Abstract
This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of 0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.
Highlights
In daily life, problems are always present, they cannot be avoided, but they must be resolved
This research aimed to explore the effect of Project Based Learning (PjBL)-STEM learning and discovery learning on students' problem-solving skills
Based on data analysis using the MannWhitney test, the significance value obtained is 0.03 where the value is smaller than the significance value (α = 0.05), which indicates that is rejected and is accepted. These results indicate that statistically, there is a significant difference between the problem-solving skills of students who learn using STEM-PjBL learning (Mdn=78.74) and students who learn using Discovery Learning (Mdn=70.00), U=181.50, p
Summary
Problems are always present, they cannot be avoided, but they must be resolved. A person needs certain skills to complete it. Education is an attempt to improve skills related to how to solve problems. In science learning, one of the aims is to prepare students for 21st-century skills (Halim & Meerah, 2016), including problem-solving skills (Huang & Asghar, 2016). The skill to solve problems is one of the skills needed in the world of work (Rios et al, 2020).
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