EFEKTIVITAS PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, ART AND MATHEMATICS (STEAM) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK

May, Ardhila Fatmawati (2023) EFEKTIVITAS PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, ART AND MATHEMATICS (STEAM) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui efektivitas pendekatan STEAM terhadap kemampuan berpikir kritis peserta didik. Metode penelitian yang digunakan yaitu quasy exsperiment. Populasi pada penelitian ini adalah kelas XI IPA dengan sempel XI IPA 5 dan XI IPA 6. Teknik pengambilan sampel yang digunakan adalah teknik Sampling Purposive dengan sampel kelas XI IPA 5 sebagai kelas eksperimen dan kelas XI IPA 6 sebagai kelas kontrol. Instrumen yang digunakan adalah instrumen tes berupa soal uraian untuk mengukur kemampuan berpikir kritis peserta didik dan lembar observasi untuk mengukur keterlaksanaan pendekatan STEAM terhadap kemampuan berpikir kritis. Hasil analisis kemampuan berpikir kritis peserta didik kedua kelas dilakukan uji independent sampel t-test menunjukkan nilai signifikan sebesar 0,000 < 0,05 sehingga H1 diterima atau terdapat perbedaan kemampuan berpikir kritis peserta didik yang menggunakan pendekatan STEAM dengan model pembelajaran Discovery Learning dengan pendekatan saintifik. Pendekatan STEAM lebih efektif terhadap kemampuan berpikir kritis peserta didik. Keefektivan pendekatan STEAM di ukur menggunakan effek size diperoleh sebesar 1,5 dan termasuk kedalam katogori tinggi. Hasil lembar observasi keterlaksanaan pendekatan STEAM dalam katagori sangat baik. Oleh karena itu dapat di simpulkan pendekatan STEAM efektif terhadap kemampuan berpikir kritis peserta didik. Kata Kunci: Efektivitas, STEAM, Berpikir Kritis. iii ABSTRACT This study aims to determine the effectiveness of the STEAM approach to students' critical thinking skills. The research method used is quasy experiment. The population used in this study was class XI IPA 5 and XI IPA 6 and the sampling technique used was purposive sampling technique. Data collection used test instruments in the form of questions to measure students' critical thinking skills and observation sheets to measure the application of the STEAM approach to critical thinking skills. The results of the analysis of students' critical thinking skills in both classes that have been carried out by the independent sample t�test show a significant value of 0.000 <0.05 so that H1 is accepted or there are differences in the critical thinking abilities of students who use the STEAM approach with the Discovery Learning learning model with a scientific approach. The STEAM approach is more effective for students' critical thinking skills. The effectiveness of the STEAM approach is measured using an effect size obtained of 1.5 and is included in the high category. The results of the observation sheet for the application of the STEAM approach are in the very good category. Therefore it can be concluded that the STEAM approach is effective for students' critical thinking skills. Keywords: Effective, STEAM, Critical Thinking.

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