat menjadi productive, dengan validitas ahli desain pembelajaran mencapai 91,8% (kategori "sangat layak") untuk semua aspek yang terdiri dari fokus model pembelajaran, sintaks, prinsip reaksi, sistem sosial, sistem pendukung, dampak instruksional dan pengiring serta rasionalitas model. Nilai ini dikonfirmasi melalui triangulasi dengan observasi lapangan selama uji coba terbatas, di mana ahli mengamati bahwa tahapan model pembelajaran productive mampu meningkatkan keterampilan proses sains melalui merancang dan menciptakan prototipe ekosistem sederhana menggunakan scratch yang selaras dengan prinsip STEM. Efektivitas model terbukti dari hasil analisis Ancova dalam penelitian ini menunjukkan bahwa model pembelajaran productive memberikan pengaruh yang signifikan terhadap KPS siswa setelah mengontrol kemampuan awal, yang ditunjukkan oleh nilai F sebesar 31,152 dengan signifikansi < 0,001 (p < 0,05), sehingga terdapat perbedaan yang bermakna antara kelas eksperimen dan kelas kontrol pada nilai posttest setelah variabel kovariat (pretest) dikendalikan. Selain itu, besarnya pengaruh perlakuan ditunjukkan oleh nilai partial eta squared sebesar 0,349 yang berarti 34,9% variasi nilai KPS siswa dapat dijelaskan oleh perlakuan setelah mengontrol kemampuan awal, dan nilai ini termasuk kategori efek besar (large effect), sehingga menunjukkan bahwa model pembelajaran productive memiliki kekuatan pengaruh yang tinggi terhadap peningkatan KPS siswa. Selain itu, hasil efektivitas model pembelajaran yang dilihat dari nilai rata-rata N-Gain sebesar 0.4043 termasuk dalam kategori sedang. Kesimpulan penelitian ini menunjukkan bahwa model pembelajaran EDP berbasis pendekatan STEM yang dikembangkan memenuhi kriteria valid dan efektif untuk meningkatkan keterampilan proses sains siswa sekolah dasar. Implikasi penelitian ini memberikan kontribusi teoritis terhadap pengembangan model pembelajaran berbasis konstruktivisme dan STEM serta kontribusi praktis bagi guru dalam menciptakan pembelajaran IPA yang inovatif. Pada tingkat pemangku kebijakan (policymakers), implementasi model productive dapat dilakukan melalui integrasi bertahap dalam kebijakan pembelajaran sebagai model pembelajaran yang direkomendasikan, bagi pengembang kurikulum (curriculum designer), implementasi model pembelajaran productive perlu diwujudkan dalam desain pembelajaran yang sistematis dan aplikatif Kata Kunci: Model pembelajaran EDP, Pendekatan STEM, Keterampilan Proses Sains, Sekolah Dasar. DEVELOPMENT OF ENGINEERING DESIGN PROCESS (EDP) LEARNING MODEL BASED ON STEM APPROACH TO IMPROVE SCIENCE PROCESS SKILLS OF PRIMARY SCHOOL STUDENTS Astri Sutisnawati Pendidikan Dasar ABSTRACT This study was based on the low science process skills of elementary school students demonstrated through their less optimal hypotheses, conducting investigations, interpreting data, and communicating experimental results. The problems are caused by the IPA learning process that is still teacher-centered, the lack of experimental activity, and the lack of optimal integration of STEM approaches in learning. Therefore, an innovation of learning models is needed that is able to develop students' science process skills through problem-solving activities and designing solutions based on Engineering Design Process (EDP). This study aims to develop and test the effectiveness of the IPAS learning model through the development of a STEM Approach-based Engineering Design Process (EDP) learning model to improve the science process skills of Grade V students of Primary School. This research is a development study or Research and Development (R&D) using the Dick and Carey model consisting of 10 stages consisting of 1). Identify instructional goals, or identify learning goals. 2). Conduct Instructional Analysis, or conduct learning analysis.3). Analyze Learners and Contexts, or analyze the characteristics of learners.4). Write Performance Objectives, or write down specific learning objectives. 5). Develop Assessment Instruments, or develop research instruments. 6). Develop Instructional Strategy, or develop a learning strategy. 7). Develop and Select Instructional Materials, or develop and select learning tools and materials. 8) Design and Conduct Formative Evaluation, that is, designing and carrying out formative evaluation.9). Instruction Revise, or revision of learning.10). Design and Conduct Summative Evaluation, or designing and executing summative evaluations. Research instruments consist of science process skills essay questions, science process skills observation sheets for students, interview guidelines, documentation as well as expert validation sheets to measure the feasibility of learning models from learning design experts, materials, languages and learning media. Data analysis is carried out in a quantitative and qualitative descriptive manner. Validation data were analyzed using a feasibility percentage, while the effectiveness of the model was analyzed using Ancova and N-gain assays as complements. The development of the learning model results in a syntax consisting of problem engagement, design, prototyping, and testing and evaluation abbreviated to productive, with the validity of the learning design expert reaching 91.8% (the “highly feasible” category) for all aspects consisting of learning model focus, syntax, reaction principles, social systems, support systems, instructional impact and accompaniment and model rationality. This value was confirmed through triangulation with field observation during limited trials, where the expert observed that the stages of the productive learning model were able to improve the skills of the science process through designing and creating simple ecosystem prototypes using scratch aligned with STEM principles. Effectiveness of the model proved The results of the ANCOVA analysis in this study showed that the productive learning model exerted a significant influence on the student's KPS after controlling for initial ability, indicated by an F value of 31.152 with a significance of < 0.001 (p < 0.05), resulting in a significant difference between the experimental class and the control class in posttest scores after covariate variables (pretest) were controlled. In addition, the magnitude of the effect of treatment is indicated by a partial eta squared value of 0.349, which means that 34.9% of the variation in students' KPS scores can be explained by the treatment after controlling for initial ability, and this value belongs to the large effect category, thus indicating that the productive learning model has a high power of influence on the increase in student KPS. In addition, the results of the effectiveness of the learning model as seen from the N-Gain mean score of 0.4043 belong to the moderate category. The conclusions of this study show that the STEM approach-based EDP learning model developed meets valid and effective criteria for improving the science process skills of elementary school students. The implications of this study provide theoretical contributions to the development of constructivism and STEM-based learning models as well as practical contributions for teachers in creating innovative IPA learning. At the level of policymakers, the implementation of the productive model can be achieved through gradual integration in learning policies as a recommended learning model, for curriculum designers, the implementation of the productive learning model needs to be embodied in a systematic and applicative learning design. Keywords: EDP learning model, STEM approach, science process skills, Primary School

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Yuli Rahmawati, Ph.D 2). Prof. Dr. M. Syarif Sumantri, M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Indonesia
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	ASTRI SUTISNAWATI .
Date Deposited:	14 Aug 2026 08:01
Last Modified:	14 Aug 2026 08:01
URI:	http://repository.unj.ac.id/id/eprint/69673

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