Jurnal Pendidikan Progresif
Vol 12, No 3 (2022): Jurnal Pendidikan Progresif

Integrated STEM 3.0 Approach to Enhance Critical Thinking Skills: An Empirical Evidence

Ismu Sukamto (Universitas Lampung)
Hervin Maulina (Universitas Lampung)
Widyastuti Widyastuti (Universitas Lampung)
Ika Wulandari Utamining Tias (Universitas Lampung)
Tiyas Abror Huda (Unversitas Lampung)
Dina Maulina (Universitas Lampung)



Article Info

Publish Date
11 Jul 2022

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

Copyrights © 2022






Journal Info

Abbrev

jpp

Publisher

Subject

Humanities Education Public Health Social Sciences Other

Description

Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Multicultural Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Educational Literacy Learning Analysis Education Management System Tools for 21st ...