Abstract
The low ability of students to solve problems is in line with the low mastery of science concepts. In this study, Science, Technology, Engineering, and Mathematics (STEM) integrated Project Oriented Problem Based Learning (POPBL) learning models were implemented to improve the mastery of science concepts of junior high school students, especially on the topic of Environmental Pollution. The method used was a mixed-method. The STEM integrated STB learning model design framework consists of 3 stages: Onset Stage, Execution Stage, and Closure Stage. The concept of students is emphasized at the onset stage in the case study dissemination phase. In this phase, students analyze problems based on articles provided by the teacher. The more understanding the material, the more critical students will explore existing issues and find logical solutions to those problems. The results showed that there was a difference between the average pretest and posttest learning outcomes (t=-5,660; df = 53; Sig. (2-tailed) = 0,000). This indicates an increase in junior high school students' science concepts mastery after using the STEM integrated POPBL Learning Model. Improving students' mastery of concepts using a STEM integrated POPBL learning model is still in the low category with n-gain = 0.17. Although still in the low category, the POPBL learning model with the STEM approach can be optimized to improve students' mastery of concepts and skills on other science topics.
Highlights
Economic development is accelerating in line with the emergence of a new economic potential, namely the creative economy in the 21st century
Problem Based Learning (PBL) and Project-Based Learning (PjBL), called Project Oriented Problem Based Learning (POPBL) is expected to be to measure the mastery of science concepts in used as an alternative learning model where junior high school, amounting to 18 multiple student-centered through learning a project in choice questions with details on the cognitive level overcoming a surrounding problem
The first, H0 = There is no average difference between the pre-test and post-test learning outcomes, which means there is no effect of using STEM integrated POPBL models in students' mastery of science concepts
Summary
Economic development is accelerating in line with the emergence of a new economic potential, namely the creative economy in the 21st century. If the mastery of science concepts is low, so will the 21st-century students' skill level These facts in Indonesia need to be a challenge for a teacher to find the right learning model to improve students' mastery of science concepts. PBL and PjBL, called POPBL is expected to be to measure the mastery of science concepts in used as an alternative learning model where junior high school, amounting to 18 multiple student-centered through learning a project in choice questions with details on the cognitive level overcoming a surrounding problem The researcher tries to implement the STEM integrated Project Oriented Problem Based Learning (POPBL) learning model in increasing the mastery of science concepts in junior high schools on the topic of environmental pollution. The stage is to analyze the problem and determine the solution that will be made using the project
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