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The effect of STEM-based learning through science project prototype kit designing on science education students' 21st-century skills
Abstract
21st century skills are essential components of middle school science education; however, prospective science teachers still lack optimal proficiency in these skills. This study aims to investigate the effect of STEM-based learning through science project prototype kit designing on the 21st century skills of science education students. Given the widespread implementation of STEM learning in current educational environments, this study focuses on examining the extent of its impact, particularly in addressing the underdevelopment of 4C skills required for global competitiveness among prospective teachers. A quantitative research method was employed, utilizing a quasi-experimental one-group pretest posttest design. Data were collected using assessment rubrics structured according to the indicators of critical thinking, creative thinking, collaboration, and communication. The subjects consisted of 32 science education students selected through a purposive sampling technique. The research instruments consisted of test and non-test instruments. The test instrument was used to assess students’ critical thinking skills, while the non-test instruments, in the form of observation sheets, were used to assess students’ creative thinking, collaboration, and communication skills. Data was analyzed using a Paired Sample T-Test. The results demonstrate that STEM-based learning through science project prototype kit designing has a positive and significant effect on 21st century 4C skills. These findings prove that STEM learning enhances student engagement by sharpening their 4C skills to solve educational challenges, particularly for middle school science teachers while enabling students to design prototype kits as instructional media that facilitate classroom learning and enhance students' cognitive development. Furthermore, this study contributes to the development of innovative, authentic, and contextual learning media through science project prototype kit designs for science instruction.
Abstrak. Keterampilan Abad 21 merupakan aspek penting dalam pembelajaran IPA tingkat SMP, namun mahasiswa calon guru IPA masih belum maksimal dalam meningkatkan keterampilan tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran STEM terhadap keterampilan Abad 21 melalui desain prototype kit proyek IPA pada mahasiswa Pendidikan IPA. Pembelajaran STEM yang saat ini banyak digunakan di lingkungan pendidikan menjadi fokus penelitian ini untuk mengetahui sejauh mana pengaruhnya. Selain itu masih belum maksimalnya keterampilan 4C mahasiswa Pendidikan IPA untuk mampu bersaing secara global. Metode penelitian yang digunakan yaitu metode kuantitatif dengan desain quasi eksperimen bentuk one group pretest posttest design. Pengumpulan data dengan menggunakan rubrik penilaian masing-masing variabel sesuai indikator berpikir kritis, berpikir kreatif, kolaboratif dan komunikasi. Subjek yang digunakan adalah 32 orang mahasiswa Pendidikan IPA. Teknik pengambilan sampel yaitu purposive sampling. Instrumen yang digunakan berupa tes dan non tes. Instrumen tes untuk keterampilan berpikir kritis dan non tes (lembar observasi) untuk keterampilan berpikir kreatif, kolaboratif dan komunikasi. Data dianalisis menggunakan uji Paired Sample t-Test. Hasil penelitian menunjukkan bahwa pembelajaran STEM dengan mendesain prototype kit proyek IPA berpengaruh positif terhadap keterampilan 4C abad 21 yaitu keterampilan berpikir kritis, kreatif, kolaborasi dan komunikasi. Temuan ini membuktikan bahwa pembelajaran STEM meningkatkan keterlibatan mahasiswa dalam pembelajaran dengan mengasah keterampilan 4C untuk mampu menyelesaikan masalah di lingkungan pendidikan khususnya guru IPA tingkat SMP dan mahasiswa mampu mendesain rancangan prototype proyek IPA sebagai media pembelajaran yang akan membantu proses pembelajaran dikelas dan meningkatkan kognitif siswa. Temuan ini juga berkontribusi pada media pembelajaran yang inovatif, autentik, dan kontekstual melalui desain prototype kit proyek IPA untuk pembelajaran IPA.
Keywords
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DOI: http://dx.doi.org/10.20527/bino.v8i3.26687
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