IMPLEMENTASI ETHNO STEM BERBASIS PROJECT BASED LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN BERFIKIR KRITIS MATEMATIS PESERTA DIDIK

TIARA, MAHARANI (2026) IMPLEMENTASI ETHNO STEM BERBASIS PROJECT BASED LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN BERFIKIR KRITIS MATEMATIS PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (5MB)
	PDF Restricted to Repository staff only Download (6MB)

Abstract

ABSTRAK Pemahaman konsep dan kemampuan berpikir kritis merupakan kompetensi penting yang harus dimiliki peserta didik. Pemahaman konsep memungkinkan peserta didik untuk memahami dan menerapkan konsep matematika secara tepat, sedangkan kemampuan berpikir kritis berperan dalam menganalisis permasalahan, dan menarik kesimpulan secara logis. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemahaman konsep peserta didik yang menggunakan Ethno-STEM berbasis Project Based Learning dengan peserta didik yang menggunakan model pembelajaran konvensional, perbedaan kemampuan berfikir kritis peserta didik yang menggunakan Ethno-STEM berbasis Project Based Learning dengan peserta didik yang menggunakan model pembelajaran konvensional, serta perbedaan kemampuan pemahaman konsep dan berfikir kritis peserta didik setelah menggunakan Ethno-STEM berbasis Project Based Learning. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian Quasy Experiment Desaign. Populasi penelitian ini adalah peserta didik kelas VII SMP Negeri 29 Bandar Lampung. Teknik pengambilan sampel dilakukan melalui Simple random sampling. Pengumpulan data dilakukan dengan menggunakan instrumen tes kemampuan pemahaman konsep dan berfikir kritis. Uji hipotesis dalam penelitian ini menggunakan uji multivariate (MANOVA). Hasil yang diperoleh dalan penelitian ini adalah sebagai berikut: 1) Terdapat perbedaan kemampuan pemahaman konsep peserta didik yang menggunakan Ethno-STEM berbasis Project Based Learning dengan peserta didik yang menggunakan model pembelajaran konvensional, 2) Terdapat perbedaan kemampuan berfikir kritis peserta didik yang menggunakan Ethno-STEM berbasis Project Based Learning dengan peserta didik yang menggunakan model pembelajaran konvensional, dan 3) Terdapat perbedaan kemampuan pemahaman konsep dan berfikir kritis peserta didik setelah menggunakan EthnoSTEM berbasis Project Based Learning. ABSTRACT Conceptual understanding and critical thinking skills are essential competencies that must be possessed by students. Conceptual understanding enables students to comprehend and apply mathematical concepts accurately, while critical thinking skills play a role in analyzing problems and drawing logical conclusions. This study aims to determine: (1) the differences in students’ conceptual understanding abilities between those taught using Ethno-STEM based on Project Based Learning and those taught using conventional learning models, (2) the differences in students’ critical thinking abilities between those taught using Ethno-STEM based on Project Based Learning and those taught using conventional learning models, and (3) the differences in students’ conceptual understanding and critical thinking abilities after being taught using Ethno-STEM based on Project Based Learning. This research employed a quantitative approach with a quasiexperimental design. The population of the study consisted of seventhgrade students of SMP Negeri 29 Bandar Lampung. The sampling technique used was simple random sampling. Data were collected using test instruments measuring conceptual understanding and critical thinking skills. Hypothesis testing in this study was conducted using multivariate analysis (MANOVA). The results of this study indicate that: (1) there is a significant difference in students’ conceptual understanding between those taught using Ethno-STEM based on Project Based Learning and those taught using conventional learning models, (2) there is a significant difference in students’ critical thinking abilities between those taught using EthnoSTEM based on Project Based Learning and those taught using conventional learning models, and (3) there is a significant difference in students’ conceptual understanding and critical thinking abilities after being taught using Ethno-STEM based on Project Based Learning.

Actions (login required)

View Item