Electronic Theses and Dissertation

Proses pembelajaranberbasis STEM meningkatkan kreativitas peserta didik dalam pengetahuan, keterampilan dan lainnya. Keterampilan proses sains peserta didik sangat mendukung dalam meningkatkan kualitas pendidikan karena peserta didik selain memahami materi juga diterapkan untuk memecahkan masalah dalam kehidupan sehari-hari. Namun, hal tersebut tergantung pada kemampuan pre-service teacher dalam proses pembelajaran berbasis STEM yang diterapkan, karena peserta didik ikut terlibat langsung dalam kegiatan proses pembelajaran sebagai pengalaman. Penelitian ini bertujuan untuk mengetahui kesesuaian proses pembelajaran oleh pre-service teacher dengan tahapan perencanaan pembelajaran, keterampilan proses sains peserta didik dan korelasi antara proses pembelajaran dan keterampilan proses sains melalui penerapan pembelajaran STEM pada materi perubahan dan pelestarian lingkungan serta ekologi. Penelitian ini bersifat kuantitatif dan kualitatif melalui jenis penelitian deskriptif dengan desain survey. Sampel penelitian 58 peserta didik. Instrument yang digunakan dalam penelitian ini terdiri dari lembar check-list untuk proses pembelajaran, soal tes essay, dan lembar observasi keterampilan proses sains. Data proses pembelajaran dan keterampilan proses sains dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan nilai hasil observasi pada proses pembelajaran oleh pre- service teacher dalam kategori baik. Nilai keterampilan proses sains peserta didik dalam kategori cukup. Proses pembelajaran berbasis STEM dan keterampilan proses sains peserta didik terdapat korelasi rendah yang artinya hubungan proses pembelajaran berbasis STEM terhadap keterampilan proses sains peserta didik memiliki hubungan positif tapi kecil. Kesimpulan dalam penelitian ini adalah pembelajaran berbasis STEM berpengaruh terhadap keterampilan proses sains siswa.


Kata kunci : Proses Pembelajaran Berbasis STEM, Pre-service Teacher, Keterampilan Proses Sains.

The STEM-based learning process increases the creativity of students in knowledge, skills, and others. Students’ science process skills are very supportive in improving the quality of education because students do not only understand the theory but also apply it to solve problems in everyday life. However, this depens on the ability of the pre-service teacher in the applied STEM-based learning process, because students are directly involved in the learning process activities as an experience. This study aims to determine the suitability of the learning process by pre-service teachers with the stages of learning planning, student science process skills, and the correlation between the learning process and science process skills through the application of STEM learning on theory environmental change and preservation as well as ecology. This research is quantitative and qualitative through a descriptive type of research with a survey design. The study sample was 58 learners. The instruments used in this study consisted of checklist sheets for the learning process, essay test questions, and observation sheets for science process skills. Data on the learning process and science process skills were analyzed using descriptive statistics. The results showed the value of observations in the learning process by pre-service teachers is in the good category. The value of the learner’s science process skills in the category is sufficient. The STEM-based learning process and the science process skills of learners have a low correlation which means that the relationship between the STEM-based learning process and the science process skills has a positive but small relationship. This study concludes that the STEM-based influences students science process skills. Key word: STEM-Based Learning Process, Pre-service Teacher, Science Process Skill.