The Influence of the PBL-STEM Model on Improving Conceptual Understanding of Science Based on the SOLO Taxonomy on Nature Conservation Material in Elementary Schools
Pengaruh Model PBL-STEM terhadap Peningkatan Pemahaman Konseptual IPA Berbasis Taksonomi SOLO pada Materi Pelestarian Alam di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.10515Keywords:
Problem Based Learning, STEM, Concept Understanding, Science Learning, Elementary ShcoolAbstract
This study aimed to analyze the effect of implementing Problem Based Learning (PBL) integrated with the STEM approach on fourth-grade students’ conceptual understanding of science on environmental conservation based on SOLO Taxonomy indicators. The study used a quantitative quasi-experimental method with a nonequivalent control group design involving an experimental group and a control group, each consisting of 27 students. Data were collected using validated and reliable pretest and posttest instruments. The data were analyzed using normality and homogeneity tests, an independent samples t-test, and N-Gain analysis. The results showed that the experimental group achieved a higher posttest mean score (77.29) compared to the control group (66.66). The N-Gain score of the experimental group was 0.50 (moderate), while the control group obtained 0.26 (low). The independent samples t-test showed a significance value of 0.003, indicating that PBL integrated with STEM was more effective in improving students’ conceptual understanding than conventional learning.
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