The Effect of Using Contextual STEAM-Based Electricity KIT in Improving Junior High School Students' Problem-Solving Ability on Dynamic Electricity Material

N. V. Utari; Fakhruddin Z; M. Nasir; R. Khairiana; R. Elinda

doi:10.21831/jser.v7i2.58120

The Effect of Using Contextual STEAM-Based Electricity KIT in Improving Junior High School Students' Problem-Solving Ability on Dynamic Electricity Material

N. V. Utari, Riau University, Indonesia
Fakhruddin Z, Riau University, Indonesia
M. Nasir, Riau University, Indonesia
R. Khairiana, SMP Muhammadiyah Kuok, Indonesia
R. Elinda, SMP Muhammadiyah Kuok, Indonesia

10.21831/jser.v7i2.58120

Abstract

The study aimed to investigate the increase in problem-solving abilities of junior high school students after being treated using contextual STEAM-based electrical KIT in the experimental class and conventional learning in the control class. The research used a quasi-experimental non-equivalent control group design with the posttest-only control group design model. The population was class IX students of Muhammadiyah Middle School for the 2022/2023 academic year, with 71 students. The samples were selected using the simple random sampling technique, namely 47 students divided into class IX-1 as the control class and class IX-2 as the experimental class using a contextual STEAM-based electrical KIT. The results showed that the problem-solving ability of the experimental class was higher, namely obtaining an average score of 50.00% with sufficient criteria. Meanwhile, the control class only got an average score of 38.04% with poor criteria. Based on the inferential analysis using SPSS version 25 with a confidence level of 95%, the output of the independent t-test shows a significance of 0.009. It means that there is a significant difference between the problem-solving abilities of students who use contextual STEAM-based electrical KIT compared to students who use conventional learning.

Keywords

Problem-solving skills, contextual STEAM-based electrical KIT

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DOI: https://doi.org/10.21831/jser.v7i2.58120