EXPLORING THE TRANSFORMATIVE EFFECT OF PROBLEM-BASED LEARNING MODELS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON STUDENTS' RATIONAL THINKING ABILITY ACROSS GENDER

Abstract

The rational thinking abilities of students require development through effective learning strategies. This study investigates the effectiveness of a STEM-based Problem-Based Learning (PBL) model in enhancing students' rational thinking abilities, with consideration for gender differences. This research uses a quantitative approach and a quasi-experimental design. Data analysis involved the application of Two-Way ANOVA and Scheffe tests utilizing SPSS software. Participants consisted of Class VII students from MTs Ma'arif Balong Ponorogo. The findings indicate the following: (1) the initial rational thinking abilities of the experimental and control groups were comparable; (2) the STEM-based PBL model demonstrated superior effectiveness in improving students' rational thinking skills when compared to conventional learning methods; (3) no significant disparity in rational thinking abilities were observed between male and female students; (4) an interaction effect between the learning model and gender was detected, influencing students' rational thinking abilities. Specifically, female students displayed superior rational thinking abilities when exposed to the STEM-based PBL model. Conversely, no gender-based discrepancy in rational thinking abilities was observed among students utilizing the conventional model. These findings underscore the potential of the STEM-based PBL model as an alternative approach to foster students' rational thinking abilities.