STUDI TENTANG PENDEKATAN STEAM DENGAN METODE PROJECT BASED LEARNING PADA HIDROLISIS GARAM DAN LARUTAN PENYANGGA UNTUK MENGEMBANGKAN KETERAMPILAN ABAD 21

Penelitian ini bertujuan untuk mengembangkan soft skillss siswa pada materi hidrolisis garam dan larutan penyangga menggunakan pendekatan STEAM (Science, Engineering, Technology, Art, and Mathematic) dan metode PjBL project based learning. Penelitian dilaksanakan pada semester genap tahun akademik 2016/2017 dan melibatkan 40 siswa kelas XI MIA 4 SMAN 2 Tangerang. Penelitian menggunakan metode kualitatif dan berfokus pada integrasi dan implikasi penggunaan pendekatan STEAM dengan metode PjBL pada materi hidrolisis garam dan larutan penyangga. Data dikumpulkan melalui wawancara, observasi, reflektif jurnal, catatan harian guru yang didukung kuesioner keterampilan Abad 21. Quality standards pada penelitian ini adalah trusthworthiness dengan menggunakan prolonged ngagement, progressive subjectivity, persistent observation dan member checking. Berdasarkan hasil penelitian pembelajaran hidrolisis garam dan larutan penyangga menggunakan pendekatan STEAM dapat diketahui, bahwa siswa tertarik, termotivasi, dan merasa senang karena merupakan pembelajaran yang modern. Keterampilan Abad 21 yang terdiri dari keterampilan hidup dan berkarier, keterampilan belajar dan berinovasi, serta keterampilan teknologi, terlihat dengan digunakannya pendekatan ini. Implikasi lain seperti rasa ingin tahu, motivasi, percaya diri, dan religius juga dapat dilihat dari pengerjaan projek siswa. STEAM ini bisa digunakan sebagai sebuah alternatif untuk mengembangkan soft skills siswa dalam pembelajaran hidrolisis garam dan larutan penyangga. This research aims to developing students’ soft skills in salt hydrolysis and buffer solution using the STEAM (Science, Technology, Art, and Mathematic) approach and PjBL (Project Based Learning) method. The research were conducted during the second semester in the academic year 2016/2017 and involved 40 students of XI MIA 4 in SMAN 2 Tangerang The research used qualitative method and focus on integration and implication using STEAM approach with PjBL method in salt hydrolysis and buffer solution. Data was collected through interview, observation, students’ reflective journal, and teacher's journal was supported by 21st Century skills questionnaire. Quality standard in this research was trustworthiness used prolonged engagement, progressive subjectivity, persistent observation, and member checking. Data collection technique of STEAM approach uses students interview data, students’ reflective journal, class observation, and teacher's journal supported by 21st Century skills questionnaire. Quality standard used in this research is trustworthiness by using prolonged engagement, progressive subjectivity, persistent observation, and member checking. The result shows that students were interested, motivated, and comfortable in the learning salt hydrolysis and buffer solution used STEAM approach. The 21st century skills which involves living and working skills, learning and innovating skills, also technology skills was found in this research. Other implication such as curiosity, motivation, self-confidence, and religion can be found through processed students’ project. The STEAM approach can be used as an alternative to developing students’ soft skills in the learning of salt hydrolysis and buffer solution

Development of 21st Century Skills Through Steam PJBL in The Topic of Salt Hydrolysis and Buffer Solutions

Globalization influences various aspects, including education, so learning is needed to improve skills and quality of life abilities. This research aims to develop 21st-century skills through project-based learning (PjBL) and STEAM (Science, Engineering, Technology, Art, and mathematics). Participants in this study were 40 students in eleventh grade in the science program. This study used qualitative methods, which focused on the integration and implications of PjBL with the STEAM model on salt hydrolysis and buffer solutions. The STEAM project is a mockup of electrical conductivity and water purification on salt hydrolysis and hydroponic plant cultivation for projects on buffer solution—data collection techniques through interviews, reflective journals, classroom observations, and teacher diaries. The results showed that students were interested and motivated in making STEAM projects. 21st Century skills consisting of life and career skills can be seen from the initiative and a sense of responsibility in doing projects, learning and innovating skills seen from student creativity and innovation, and technology skills seen through marketing project creative ideas through information media and technology. Other implications, such as curiosity, motivation, and confidence, arise in the learning process. Based on its integration and implications, the STEAM approach with PjBL can be used as an alternative to improve 21st-century skills in chemistry learnin