Imara, Ayra Fahny (2026) Pengaruh pendekatan pembelajaran STEM terhadap keterampilan berpikir konstruktif pada materi perubahan dan pelestarian lingkungan. Sarjana thesis, UIN Sunan Gunung Djati Bandung.
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Abstract
INDONESIA; Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan pembelajaran STEM terhadap peningkatan keterampilan berpikir konstruktif siswa pada materi perubahan dan pelestarian lingkungan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen tipe Nonequivalent Control Group Design. Subjek penelitian terdiri atas kelas eksperimen yang memperoleh pembelajaran berbasis STEM dan kelas kontrol yang tidak menerapkan pendekatan STEM. Pengumpulan data dilakukan melalui pretest, posttest, observasi keterlaksanaan pembelajaran, dan angket respon siswa. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran pada kedua kelas berada pada kategori baik. Rata-rata aktivitas guru dan siswa pada kelas eksperimen masing-masing sebesar 91% dan 80%, sedangkan pada kelas kontrol sebesar 82% dan 83%. Peningkatan keterampilan berpikir konstruktif siswa ditunjukkan oleh nilai N-Gain sebesar 0,63 pada kelas eksperimen dan 0,58 pada kelas kontrol, yang termasuk dalam kategori sedang. Hasil uji Independent Sample T-Test menunjukkan nilai signifikansi 0,019 < 0,05, sehingga terdapat perbedaan keterampilan berpikir konstruktif yang signifikan antara kelas eksperimen dan kelas kontrol. Uji Effect Size menghasilkan nilai 0,7 dengan kategori sedang, sehingga pendekatan pembelajaran STEM berpengaruh positif terhadap keterampilan berpikir konstruktif siswa. Respon siswa terhadap pembelajaran berbasis STEM berada pada kategori sangat baik dengan persentase rata-rata sebesar 82%. ENGLISH: This study aims to determine the effect of the STEM learning approach on improving students’ constructive thinking skills in the topic of environmental change and conservation. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research subjects consisted of an experimental class that received STEM-based instruction and a control class that did not implement the STEM approach. Data were collected through pretests, posttests, classroom observation, and student response questionnaires. The results showed that the implementation of instruction in both classes fell into the “good” category. The average teacher and student activity levels in the experimental class were 91% and 80%, respectively, while those in the control class were 82% and 83%. The improvement in students’ constructive thinking skills was indicated by an N-Gain score of 0.63 in the experimental class and 0.58 in the control class, both of which fall into the “moderate” category. The results of the Independent Sample T-Test showed a significance value of 0.019 < 0.05, indicating a significant difference in constructive thinking skills between the experimental and control classes. The Effect Size test yielded a value of 0.7, classified as moderate, indicating that the STEM learning approach has a positive effect on students’ constructive thinking skills. Student response to STEM-based learning was rated as very good, with an average percentage of 82%.
| Item Type: | Thesis (Sarjana) |
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| Uncontrolled Keywords: | Pendekatan STEM;Berpikir Konstruktif;Perubahan Lingkungan;Pelestarian Lingkungan |
| Subjects: | Biology > Education, Research, Related Topics of Biology |
| Divisions: | Fakultas Tarbiyah dan Keguruan > Program Studi Pendidikan Biologi |
| Depositing User: | Ayra Fahny Imara |
| Date Deposited: | 04 Nov 2026 07:49 |
| Last Modified: | 04 Nov 2026 07:49 |
| URI: | https://digilib.uinsgd.ac.id/id/eprint/144929 |
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