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Journal : Jurnal Pendidikan Progresif

Integrated STEM 3.0 Approach to Enhance Critical Thinking Skills: An Empirical Evidence Ismu Sukamto; Hervin Maulina; Widyastuti Widyastuti; Ika Wulandari Utamining Tias; Tiyas Abror Huda; Dina Maulina
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

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Abstract

Abstract: Integrated STEM 3.0 Approach to Enhance Critical Thinking Skills: An Empirical Evidence. Objectives: This study aimed to examine the effect of the STEM 3.0 approach assisted by real material and virtual simulation to enhance the CTS. Methods: The research method used Quasi-Experimental Designs with Matching-Only Pretest-Posttest Control Group Design. The subjects of this study were high school students of Class XI in Surabaya. Findings: Based on the research data, the increase in the CTS of students in the 2 experimental classes was classified as moderate with an average n-gain value of students in class A2 of 0.69 and class A5 of 0.63 while the increase in CTS in the control class was classified as moderate with a lower value (a score of 0.36). Based on the results of statistical tests, there is a significant difference between the experimental class and the control class. Conclusion: Thus, it is concluded that the integrated STEM 3.0 approach can enhance the CTS.Keywords: integrated STEM 3.0, CTS, real material, virtual simulations.Abstrak: Pendekatan STEM 3.0 Terintegrasi untuk meningkatkan Keterampilan Berpikir Kritis: Suatu Bukti Empirik. Tujuan: Penelitian ini bertujuan untuk menguji pengaruh pendekatan STEM 3.0 yang dibantu dengan materi nyata dan simulasi virtual untuk meningkatkan CTS. Metode: Metode penelitian yang digunakan adalah Quasi-Experimental Designs with Matching-Only Pretest-Posttest Control Group Design. Subjek penelitian ini adalah siswa SMA kelas XI. Temuan: Berdasarkan data penelitian, peningkatan CTS siswa pada 2 kelas eksperimen tergolong sedang dengan rata-rata nilai n-gain siswa kelas A2 sebesar 0,69 dan kelas A5 sebesar 0,63 sedangkan peningkatan CTS pada siswa kelas A2 sebesar 0,69 dan kelas A5 sebesar 0,63. kelas kontrol tergolong sedang dengan nilai lebih rendah (skor 0,36). Berdasarkan hasil uji statistik, terdapat perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol. Kesimpulan: Dengan demikian, disimpulkan bahwa pendekatan STEM 3.0 terintegrasi dapat meningkatkan CTS.Kata kunci: STEM 3.0 terintegrasi, CTS, material nyata, simulasi virtual.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202219