Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

Siti Suryaningsih,Buchori Muslim,Fauzan Aldiansyah,Fakhira Ainun Nisa

doi:10.53889/ijses.v2i1.40

Abstract

The purpose of this study was to 1) determine the results of the prerequisite test of the research instrument consisting of tests of validity, reliability, and normality, 2) know students' responses to interest and motivation to learn using chemistry learning innovations. The method used is descriptive quantitative. A sample of 76 students was selected by purposive sampling at one of the senior high schools in Indonesia. Data was collected using a questionnaire instrument with ten items arranged based on a Likert scale based on student interest and motivation indicators on the acid-base titration concept. The instrument used was declared valid, and reliability was proven by a corrected item-total correlation of 10 items. Each of them has a value of more than 0.325. A reliability value of 0.785 and a significance value of 0.2 indicates that the data is normally distributed. The Science, Technology, Engineering, Arts, and Mathematics-Project Based Learning (STEAM-PjBL) innovation received a good response from students in the form of a high percentage of interest and learning motivation. Students' interest in learning got an average score of 4.17 in the high category of 83.4%. Likewise, learning motivation scored 4.22 in the high category of 84.4%. In general, student responses gave positive responses or agreed to the application of STEAM-PjBL in chemistry learning because it gave students high interest and motivation to learn. The results of this study can be used as innovations in the science learning process.

Highlights

Some students still see chemistry learning as textual and theoretical learning (Park et al., 2016; Subagia, 2014)
Chemistry teacher in the 21st century has their challenges in implementing effective learning innovations and attracting student interest and motivation because some students are less interested in chemistry lessons which tend to be complicated
Implementation of project-based learning based on STEAM (Science, Technology, Engineering, Art, Mathematics) is one of the learning innovations that can increase students' interest and motivation in learning (Suryaningsih et al, 2021)

Summary

INTRODUCTION

Some students still see chemistry learning as textual and theoretical learning (Park et al., 2016; Subagia, 2014). Implementation of project-based learning based on STEAM (Science, Technology, Engineering, Art, Mathematics) is one of the learning innovations that can increase students' interest and motivation in learning (Suryaningsih et al, 2021). (Suryaningsih & Nisa, 2021) Innovation of acid-base titration chemistry learning with aspects of STEAM Figure 1. The innovation of acid-base titration chemistry learning with STEAM aspects is carried out to support students' skills in the 21st century. Aspect of learning chemistry can train students to process numerical data, analytical and mathematical thinking skills (Suryaningsih & Nisa, 2021). All of these aspects, if integrated into a lesson, will give the impression of being fun and not boring to increase students'. Interest and motivation in learning chemistry (Suryaningsih et al, 2021)

Number Item

Unstandardized Residual

High High High Very High

Feeling Students feel happy to be

High High High High

Quality of Chemistry learning is packaged