PENGARUH PENDEKATAN STEAM BERBANTU ASESMEN KINERJA TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF KELAS X PADA MATA PELAJARAN BIOLOGI

AHMAD, SHAHRONI (2026) PENGARUH PENDEKATAN STEAM BERBANTU ASESMEN KINERJA TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF KELAS X PADA MATA PELAJARAN BIOLOGI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan berpikir reflektif merupakan kompetensi esensial dalam pembelajaran biologi. Namun, hasil pra-penelitian menunjukkan kemampuan tersebut masih rendah di kalangan peserta didik SMA, hal ini ditunjukkan oleh peserta didik yang cenderung belajar secara hafalan tanpa memaknai pengalaman belajarnya secara kritis, sehingga sulit mencapai pemahaman konsep yang mendalam. Oleh karena itu, diterapkan pendekatan pembelajaran STEAM berbantu asesmen kinerja yang mengintegrasikan lima disiplin ilmu. Tujuan penelitian ini untuk menganalisis pengaruh dan kontribusi pendekatan STEAM berbantu asesmen kinerja terhadap Kemampuan Berpikir Reflektif kelas X pada mata pelajaran Biologi materi Komponen Ekosistem dan Interaksinya. Penelitian dengan pendekatan kuantitatif dengan metode PreExperimental Design tipe One Group Pretest-Posttest Design. Sampel tiga kelas dipilih melalui Cluster Random Sampling: X 5 (Penelitian I, n: 33), X 7 (Penelitian II, n: 34), X 9 (Penelitian III, n: 33). Instrumen mencakup tes Esai Kemampuan Berpikir Reflektif dan Angket Kemampuan Berpikir Reflektif (Reflective Thinking Scale). Hasil penelitian menunjukkan yaitu: Terdapat pengaruh pendekatan STEAM berbantu asesmen kinerja terhadap kemampuan berpikir reflektif yang dihitung menggunakan uji Wilcoxon signed-rank test, signifikansi 0,000 < 0,05 dan Terdapat kontribusi pendekatan STEAM berbantu asesmen kinerja terhadap kemampuan berpikir reflektif yang diuji menggunakan Spearman's Rank Correlation yang kemudian dikuadratkan menjadi koefisien determinasi (R²), sehingga diperoleh skor kontribusi sebesar 58,2% dengan nilai koefisien korelasi sebesar 0,763 sedangkan 41,8% dipengaruhi faktor lain. Dengan demikian, pendekatan STEAM berbantu asesmen kinerja dapat menjadi alternatif pembelajaran yang efektif dalam meningkatkan kemampuan berpikir reflektif peserta didik. ABSTRACT Reflective thinking skills are an essential competency in biology education. However, preliminary research findings indicate that these skills remain low among high school students, as evidenced by students’ tendency to rely on rote memorization without critically reflecting on their learning experiences, making it difficult for them to achieve a deep conceptual understanding. Therefore, a performanceassessment-based STEAM learning approach that integrates five academic disciplines was implemented. The purpose of this study is to analyze the influence and contribution of the performance-assessmentsupported STEAM approach on the reflective thinking skills of 10thgrade students in the Biology course, specifically regarding the topic of Ecosystem Components and Their Interactions. This study employed a quantitative approach using a preexperimental design of the One-Group Pretest-Posttest type. Three classes were selected as samples through cluster random sampling: X 5 (Study I, n = 33), X 7 (Study II, n = 34), and X 9 (Study III, n = 33). The instruments included an essay test on reflective thinking skills and a questionnaire on reflective thinking skills (Reflective Thinking Scale). The results of the study showed that: There was an effect of the performance assessment-assisted STEAM approach on reflective thinking skills calculated using the Wilcoxon signed-rank test, significance 0.000 < 0.05 and There was a contribution of the performance assessment-assisted STEAM approach to reflective thinking skills which was tested using Spearman's Rank Correlation which was then squared into a determination coefficient (R²), so that a contribution score was obtained 58.2% with a correlation coefficient value of 0.763 while 41.8% was influenced by other factors. Thus, the STEAM approach assisted by performance assessment can be an effective learning alternative in improving students' reflective thinking skills.

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