The Effect of PBL-based STEAM Approach on The Cognitive and Affective Learning Outcomesof Primary School

I Nyoman Sudana Degeng Et Al

doi:10.17762/turcomat.v12i6.5521

Abstract

The purpose of this study was to discover the existence of cognitive and affective learning outcomes of students using Project Based Learning (PBL) - based STEAM (Science, Technology, Engineering, Art, and Mathematics) with scientific learning with inquiry learning models. The type of research was a quasi experimental design. Data were collected by means of test analysis, observation, interviews, and documentation from all fifth grade students of primary school. Data analysis used t-test technique. To discover the effect of PBL-based STEAM approach on cognitive learning outcomes obtained from the pretest-posttest results, while affective learning outcomes were obtained through observation using the measurement data scale in the rubric.The results showed that there were significant differences between the experimental class and the control class on cognitive learning outcomes, however, there were differences in affective learning outcomes. It is expected to strengthen the results of the discussion in the long term to strengthen cognitive and affective learning outcomes.

Highlights

Education in Indonesia to improve quality human resources must have an understanding of the liberal arts and skills to develop continuously by following the global changes so that the intelligence obtained can be useful for facing competition (BSNP, 2018)
The high and low of student learning outcomes are influenced by internal factors, namely students themselves and external factors which can be family, school environment, learning methods, fellow students, and so on From these factors, to determine the achievement of cognitive learning outcomes is done through written tests before and after learning, while affective learning outcomes are undertaken through observation during learning (Bati, Yetişir, Çalişkan, Güneş, & Saçan, 2018; Ozkan & Umdu Topsakal, 2020)
STEAM is apart from the science, but it links to technology, engineering, art, and mathematics through research to be guided in discussion, collaboration and critical thinking (Yakman & Lee, 2012)

Summary

Introduction

Education in Indonesia to improve quality human resources must have an understanding of the liberal arts and skills to develop continuously by following the global changes so that the intelligence obtained can be useful for facing competition (BSNP, 2018). Research activities carried out by students can show (1) give positive results in scientific knowledge, (2) teach problem solving, (3) create ideas in the latest technology, (4) explore abstract concepts in mathematics, (5) increase artistic creativity, and (6) hone visual intelligence (Quigley, Herro, & Jamil, 2017; Rachim, 2019; Sari, Duygu, Şen, & Kirindi, 2020) STEAM is not much different from PBL, it has different on the disciplinary content so that it can be integrated. The learning process that provides the students’ freedom to submit statements and answer, be creative in expressing creative ideas can hone students’ visual-spatial intelligence.(Oner, Nite, Capraro, & Capraro, 2016; Siew & Mapeala, 2016) Regarding to this research, it was conducted with the aim of knowing whether there were differences in cognitive and affective learning outcomes skills of fifth grade students through the use of STEAM with the learning commonly used by teachers, namely scientific learning with inquiry learning models. Through the increase of student learning outcomes, it will improve the quality of the school

Objectives

Methods

Results

Discussion

Conclusion