Pengaruh Model Inquiry Based Learning Terintegrasi STEM terhadap Keterampilan Proses Sains pada Pembelajaran IPA SMP

Abstract

This study was motivated by the low level of science process skills among junior high school students in science learning, particularly in the subject of Substance Pressure and Its Application. Learning that is still teacher-centered causes students to be less involved in scientific activities such as observing, formulating hypotheses, conducting experiments, and drawing conclusions. This study aims to determine the effect of the STEM-integrated Inquiry Based Learning model on junior high school students' science process skills. This study is a quasiexperimental study with a non-equivalent control group design. The research subjects were seventh-grade junior high school students divided into an experimental class and a control class. The experimental class was given treatment in the form of integrated STEM Inquiry Based Learning, while the control class used conventional learning, namely the direct instruction model. The research instrument was in the form of essay questions that measured six indicators of science process skills, namely observing, classifying, interpreting, predicting, designing experiments, and communicating results. The data were analyzed using statistical tests to determine the difference in science process skills between the two classes. The results showed that the science process skills of students in the experimental class were higher than those in the control class. This indicates that the application of the integrated STEM Inquiry Based Learning model had a positive effect on improving.