Effectiveness of E - Module Implementation Using STEM Project-Based Learning on Statistics Materials
Article Sidebar
Main Article Content
Abstract
The purpose of this study was to determine the effectiveness of implementing e-modules based on STEM Project-based learning on statistical material. This research is qualitative and quantitative. The types of data in this study are qualitative and quantitative data. Qualitative data is generated from the input and suggestions of teachers (learning experts) and respondents. Quantitative data in the form of scores from the questionnaire and test results done by students. The instruments used in this study were e-modules based on STEM Project-Based Learning, tests, and questionnaires. The subjects of this study were students of class VIII SMP Al Inayah. Based on the results of the study, it was found that: 1). Assessment of effectiveness based on the results of test scores obtained by students during limited field trials (small groups) showed that students' completeness scores were 80% reaching a score of 75 or above the KKM (Minimum Completeness Criteria). This percentage is located on a criterion scale of 80% < ð‘‹Ì… ≤ 100%, so the test results show that the e-module developed is in the "very effective" category. 2). Assessment of effectiveness based on the results of test scores obtained by students during large field trials (large groups) showed that the student's completeness score was 90% reaching a score of 75 or above the KKM (Minimum Completeness Criteria). This percentage is located on a criterion scale of 80% < ð‘‹Ì… ≤ 100% so the test results show that the e-module based on STEM Project Based Learning developed is in the "very effective" category. The difference between this study and previous research is that this research focuses on the effectiveness of implementing the STEM Project Based Learning e-module on junior high school statistics which discusses data distribution, average value, median, mode, and distribution of data to conclude, make decisions, and make predictions. The e-module contains exercises that help students think creatively and implement material on real-life projects and their relationship to the STEM
Article Details
The journal allows the author(s) to hold the copyright without restrictions.
References
Arikunto, S. (2011). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta : Rineka Cipta.
Asih, D. K. R. A., Sunyono, S., Yulianti, D., & Andra, D. (2021). The development of a STEM-based e-Module to help fifth-grade pupils strengthen their creative thinking skills in the topic of My Blood Circulation. International Journal of Educational Studies in Social Sciences (IJESSS), 1(3). https://doi.org/10.53402/ijesss.v1i3.32
Cahyani, A. E. M., Mayasari, T., & Sasono, M. (2020). Efektivitas E-Modul Project Based Learning Berintegrasi STEM Terhadap Kreativitas Siswa SMK. Jurnal Ilmiah Pendidikan Fisika, 4(1), 15. https://doi.org/10.20527/jipf.v4i1.1774
Capraro, R. M. (Ed.). (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2. ed). Sense Publ.
Darmayanti, N., & Pratiwi, R. T. (2019). Pengaruh Model Pembelajaran Berbasis Proyek (Project Based Learning) Terhadap Hasil Belajar Siswa Dengan Variabel Moderator Kecerdasan Ekologis. Equilibrium: Jurnal Penelitian Pendidikan Dan Ekonomi, 16(02), 92–101. https://doi.org/10.25134/equi.v16i02.2169
Diani, R., Yanti, Y., Hartati, N. S., Fujiani, D., Hasanah, I. F., & Alamsyah. (2021a). Islamic Literacy-Based Physics E-Module with STEM (Science, Technology, Engineering, and Mathematics) Approach. Journal of Physics: Conference Series, 1796(1), 012098. https://doi.org/10.1088/1742-6596/1796/1/012098
Diani, R., Yanti, Y., Hartati, N. S., Fujiani, D., Hasanah, I. F., & Alamsyah. (2021b). Islamic Literacy-Based Physics E-Module with STEM (Science, Technology, Engineering, and Mathematics) Approach. Journal of Physics: Conference Series, 1796(1), 012098. https://doi.org/10.1088/1742-6596/1796/1/012098
Ferdiani, R. D., Manuharawati*, M., & Khabibah, S. (2022). Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem. European Journal of Educational Research, 11(1), 117–126. https://doi.org/10.12973/eu-jer.11.1.117
Lanagan, T., Ross, R., & Kerecman, A. (2019). Developing Partnerships for Unique Science Technology Engineering and Mathematics (STEM) Education Facilities. 2019 IEEE Integrated STEM Education Conference (ISEC), 245–249. https://doi.org/10.1109/ISECon.2019.8882102
Lou, S.-J., Chou, Y.-C., Shih, R.-C., & Chung, C.-C. (2017). A study of creativity in cac2 steamship-derived stem project-based learning. EURASIA Journal of Mathematics, Science and Technology Education, 13(6). https://doi.org/10.12973/eurasia.2017.01231a
Safitri, A., Suyanto, E., & Wahyudi, I. (2019). Pengembangan Lembar Kerja Peserta Didik Berbasis Collaborative Teamwork Learning Pada Materi Fluida Dinamis SMA Kelas XI. Jurnal Pendidikan Fisika, 7(1), 81. https://doi.org/10.24127/jpf.v7i1.1401
Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2(1), 28–34. https://doi.org/10.5703/1288284314653
Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102(4), 860–871. https://doi.org/10.1037/a0019454
Widoyoko, E. P. (2014). Teknik Penyusunan Instrumen Penelitian. pustaka pelajar.
Yona Okyranida, I. (2020). Penerapan Pembelajaran Berbasis Proyek dengan E-Learning untuk Meningkatkan Kreativitas dan Hasil Belajar Mahasiswa pada Mata Kuliah IPA Terpadu. Navigation Physics : Journal of Physics Education, 2(1), 36–40. https://doi.org/10.30998/npjpe.v2i1.304