Pengaruh Model Project Based Learning Terintegrasi STEAM Terhadap Aktivitas dan Hasil Belajar Kimia Siswa Pada Materi Laju reaksi
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Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Project Based Learning (PjBL) terintegrasi STEAM terhadap aktivitas belajar dan hasil belajar siswa pada materi laju reaksi, serta mengkaji hubungan antara kedua variabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe nonequivalent control group design. Sampel penelitian terdiri dari dua kelas XI dengan jumlah total 72 siswa, yang dibagi menjadi kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi tes pilihan ganda untuk mengukur hasil belajar dan lembar observasi untuk menilai aktivitas belajar siswa. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan perbedaan yang signifikan secara statistik. Selain itu, rata-rata hasil belajar posttest siswa pada kelas eksperimen juga lebih tinggi dibandingkan kelas kontrol, dengan nilai signifikansi < 0,05 dan nilai effect size sebesar 0,924 yang termasuk kategori besar. Hasil uji korelasi menunjukkan adanya hubungan positif yang kuat antara aktivitas belajar dan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model PjBL terintegrasi STEAM efektif dalam meningkatkan aktivitas dan hasil belajar siswa, serta berkontribusi terhadap pembelajaran yang lebih aktif, kontekstual, dan bermakna pada materi laju reaksi.
The Influence of PjBL - STEAM on Student Activities and Learning Outcomes on the Reaction Rate Material
This study aims to analyze the effect of the STEAM-integrated Project Based Learning (PjBL) model on students’ learning activities and learning outcomes in reaction rate material, as well as to examine the relationship between these two variables. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of 72 eleventh-grade students divided into an experimental class and a control class. The instruments used were a multiple-choice test to measure learning outcomes and an observation sheet to assess students’ learning activities. The results showed that students’ learning activities in the experimental class were higher than those in the control class, with a statistically significant difference. In addition, the average posttest score of students in the experimental class was higher than that of the control class, with a significance value of < 0.05 and an effect size of 0.924, which falls into the large category. The correlation analysis also revealed a strong positive relationship between learning activities and learning outcomes. Therefore, it can be concluded that the implementation of STEAM-integrated PjBL is effective in improving students’ learning activities and learning outcomes, as well as fostering more active, contextual, and meaningful learning in reaction rate material.
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