Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengetahui keterlaksanaan model pembelajaran Project based learning (PjBL) berbasis STEM dan pengaruhnya terhadap keterampilan proses sains (KPS) peserta didik pada materi pencemaran lingkungan di kelas X SMA Negeri 1 Seunuddon. Metode yang digunakan adalah quasi eksperimen dengan desain pretest-posttest control group. Penetapan sampel penelitian secara purposive sampling yang terdiri dari dua kelas, yaitu kelas eksperimen yang diberi perlakuan model PjBL berbasis STEM dan kelas kontrol yang menggunakan model pembelajaran konvensional berjumlah 60 peserta didik. Instrumen penelitian meliputi lembar observasi keterlaksanaan pembelajaran dan tes keterampilan proses sains. Hasil penelitian menunjukkan bahwa keterlaksanaan model PjBL-STEM berada dalam kategori sangat baik dengan rata-rata persentase 83,9%. Peningkatan KPS dianalisis menggunakan nilai N-Gain dan uji-t pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan signifikan (rata-rata N-Gain 0,77 – kategori tinggi) dibandingkan kelas kontrol (rata-rata N-Gain 0,50 – kategori sedang), dengan hasil uji-t menunjukkan nilai thitung sebesar 8,712 > ttabel 2,0017 yang berarti terdapat perbedaan yang signifikan antar kedua kelas. Indikator KPS tertinggi adalah melakukan eksperimen (N-Gain 0,88), dan terendah adalah menyusun data (N-Gain 0,49). Temuan ini menunjukkan bahwa penerapan model PjBL berbasis STEM berpengaruh dalam meningkatkan keterampilan proses sains peserta didik.
Kata Kunci: Project based learning, STEM, keterampilan proses sains, pencemaran lingkungan, N-gain.

This study aims to determine the implementation of the STEM-based Project based learning (PjBL) model and its effect on students' science process skills (SPS) in the topic of environmental pollution in Class X at SMA Negeri 1 Seunuddon. The research method used was a quasi-experimental design with a pretest-posttest control group. The research sample was determined through purposive sampling and consisted of two classes: the experimental class, which received treatment using the STEM-based PjBL model, and the control class, which used conventional learning methods, with a total of 60 students. The instruments used included lesson implementation observation sheets and science process skills tests. The results showed that the implementation of the STEM-based PjBL model was in the very good category with an average percentage of 83.9%. Improvement in SPS was analyzed using N-Gain scores and t-tests at a 0.05 significance level. The results showed that the experimental class experienced a significant improvement (average N-Gain of 0.77 – high category) compared to the control class (average N-Gain of 0.50 – medium category), with the t-test result showing a t-value of 8.712 > t-table of 2.0017, indicating a significant difference between the two classes. The highest SPS indicator was conducting experiments (N-Gain 0.88), and the lowest was organizing data (N-Gain 0.49). These findings indicate that the application of the STEM-based PjBL model has an influence on improving students’ science process skills. Keywords: Project based learning, STEM, science process skills, environmental pollution, N-gain.