Penerapan Pembelajaran STEAM Proyek Mobil Tenaga Angin Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SD

  • Nur Alissa Rahmawati State University of Surabaya

Abstract

Abstrak

Peningkatan keterampilan berpikir kritis siswa menjadi salah satu fokus dalam perbaikan kualitas pendidikan di Indonesia. Kemampuan berpikir kritis penting untuk perkembangan kognitif  dan berguna untuk membantu siswa beradaptasi  dengan kemajuan inovasi serta informasi. STEAM merupakan salah satu pendekatan pembelajaran yang dapat meningatkan keterampilan berpikir kritis siswa. Oleh karena itu, peneliti ingin mencari tahu bagaimana pelaksanaan pembelajaran STEAM proyek mobil tenaga angin untuk meningkatkan keterampilan berpikir kritis siswa SD, sehingga dapat mengetahui pengaruh dan respon siswa terhadap pembelajaran STEAM proyek mobil tenaga angin.  Tujuan penelitian ini yakni mendeskripsikan pelaksanaan, pengaruh, serta respon siswa terhadap  penerapan pembelajaran STEAM proyek mobil tenaga angin untuk meningkatkan keterampilan berpikir kritis siswa SD. Penelitian menggunakan metode quasi experiment  dengan rancangan non-equivalent control group design. Jenis penelitian tersebut membentuk 2 kelompok yang berbeda sebagai kelas eksperimen dan kelas kontrol. Penelitian dilaksanakan di SDN Sawunggaling I/382 Surabaya. Pelaksanaan pembelajaran STEAM di kelas eksperimen terlaksana dengan sangat baik dengan  rata-rata nilai 90,5%. Hasil uji t-test independent  dengan signifikansi  5% menunjukkan hasil 0,000 < 0,05, sehingga Ha diterima dan Ho ditolak. Berarti ada pengaruh penerapan pembelajaran STEAM proyek mobil tenaga angin terhadap keterampilan berpikir kritis siswa SD. Besarnya pengaruh pembelajaran STEAM dihitung dengan uji N-Gain memperoleh nilai 0,6348, yang berarti peningkatan keterampilan berpikir kritis ada pada kategori sedang. Sementara respon siswa terhadap pembelajaran STEAM memperoleh persentase rata-rata sebanyak 97,3%, sehingga dapat disimpulkan pembelajaran STEAM proyek mobil tenaga angin mendapat respon sangat baik dari siswa.

Kata Kunci : pembelajaran STEAM, berpikir kritis, respon siswa

Abstract

Improving students' critical thinking skills is one of the focuses in improving the quality of education in Indonesia. Critical thinking skills are important for cognitive development and are useful for helping students adapt to advances in innovation and information. STEAM is a learning approach that can improve students' critical thinking skills. Therefore, researchers want to find out how the implementation of STEAM learning for the wind power car project is to improve the critical thinking skills of elementary school students, so they can find out the influence and response of students towards STEAM learning for the wind power car project. The purpose of this study is to describe the implementation, influence, and student responses to the application of STEAM learning in the wind-powered car project to improve elementary students' critical thinking skills. The study used a quasi-experimental method with a non-equivalent control group design. This type of research formed 2 different groups as the experimental class and the control class. The research was conducted at SDN Sawunggaling I/382 Surabaya. The implementation of STEAM learning in the experimental class was carried out very well with an average score of 90.5%. The results of the independent t-test with a significance of 5% show a result of 0.000 <0.05, so that Ha is accepted and Ho is rejected. This means that there is an effect of the application of STEAM learning on the wind power car project on the critical thinking skills of elementary students. The magnitude of the influence of STEAM learning is calculated by the N-Gain test obtaining a value of 0.6348, which means that the increase in critical thinking skills is in the medium category. While students' responses to STEAM learning obtained an average percentage of 97.3%, so it can be concluded that STEAM learning for the wind power car project received a very good response from students.

Keywords: STEAM learning, critical thinking, student response

Published
2023-06-28
Section
Articles
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