PENGARUH PENDEKATAN ETHNO-STEM(SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS) BERBASIS PROJECT BASED LEARNINGTERHADAP KEMAMPUAN PEMAHAMAN KONSEP DANSELF REGULATED LEARNING

AISYA, ANGGRAINI (2026) PENGARUH PENDEKATAN ETHNO-STEM(SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS) BERBASIS PROJECT BASED LEARNINGTERHADAP KEMAMPUAN PEMAHAMAN KONSEP DANSELF REGULATED LEARNING. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan pemahaman konsep merupakan salah satu kemampuan matematis yang harus dimiliki peserta didik agar dapat memahami, mengaitkan, dan menerapkan konsep matematika dalam menyelesaikan berbagai permasalahan. Selain kemampuan pemahaman konsep, self regulated learning juga sangat penting dimiliki peserta didik untuk mendukung kemandirian belajar, mengatur strategi belajar, serta meningkatkan tanggung jawab dalam proses pembelajaran. Oleh karena itu, pendidik perlu menerapkan pendekatan pembelajaran yang mampu melibatkan peserta didik secara aktif dan memberikan pengalaman belajar yang bermakna. Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan Ethno-STEM (Science, Technology, Engineering, Mathematics) berbasis Project Based Learning terhadap kemampuan pemahaman konsep dan self regulated learning peserta didik. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian eksperimen semu (Quasi Experimental Design) menggunakan rancangan Posttest Only Control Group Design. Populasi penelitian ini adalah peserta didik kelas VII SMP Negeri 24 Bandar Lampung. Sampel penelitian diambil menggunakan teknik Cluster Random Sampling. Teknik pengumpulan data yang digunakan adalah dokumentasi, observasi, tes, dan angket. Teknik analisis data yang dilakukan pada penelitian ini menggunakan uji Multivariate Analysis of Variance (MANOVA Satu Arah). Berdasarkan hasil analisis diperoleh bahwa terdapat perbedaan kemampuan pemahaman konsep peserta didik antara kelas yang menerapkan pendekatan Ethno-STEM berbasis Project Based Learning, Project Based Learning, dan Problem Based Learning. Kemampuan pemahaman konsep peserta didik pada kelas yang menerapkan pendekatan Ethno-STEM berbasis Project Based Learning lebih baik dibandingkan kelas Project Based Learning dan Problem Based Learning. Selain itu, terdapat perbedaan self regulated learning peserta didik antara ketiga kelas tersebut, di mana peserta didik yang memperoleh pembelajaran dengan pendekatan Ethno-STEM berbasis Project Based Learning menunjukkan self regulated learning yang lebih baik dibandingkan peserta didik yang memperoleh pembelajaran Project Based Learning maupun Problem Based Learning. Hasil analisis multivariat juga menunjukkan bahwaiii terdapat pengaruh pendekatan pembelajaran terhadap kemampuan pemahaman konsep dan self regulated learning peserta didik secara simultan. Dengan demikian, penerapan pendekatan Ethno-STEM berbasis Project Based Learning memberikan pengaruh yang lebih baik terhadap kemampuan pemahaman konsep dan self regulated learning peserta didik dibandingkan Project Based Learning dan Problem Based Learning. ABSTRACT Conceptual understanding is one of the mathematical abilities that students must possess in order to understand, relate, and apply mathematical concepts in solving various problems. In addition to conceptual understanding, self-regulated learning is also essential for students to support independent learning, manage learning strategies, and enhance responsibility during the learning process. Therefore, educators need to implement learning approaches that actively engage students and provide meaningful learning experiences. This study aims to determine the effect of the Ethno-STEM (Science, Technology, Engineering, and Mathematics) approach integrated with Project-Based Learning on students' conceptual understanding and self-regulated learning. This study employed a quantitative approach using a quasiexperimental design with a Posttest-Only Control Group Design. The population consisted of seventh-grade students at SMP Negeri 24 Bandar Lampung. The sample was selected using the Cluster Random Sampling technique. Data were collected through documentation, observation, tests, and questionnaires. The data were analyzed using a One-Way Multivariate Analysis of Variance (MANOVA). The results revealed differences in students' conceptual understanding among the classes implementing Ethno-STEM integrated with ProjectBased Learning, Project-Based Learning, and Problem-Based Learning. Students in the Ethno-STEM integrated with Project-Based Learning class demonstrated better conceptual understanding than those in the ProjectBased Learning and Problem-Based Learning classes. Furthermore, differences in students' self-regulated learning were found among the three groups, with students in the Ethno-STEM integrated with Project-Based Learning class showing higher self-regulated learning than those in the Project-Based Learning and Problem-Based Learning classes. The multivariate analysis also indicated that the learning approach had a significant simultaneous effect on students' conceptual understanding and self-regulated learning. Therefore, the implementation of the Ethno-STEM integrated with Project-Based Learning approach had a more positive effect on students' conceptual understanding and self-regulated learning than Project-Based Learning and Problem-Based Learning

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