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The Effectiveness of STEM Project-Based Learning in Improving Students' Environmental Literacy Abilities

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  • Author(s): Tasya Umi Pertiwi; Dwi Oetomo; Bowo Sugiharto
  • Language:
    English
  • Source:
    Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia). 2024 10(2):476-485.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Secondary Education
      Grade 10
      High Schools
    • Subject Terms:
      STEM Education; Active Learning; Student Projects; Environmental Education; Scientific Literacy; Learning Processes; Pretests Posttests; Control Groups; Secondary School Science; Grade 10; Skill Development; Knowledge Level; Cognitive Processes; Student Attitudes; Student Behavior; Pollution
    • ISSN:
      2442-3750
      2527-6204
    • Abstract:
      This study aimed to determine the difference in environmental literacy skills between the Project-Based Learning (PjBL) learning model and STEM-based PjBL. This research is quantitative research with a quasi-experimental method. The research design used is a non-equivalent pretest-posttest control group design. The dependent variable in this study is environmental literacy skills. The population in this study were all grade X students of State Senior High School (SHS) 7 of Surakarta in the 2023/2024 academic year. The sampling technique used was cluster random, tenth grade (X) A and B. A class consists of 36 students, as a control, using the PjBL model whereas as many as 35 students in B class is an experimental group was learned using the STEM-PjBL model. The data collection technique was carried out using pretest and posttest on the research sample. Data analysis technique using ANCOVA test. Instrument validation techniques using validity tests and reliability tests. The test results using ANCOVA have a significance value of <0.05, indicating differences in students' environmental literacy skills between the implementation of PjBL and STEM-PjBL. These results show that implementing the STEM-PjBL model was superior compared to PjBL only. It can be seen from the difference in learning outcomes of the control class, within the pretest and posttest, which showed an increase of 10.16%. In comparison, the experimental class results showed an increase of 16.94%. STEM-PjBL also helps students to be able to improve their environmental literacy skills in terms of knowledge, cognitive skills, attitudes, and behavior toward environmental problems.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1437505