The effect of STEM approach in project based learning model on student’s problem solving skills on static fluid topic

Abstract

Learning Physics in the 21st century really requires the development of problem-solving skills (PSS). Static fluid is one of the materials in Physics where students still have problems in building PSS. However, in this case the integrated STEM approach in project based learning (PjBL) is still rarely used in Physics learning. This research aims to explore the impact of the STEM approach in PjBL in building students' PSS. This research belongs to the quasi experiment (pre- and posttest) type. As research subjects, class XI students of Public High School 2 Lumajang were arranged to be put to an experimental class taught with PjBL-STEM approach and a control class taught with a PjBL model. The instrument of this study is The Fluid Static Problem Solving Skills Instrument Test in the form of 11 essay questions with Cronbach' alpha reliability of 0.786. The research data were analyzed by independent t-test, N-gain, and d-effect size. The results showed that students' PSS in the PjBL-STEM class were significantly higher than in the PjBL class. In addition, the increase in PSS in the experimental class is 0.48 (medium category) which is higher than the control class 0.39 (medium category), and the effect size is 0.87 (large category). Both classes obtained the same largest and smallest increase, namely at the Useful Description and Logical Progression stages, respectively. Based on the results of this study, it is recommended that the STEM approach in PjBL model be widely implemented in the real classroom. It is recommended that future research continues to promote the growth of students' PSS by adding "Art"and "Religious"aspects to the STEM approach, and conducting formative assessments in the entire learning process.