Skripsi

Effectiveness of authentic PBL+STEM-based learning devices with formative assessment on improving students\' creative thinking abilities on environmental pollution material / Dyah Prasetyaningsih

Abstrak
The purpose of this study was to determine the effectiveness of learning devices designed with aPBL STEM equipped with formative assessments that encourage the improvement of students creative thinking skills on environmental pollution material. This approach was adopted to overcome the limitations of conventional learning models that are less effective in developing all indicators of creative thinking such as fluency flexibility originality and elaboration. Quantitative research was used to analyze data from experimental and control class students obtained from N-Gain measurements and indicators of creative thinking skills. Assessment instruments included pretest and posttest questions to measure the extent of creative thinking skills and self- amp peer assessment questionnaires as part of the formative assessment. Data were analyzed through normality tests homogeneity tests and independent sample t-tests.to analyze the significance of differences and effectiveness of aPBL STEM-based learning devices with formative assessments on conventional learning as well as N-Gain calculations to assess improvements in learning outcomes. The results of the study showed that the implementation of this device was significantly more effective compared to conventional learning as indicated by the increase in N-Gain on the indicators of fluency (0.74) flexibility (0.83) originality (0.87) and elaboration (0.65).In addition creative thinking skills experienced an overall increase with the results of an increase in N-Gain in the experimental class high (0.73) and the control class medium (0.47). The analysis of the results indicates that this approach is effective in developing creative thinking skills comprehensively and evenly and also activates student participation in contextual learning that is in accordance with the realities of life. Support from formative assessment also provides constructive feedback that increases learning motivation and the evaluation process takes place continuously. Thus the aPBL STEM model with formative assessment is suitable for use in the context of environment-based science learning.Support from formative assessment also provides constructive feedback that enhances learning motivation and the ongoing evaluation process. Therefore the APBL STEM model with formative assessment is suitable for use in the context of environment-based science learning.

Informasi Detail

DDC

SKRIPSI DIGITAL

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Ilmu Pengetahuan Alam, 2025.

Deskripsi Fisik

xii, 26 hlm. : ilus.

Bahasa

No Reg

4482/RS/25

Edisi

Skripsi (Sarjana)--Universitas Negeri Malang. 2025

Subjek

1. MODEL PEMBELAJARAN - AUTHENTIC PBL
2. STEM - ASESMEN FORMATIF
3. BERPIKIR KREATIF - MATERI PENCEMARAN LINGKUNGAN
4. LEARNING MODEL - AUTHENTIC PBL

Pembimbing

1. Prof. Dr. Parno, M.si

Lampiran Berkas