Abstract
One of the challenges of today’s education in the disruption era is generating skillful, creative, and innovative human resources in solving problems. Therefore, a learning model to train students’ problem-solving skills is required. The objective of this research is to analyze the influence of PjBL-STEAM toward students’ problem-solving skills indicated by the average differences. The data were collected through test, documentation, and observation. The influence of the model was examined using a t-test. Further, the analysis showed that there was an average score difference between the students taught using the PjBL-STEAM and the students taught using the PjBL-scientific model by 3.495. In other words, the PjBL-STEAM model has a positive effect on the students’ problem-solving skills.
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