Harsi Admawati*¹, and Jumadi2

 

¹ Department of Science Education, UNY, INDONESIA.

(E-mail: admawati2903@gmail.com)

² Department of Physics Education, UNY, INDONESIA.

(E-mail: jumadi@uny.ac.id)

ABSTRACT

Curiosity, open minded, and cooperation with others are part of scientific attitude that  required in the 21st century to face the challenges of the industrial revolution 4.0. However, in reality natural science learning emphasizes cognitive aspects rather than scientific attitudes. The portion of cognitive assessment (such as national examinations, daily tests, midterm test, and final semester test) in natural science learning is greater than scientific attitudes assessment. This problems is not accordance with the fundamental principles of evaluation in education and the nature of science education.

 

According to Puskur (2007: 6) natural science essentially contains of attitude, process, product, and application. In the process of science learning, Permendikbud number 22/2016 recommends the use of scientific, integrated thematic, and thematic approaches based on discovery/ inquiry learning. In addition, project based learning (PjBL) is suggested to encourage students' ability to produce contextual works. One of interdisciplinary approaches that can be applied to the real world context STEM education with PjBL model. Hence, this study is aimed to investigate the the effect of STEM with PjBL learning model on students’ scientific attitude.

 

STEM approach with PjBL learning model was used in the learning process for 3 activities in the topic of “Pressure in the Maritime Technologyâ€. The scientific attitude that been observed in this study concerned on curiosity, open minded and cooperation with others. Fourty one  junior high school students in the 8th grade from two public schools in Yogyakarta were employed on this study. Questionnaire of scientific attitude was used in the pre test and post test to collect data.

 

Figure 1. STEM PjBL learning activity.

 

To investigate the the effect of STEM with PjBL model on students’ scientific attitude, paired samples T test statistic was used to analyze data and in SPSS 16 program. The results of paired samples correlation indicates that the significant number of correlation in this study (0,000) is less than α (0,05). Thus, there is sufficient high correlation between pre test and post test in the learning process of STEM PjBL with correlation 0,831. Paired samples test results shows that the significant number of 2 tailed samples test in this study  is less than 0,5α (0,025). This results indicates that STEM with PjBL learning model gives significant effect on students’ scientific attitude.

Table 1. The result of this study.

 

Paired Samples Test

N

Correlation

Sig.

Sig. (2-tailed)

Pretest-posttest

41

.831

.000

.000

 

The results of this study can be described based on social contructivism theory from Vygotsy. STEM approach with PjBL learning model can develop students’ curiosity, open minded and cooperation with others because STEM PjBL support students’ critical thinking in the team. Based on the zone of proximal development theory,  learners independently and with peers can think about solutions or ideas to implement the STEM project.

 

Keywords: PjBL, scientific attitude, social contructivism, STEM