Abstract
This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.
Highlights
The success of students’ science learning affects by numerous factors
The hypothesis testing used independent sample t-test of pretest and posttest data to find out the PjBeL-STEAM model effect on science process skills
It can be concluded that the science process skills in both classes was equal before treatment applied
Summary
One of them is science process skills to learn scientific objects. It is crucial to train the science process skills to students in learning as it is capable of directing to mental, physical, and social development (Juhji & Nuangchalerm, 2020; Gürses, Çetinkaya, & Elif, 2015). Developing science process skills could facilitate biology learning that allows students to learn actively, possess a sense of responsibility, and enhance skills with scientific methods (Ongowo & Indoshi, 2013). The science process skills could be developed with activities that involve formulating hypotheses, predicting, planning, experiment, interpreting, and communicating (Indriani & Mercuriani, 2019; Blohm et al, 2014). Implementing the skills in learning provides an opportunity for students to directly locate what they learn and develop content understanding and in turn, more interesting and fun learning (Rahayu & Anggraeni, 2017; Handayanto & Dasna, 2018)
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