Electronic Theses and Dissertation

ABSTRAK

Sejalan dengan perkembangan zaman, kurikulum pendidikan sudah semestinya
menyesuaikan diri. Oleh sebab itu, pendidikan Indonesia menerapkan Kurikulum 2013 di
lembaga pendidikannya. Kurikulum ini bertujuan agar siswa menjadi kreatif dan mandiri
dalam belajar. Salah satu pendekatan dalam kurikulum 2013 adalah STEM. STEM
(science, technology, engineering, mathematics) adalah pendekatan pembelajaran yang
mampu menuntun siswa untuk menyelesaikan masalah dengan mengaitkan sains,
teknologi, dan masyarakat. Penelitian ini dilakukan untuk memperoleh gambaran luas
tentang pelaksanaan pembelajaran menggunakan pendekatan STEM untuk meningkatkan
kemampuan literasi sains dan kreativitas siswa. Metode penelitian yang digunakan adalah
pra eksperimen dengan desain one group pretest posttest. Populasi penelitian adalah siswa
kelas VIII SMPN 2 Sigli sejumlah 31 orang. Instrumen yang digunakan adalah soal literasi
sains, lembar pengamatan kreativitas siswa dan lembar wawancara. Hasil penelitian
menunjukkan bahwa implementasi pendekatan STEM dapat meningkatkan literasi sains
siswa dengan nilai rata-rata N-gain 0,74 kategori tinggi. Hasil uji beda rata-rata diperoleh
nilai signifikansi 0,000 < 0,05 artinya terdapat perbedaan literasi sains siswa sebelum dan
setelah implementasi pendekatan STEM. Pendekatan STEM juga dapat meningkatkan
kreativitas siswa yang diukur melalui tiga indikator, yaitu generating (menyusun),
planning (merencanakan) dan, producing (menghasilkan). Skor yang diperoleh dari ketiga
indikator tersebut mencapai nilai persentase rata-rata >76, sehingga termasuk kategori
tinggi. Kesimpulan dalam penelitian ini adalah literasi sains dan kreativitas siswa
meningkat melalui pendekatan STEM.
Kata Kunci: Pendekatan STEM, Literasi Sains, dan Kreativitas Siswa.

ABSTRACT In line with how the world evolves, the curriculum is also required to adapt itself with. Therefore, Indonesian education adopted 2013 curriculum for its educational institutions. The curriculum intends to boost students’ creativity and stimulate their self-directed learning. One of the approaches in 2013 curriculum is STEM. STEM or science, technology, engineering, mathematics approach is believed can direct students in completing the lesson tasks by intertwining science, technology and society. This research is conducted to acquire a border picture on how the approach were used in order to improve students’ creativity and stimulate their self-directed learning. For data collection, a pretest and a posttest were administrated to a group of 31 students at SMPN 2 Sigli. Both tests were delivered to examine their knowledge about science. Besides, the questionnaire and the observation sheet were also applied to obtain supporting data. The observation sheet was specifically designed to scrutinize students’ creativeness in learning. From the research, it shows that STEM approach can significantly improve students’ literacy on science, the mean average of 0,74 were obtained which categorized high. In addition, both pretest and posttest also convey significant differences on students’ literacy about science before and after the application of STEM approach, the obtained average value were 0,000 < 0,05. Moreover, The STEM approach also could enhance students’ creativity which measured with three indicators namely generating, planning and producing. The average percentage score of >76 was gained from the three indicators which categorized high. In conclusion, the application of STEM approach can improve students’ literacy about science, and also can boost their creativity. Keywords: STEM approach, Science Literacy and students’ creativity.