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All Journal Kalam Cendekia: Jurnal Ilmiah Kependidikan THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Laviola Fiorentina
Universitas Islam Negeri Sunan Kudus
Education Languange, Linguistic, Communication & Media Mathematics Other

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Model PBL-STEM pada Materi Ekosistem: Pengaruhnya terhadap Kolaborasi Siswa Laviola Fiorentina; Henry Setya Budhi
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.103543

Abstract

Keterampilan kolaborasi siswa dalam pembelajaran IPA, masih tergolong rendah. Padahal penting keterampilan ini penting dikembangkan untuk menghadapi tuntutan abad ke-21. Penelitian ini bertujuan mengetahui keterampilan kolaborasi siswa setelah penerapan model Problem Based Learning (PBL) dengan pendekatan STEM. Jenis penelitian ini adalah quasi experiment. Desain penelitian yang dipakai adalah pretest-posttest control group. Subjek penelitian adalah siswa kelas tujuh dari SMP Negeri 2 Undaan, sampelnya dari kelas VII A dan VII B. Data dikumpulkan melalui angket, observasi, dan dokumentasi. Hasil menunjukkan bahwa ada peningkatan keterampilan kolaborasi di kelas yang menerapkan model PBL STEM, dengan rata-rata posttest lebih tinggi daripada kelas kontrol. Nilai signifikansi uji-t adalah 0,000 dengan efek ukuran (Cohen’s d) sebesar 2,16 artinya penerapan PBL pendekatan STEM dapat meningkatkan keterampilan kolaborasi siswa pada materi ekosistem.
Enhancing Middle School Student’s Scientific Literacy through Contextual Science Learning Based on Coastal Environmental Issues Henry Setya Budhi; Laviola Fiorentina; Heru Agni Setiaji
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 9, No 1 (2026): THABIEA: JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v9i1.36350

Abstract

Scientific literacy is a central goal of contemporary science education, enabling students to understand scientific concepts, interpret evidence, and apply scientific reasoning to real-world problems. However, many middle school students continue to demonstrate limited scientific literacy due to decontextualized instructional practices. This study investigates the effectiveness of contextual science learning based on coastal environmental issues in enhancing middle school student’s scientific literacy. A quasi-experimental pretest–posttest control group design was employed involving 120 eighth-grade students from two public middle schools in a coastal region of northern Java, Indonesia. The experimental group received contextualized science instruction integrating authentic coastal phenomena, while the control group received conventional instruction. Scientific literacy was measured using an instrument aligned with the PISA framework. Data were analyzed using descriptive statistics, normalized gain scores, paired-sample t-tests, and ANCOVA. The results indicate that students in the experimental group achieved significantly higher scientific literacy gains than those in the control group (p < 0.01). These findings suggest that contextualizing science instruction through local coastal environmental issues is an effective strategy for fostering scientific literacy and environmental awareness among middle school students.
Co-Authors Henry Setya Budhi Heru Agni Setiaji