English
DOI:
https://doi.org/10.22437/chp.v7i2.29236Kata Kunci:
Field Study, Elemental Chemistry, STEM, PjBLAbstrak
This research investigates the effectiveness of a project-based learning (PjBL) model integrated with Science, Technology, Engineering, and Mathematics (STEM) in enhancing students critical thinking and field study skills in Elemental Chemistry. The study aims to assess how this integrated approach influences student learning activities, including engagement with scientific literature, teamwork, cognitive skills enhancement, and the development of teaching materials for independent discovery. A mixed-methods approach was used, combining statistical analysis of quantitative data with qualitative insights from observation sheets, interviews, and student worksheets. The curriculum included soft skill training in sampling teak sawdust (Tectona grandis) and synthesizing oxalic acid, Ca, Ba, and Mg-oxalic compounds in the lab. Results showed significant improvement in student grades in the Elemental Chemistry course, with average scores in the good category ranging from 71.05% to 79.55%, indicating the PjBL model is effective. Furthermore, the development of an Elemental Chemistry learning kit specifically designed for the PjBL approach effectively enhanced student thinking skills, as evidenced by their achievements in STEM-related tasks, highlighting the potential of integrated learning method in improving educational outcomes in higher education chemistry courses.
Unduhan
Referensi
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Žerovnik, A., & NanÄovska Å erbec, I. (2021). Project-Based Learning in Higher Education (pp. 31–57). https://doi.org/10.1007/978-981-16-2082-9_3
Sarwi, S., Baihaqi, M. A., & Ellianawati, E. (2021). Implementation of Project Based Learning Based on STEM Approach to Improve Students’ Problems Solving Abilities. Journal of Physics: Conference Series, 1918(5), 052049. https://doi.org/10.1088/1742-6596/1918/5/052049
Mulyani, D. F., & Arif, S. (2021). Implementation of project based learning (PjBL) based on science, technology, engineering and mathematics (STEM) to improve metacognitive thinking ability. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), 117–129. https://doi.org/10.21154/insecta.v2i1.2931
Fedesco, H. N., Cavin, D., & Henares, R. (2020). Field-based Learning in Higher Education. Journal of the Scholarship of Teaching and Learning, 20(1). https://doi.org/10.14434/josotl.v20i1.24877
Susilo, M. J. (2023). Implementing of Field Study Learning Methods in Educational Supervision Course. Anatolian Journal of Education, 8(2), 21–34. https://doi.org/10.29333/aje.2023.822a
Syardiansah, S. (2018). Eksplorasi Kemanfaatan Field Study Bagi Peningkatan Kompetensi Mahasiswa (Studi Kasus pada Mahasiswa Fakultas Ekonomi Universitas Samudra). Jurnal Samudra Ekonomi Dan Bisnis, 9(1), 11–20. https://doi.org/10.33059/jseb.v9i1.457
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Assessment and Teaching of 21st Century Skills (pp. 17–66). Springer Netherlands. https://doi.org/10.1007/978-94-007-2324-5_2
Papadopoulou, T. (2020). Developing construction graduates fit for the 4th industrial revolution through fieldwork application of active learning. Higher Education Pedagogies, 5(1), 182–199. https://doi.org/10.1080/23752696.2020.1816844
CrespÃ, P., GarcÃa-Ramos, J. M., & Queiruga-Dios, M. (2022). Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education. Journal of New Approaches in Educational Research, 11(2), 259. https://doi.org/10.7821/naer.2022.7.993
Nurmaliah, C., Azmi, T., Safrida, Khairil, & Artika, W. (2021). The impact of implementation of STEM integrating project-based learning on students’ problem-solving abilities. Journal of Physics: Conference Series, 1882(1), 012162. https://doi.org/10.1088/1742-6596/1882/1/012162
Parno, Nur’aini, D. A., Kusairi, S., & Ali, M. (2022). Impact of The STEM approach with formative assessment in PjBL on students’ critical thinking skills. Journal of Physics: Conference Series, 2165(1), 012044. https://doi.org/10.1088/1742-6596/2165/1/012044
Ngatijo, N., Bemis, R., & Puspitasari, R. D. (2022). Penggunaan PjBL terintegrasi STEAM dan life skill mahasiswa dalam pembelajaran kimia anorganik. Journal of The Indonesian Society of Integrated Chemistry, 14(1), 57–67. https://doi.org/10.22437/jisic.v14i1.16615
Astuti, I. D., Toto, T., & Yulisma, L. (2019). Model project based learning (PjBL) terintegrasi stem untuk meningkatkan penguasaan konsep dan aktivitas belajar siswa. Quagga: Jurnal Pendidikan Dan Biologi, 11(2), 93. https://doi.org/10.25134/quagga.v11i2.1915
Maulana, M. (2020). Penerapan model project based learning berbasis stem pada pembelajaran fisika siapkan kemandirian belajar peserta didik. Jurnal Teknodik, 39–50. https://doi.org/10.32550/teknodik.v0i2.678
Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 16. https://doi.org/10.1057/s41599-023-01508-1
Pryor, C. R., & Kang, R. (2013). Project-Based Learning. In STEM Project-Based Learning (pp. 129–138). SensePublishers. https://doi.org/10.1007/978-94-6209-143-6_14.
Diana, N., Yohannes, & Sukma, Y. (2021). The effectiveness of implementing project-based learning (PjBL) model in STEM education: A literature review. Journal of Physics: Conference Series, 1882(1), 012146. https://doi.org/10.1088/1742-6596/1882/1/012146
Ferrare, J. J., & Miller, J. M. (2020). Making Sense of Persistence in Scientific Purgatory: A Multi-Institutional Analysis of Instructors in Introductory Science, Technology, Engineering, and Mathematics (STEM) Courses. The Journal of Higher Education, 91(1), 113–138. https://doi.org/10.1080/00221546.2019.1602392
Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8(1), 2. https://doi.org/10.1186/s40594-020-00259-8
