Differences in Learning Outcomes and Students’ Critical Thinking Skills using PjBL Integrated with Stem on Ecosystem Concept at High School 8 and 10 East Seram
Abstract
Project-Based Learning (PjBL) model integrated with STEM, as implemented in this study, represents a combination of two instructional approaches that enhance learning effectiveness, increase motivation, foster interest in understanding content, and cultivate innovative attitudes. This research aims to examine the differences in learning outcomes and critical thinking skills of students through the use PjBL integrated with STEM on concept of ecosystems at High School 8 and 10 East Seram. A quasi-experimental design was employed to investigate the differences in student achievement and critical thinking skills between groups taught with PjBL integrated with STEM and those taught conventionally. Data analysis involved prerequisite tests including normality and homogeneity, followed by t-tests. The findings indicate that there is a significant difference in learning outcomes when using PjBL integrated with STEM, with significance values of 0.004 at High School 8 and 0.002 at High School 10; there is a significant difference in critical thinking skills, with significance values of 0.003 at both schools; and there is a significant difference in both learning outcomes and critical thinking skills, with significance values of 0.000 at SMA High School 8 and 10 East Seram.
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