MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) DENGAN STEM UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KETERAMPILAN BERPIKIR KREATIF SISWA

Penelitian ini bertujuan untuk mendapat deskripsi keterlaksanaan model pembelajaran Project Based Learning (PjBL) dengan pendekatan STEM, peningkatan pemahaman konsep dan keterampilan berpikir kreatif siswa melalui model Project Based Learning (PjBL) dengan pendekatan STEM, dan tanggapan siswa terhadap model pembelajaran Project Based Learning (PjBL) dengan pendekatan STEM. Metode penelitian yang digunakan adalah mix method dengan desain sequential explanatory. Subjek penelitian ini terdiri dari 32 siswa kelas XI di salah satu MA di Kabupaten Majalengka. Instrumen penelitian yang digunakan yaitu lembar observasi, soal pemahaman konsep berjumlah 10 butir soal dalam bentuk tes pilihan ganda, soal keterampilan berpikir kreatif berjumlah 9 butir soal dalam bentuk tes essay dan skala sikap siswa. Hasil analisis keterlaksanaan aktivitas guru 100% dalam kategori seluruh kegiatan terlaksana, sedangkan aktivitas siswa 78% dalam kategori hampir seluruh kegiatan terlaksana. Terdapat peningkatan pemahaman konsep berdasarkan hasil uji hipotesis menggunakan paired samples t test, diperoleh nilai Sig. (2-tailed) sebesar 0,000 dan terdapat peningkatan keterampilan berpikir kreatif siswa berdasarkan hasil uji hipotesis menggunakan uji wilcoxon diperoleh nilai Asymp. Sig. (2-tailed) sebesar 0,000. Dengan demikian Model Project Based Learning (PjBL) dengan STEM dapat dijadikan alternatif dalam meningkatkan pemahaman konsep dan keterampilan berpikir kreatif siswa. Hasil analisis skala sikap sebesar 89% dalam kategori sangat setuju menunjukkan hampir seluruh siswa menyatakan penggunaan Model Project Based Learning (PjBL) dengan STEM melatih setiap kemampuan dalam pemahaman konsep dan keterampilan berpikir kreatif dan ingin terus diterapkan dalam pembelajaran fisika

Rasch Analysis of Creative Thinking Skill on Optical Instrument (CTSOI) 11th Grade Students Sundanese Tribe: a Case Study

This study aims to determine the creative thinking skills at optic instruments of Sundanese tribe, 11th-grade students. This research is a case study research conducted at a high school in Majalengka district, West Java. Totaling 32 students consisting of 12 male students, namely “Aa”, 20 female students, namely “Teteh”, and 18 Sundanese, the rest are immigrants. The instrument used is the Test for Creative Thinking-optical instrument (TCT-OI) which has existed validated by experts. The data found were investigated with Rasch Analysis Model (RAM). Based on the results of the analysis using the Rasch Analysis, it was found that the creative thinking ability of students stayed static low can be shown by the value of Person reliability which is 0.21 included in the weak category. There are variances in the level of creative thinking skills of students from the Sundanese and non-Sundanese tribes. As a result, it is necessary to develop creative thinking skill on the optical instrument, 11th grade students Sundanese trib

Development of Questionnaire on Students' Perceptions of STEM and Problem-solving (SPSP): a Rasch Modelling Approach

This study aims to prove empirically the validity and reliability of Questionnaire on Students' Perceptions of STEM and Problem-solving (SPSP) in learning physics using Rasch model. The questionnaire was disseminated to 59 (N=59) students class XI MIPA in one of Senior High School in Kuningan Regency. Development of SPSP Questionnaire using procedure of product development model 4-D. The stages that will be used consists of four stages, namely: a) define, b) design, c) development, and disseminate. The data obtained were analyzed by means of the Rasch Model. Based on the result of the study, it shows that the SPSP questionnaire had high reliability that 0.90. So, it can be concluded that SPSP questionnaire is reliable and acceptable. While the item validity analysis shows that there are 8 valid items and 1 item does not match the MNSQ benchmark. Outfit value lies between 0.5 <MNSQ <1.5 and also does not meet the ZSTD Outfit criteria (-2.0 <ZSTD <2, 0). Meanwhile, the students' responses indicate that learning in school has not supported STEM activities and problem solving. So it is necessary to develop learning in schools that can support STEM activities and students' problem solving abilitie