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All Journal Jurnal Ilmu Pendidikan Jurnal Pendidikan MIPA REFLEKSI EDUKATIKA Jurnal Inovatif Ilmu Pendidikan Arus Jurnal Pendidikan Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Progresif Jurnal Pengabdian Masyarakat Ilmu Pendidikan
Ismu Sukamto
Universitas Lampung
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Jurnal%20Pendidikan%20Progresif

 1 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (92.418 KB) | DOI: 10.23960/24075

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
Implementation of HOTS-Oriented Problem Based Learning on Science Literacy Ability Supriyadi Supriyadi; Ika Wulandari Utamining Tias; Nelly Astuti; Ismu Sukamto; Frida Destini; Fadhilah Khairani; Amrina Izzatika
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/25604

Abstract

Abstract: Implementation of HOTS-Oriented Problem Based Learning on Science Literacy Ability. Objectives: Knowing and analyzing scientific literacy skills by applying the HOTS-oriented Problem Based Learning (PBL) model. Methods: The type of research in this research is experimental research. The research subjects were fourth grade students of SD Negeri 5 Metro Pusat. The research design used is a pre-experimental design and uses one form of design, namely the one group pretest-posttest design. The HOTS indicators used in this study are identify scientific issues (problems) explain scientific phenomena, using scientific evidence. Findings: Based on the results of the data analysis, the pretest score for the scientific literacy ability of students achieved by the experimental class was 9.25 and the posttest score was 11.90. Conclusion: The results of the research that have been carried out show that the application of high order thinking skills (HOTS) based on problem based learning (PBL) to improve scientific literacy skills has the impact of increasing n-gain by 0.21 in the low category. In the analysis of the average n-gain score on the highest scientific literacy ability indicator, namely the use of scientific evidence.Keywords: higher order thinking skills, problem based learning, science literacy.Abstrak: Implementasi Pembelajaran Berbasis Masalah Berorientasi HOTS terhadap Kemampuan Literasi Sains. Tujuan: Mengetahui dan menganalisis kemampuan literasi sains dengan menerapkan HOTS berbasis problem based learning. Metode: Jenis penelitian dalam penelitian ini adalah penelitian eksperimen. Subyek penelitian adalah siswa kelas IV SD Negeri 5 Metro Pusat. Desain penelitian yang digunakan adalah pre-experimental design dan menggunakan salah satu bentuk desain yaitu one group pretest-posttest design. Indikator HOTS yang digunakan dalam penelitian ini adalah mengidentifikasi isu ilmiah (problem), menjelaskan fenomena ilmiah, menggunakan pembuktian ilmiah. Temuan: Berdasarkan hasil analisis data, nilai pretest kemampuan literasi sains siswa kelas eksperimen adalah 9,25 dan nilai posttest adalah 11,90. Kesimpulan: Hasil penelitian yang telah dilakukan menunjukkan bahwa penerapan keterampilan berpikir tingkat tinggi (HOTS) berbasis problem based learning (PBL) untuk meningkatkan kemampuan literasi sains berdampak pada peningkatan n-gain sebesar 0,21 pada kelompok rendah. kategori. Pada analisis rata-rata skor n-gain pada indikator kemampuan literasi sains tertinggi yaitu penggunaan bukti ilmiah.Kata kunci: keterampilan berpikir tingkat tinggi, pembelajaran berbasis masalah, literasi sains.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202236
Co-Authors Aji Fajar Budiman Amrina Izzatika Anik Ghufron Dayu Rika Perdana Deviyanti Pangestu Een Yayah Haenilah Erni Fadhilah Khairani Frida Destini Handoko Hermawan, Jody Setya Hervin Maulina Ika Wulandari Utamining Tias Loliyana Loliyana Loliyana Loliyana Lungit Wicaksono Maman Surahman Maulina, Dina Mujiyati Mujiyati Nelly Astuti Rapani Rapani Riswandi riswandi Siska Mega Diana Supriyadi Supriyadi Tiyas Abror Huda Ujang Efendi Widyastuti Widyastuti