Pengaruh Project-Based Learning (PjBL) Terintegrasi STEAM untuk Meningkatkan Motivasi Belajar Siswa pada Materi Pencemaran Lingkungan

Abstract

Penelitian ini bertujuan menganalisis pengaruh model Project-Based Learning (PjBL) terintegrasi STEAM terhadap motivasi belajar siswa pada materi pencemaran lingkungan. Penelitian ini dilaksanakan menggunakan pendekatan kuantitatif dengan desain Pretest-Posttest Control Group Design pada siswa kelas VII yang terbagi dalam kelompok eksperimen dan kontrol. Instrumen penelitian berupa angket motivasi belajar. Data dianalisis secara deskriptif dengan membandingkan rata-rata angket motivasi belajar siswa sebelum dan setelah perlakuan, serta menghitung nilai N-gain pada kelompok eksperimen dan kontrol pada masing-masing kabupaten. Hasil kegiatan menunjukkan bahwa di Kabupaten Sambas, rata-rata skor motivasi kelompok eksperimen meningkat dari 74,40 menjadi 89,85 dengan N-gain 15,45, sedangkan kelompok kontrol meningkat dari 74,58 menjadi 79,48 dengan N-gain 4,90; perbedaan N-gain antarkelompok signifikan (p=0,0013). Di Kabupaten Bengkayang, rata-rata skor kelompok eksperimen meningkat dari 75,72 menjadi 89,59 dengan N-gain 13,86, sedangkan kelompok kontrol meningkat dari 78,54 menjadi 82,88 dengan N-gain 4,33; perbedaan gain antarkelompok belum signifikan (p=0,0720). Simpulan menunjukkan bahwa PjBL terintegrasi STEAM berkontribusi positif terhadap peningkatan motivasi belajar siswa, dengan bukti statistik antarkelompok yang lebih kuat di Kabupaten Sambas.

Kata Kunci:

Motivasi Belajar; Pencemaran Lingkungan; PjBL; STEAM

The Effect of STEAM-Integrated Project-Based Learning on Students’ Learning Motivation in Environmental Pollution

ABSTRACT

This study aimed to analyse the effect of the STEAM - integrated Project-Based Learning (PjBL) model on students’ learning motivation on the material of environmental pollution. This research used a quantitative approach with a Pretest-Posttest Control Group Design on students in class VII, who were divided in group experiments and controls. The study was in the form of a learning motivation questionnaire. Data were analysed descriptively by comparing students’ learning motivation averages before and after treatment, as well as the N-gain value in the group experiments and controls in each district. Results showed that in Sambas Regency, the average score of the experimental group increased from 74.40 to 89.85 with an N-gain of 15.45, while the control increased from 74.58 to 79.48 with an N-gain of 4.90; the difference in N-gain between groups was significant (p=0.0013). In the Regency of Bengkayang, the average score of the experimental group increased from 75.72 to 89.59 with an N-gain of 13.86, while the control increased from 78.54 to 82.88 with an N-gain of 4.33; the difference in gain between groups was not yet significant (p=0.0720). The conclusion showed that PjBL integrated STEAM contributes positively to improving students’ learning motivation, with proof of statistics intergroup that more strong in Sambas Regency.