English

Penulis

  • Nurul Pratiwi Chemistry Study Program, Faculty of Science and Technology, Universitas Jambi, Muara Jambi 36361, Jambi, Indonesia
  • Ngatijo Ngatijo Chemistry Study Program, Faculty of Science and Technology, Universitas Jambi, Muara Jambi 36361, Jambi, Indonesia
  • Restina Bemis Chemistry Study Program, Faculty of Science and Technology, Universitas Jambi, Muara Jambi 36361, Jambi, Indonesia

DOI:

https://doi.org/10.22437/chp.v7i2.29236

Kata Kunci:

Field Study, Elemental Chemistry, STEM, PjBL

Abstrak

This research investigates the effectiveness of a project-based learning (PjBL) model integrated with Science, Technology, Engineering, and Mathematics (STEM) in enhancing students critical thinking and field study skills in Elemental Chemistry. The study aims to assess how this integrated approach influences student learning activities, including engagement with scientific literature, teamwork, cognitive skills enhancement, and the development of teaching materials for independent discovery. A mixed-methods approach was used, combining statistical analysis of quantitative data with qualitative insights from observation sheets, interviews, and student worksheets. The curriculum included soft skill training in sampling teak sawdust (Tectona grandis) and synthesizing oxalic acid, Ca, Ba, and Mg-oxalic compounds in the lab. Results showed significant improvement in student grades in the Elemental Chemistry course, with average scores in the good category ranging from 71.05% to 79.55%, indicating the PjBL model is effective. Furthermore, the development of an Elemental Chemistry learning kit specifically designed for the PjBL approach effectively enhanced student thinking skills, as evidenced by their achievements in STEM-related tasks, highlighting the potential of integrated learning method in improving educational outcomes in higher education chemistry courses.

Referensi

1. Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

2. Žerovnik, A., & NanÄovska Å erbec, I. (2021). Project-Based Learning in Higher Education (pp. 31–57). https://doi.org/10.1007/978-981-16-2082-9_3

3. Sarwi, S., Baihaqi, M. A., & Ellianawati, E. (2021). Implementation of Project Based Learning Based on STEM Approach to Improve Students’ Problems Solving Abilities. Journal of Physics: Conference Series, 1918(5), 052049. https://doi.org/10.1088/1742-6596/1918/5/052049

4. Mulyani, D. F., & Arif, S. (2021). Implementation of project based learning (PjBL) based on science, technology, engineering and mathematics (STEM) to improve metacognitive thinking ability. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), 117–129. https://doi.org/10.21154/insecta.v2i1.2931

5. Fedesco, H. N., Cavin, D., & Henares, R. (2020). Field-based Learning in Higher Education. Journal of the Scholarship of Teaching and Learning, 20(1). https://doi.org/10.14434/josotl.v20i1.24877

6. Susilo, M. J. (2023). Implementing of Field Study Learning Methods in Educational Supervision Course. Anatolian Journal of Education, 8(2), 21–34. https://doi.org/10.29333/aje.2023.822a

7. Syardiansah, S. (2018). Eksplorasi Kemanfaatan Field Study Bagi Peningkatan Kompetensi Mahasiswa (Studi Kasus pada Mahasiswa Fakultas Ekonomi Universitas Samudra). Jurnal Samudra Ekonomi Dan Bisnis, 9(1), 11–20. https://doi.org/10.33059/jseb.v9i1.457

8. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Assessment and Teaching of 21st Century Skills (pp. 17–66). Springer Netherlands. https://doi.org/10.1007/978-94-007-2324-5_2

9. Papadopoulou, T. (2020). Developing construction graduates fit for the 4th industrial revolution through fieldwork application of active learning. Higher Education Pedagogies, 5(1), 182–199. https://doi.org/10.1080/23752696.2020.1816844

10. Crespí, P., García-Ramos, J. M., & Queiruga-Dios, M. (2022). Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education. Journal of New Approaches in Educational Research, 11(2), 259. https://doi.org/10.7821/naer.2022.7.993

11. Nurmaliah, C., Azmi, T., Safrida, Khairil, & Artika, W. (2021). The impact of implementation of STEM integrating project-based learning on students’ problem-solving abilities. Journal of Physics: Conference Series, 1882(1), 012162. https://doi.org/10.1088/1742-6596/1882/1/012162

12. Parno, Nur’aini, D. A., Kusairi, S., & Ali, M. (2022). Impact of The STEM approach with formative assessment in PjBL on students’ critical thinking skills. Journal of Physics: Conference Series, 2165(1), 012044. https://doi.org/10.1088/1742-6596/2165/1/012044

13. Ngatijo, N., Bemis, R., & Puspitasari, R. D. (2022). Penggunaan PjBL terintegrasi STEAM dan life skill mahasiswa dalam pembelajaran kimia anorganik. Journal of The Indonesian Society of Integrated Chemistry, 14(1), 57–67. https://doi.org/10.22437/jisic.v14i1.16615

14. Astuti, I. D., Toto, T., & Yulisma, L. (2019). Model project based learning (PjBL) terintegrasi stem untuk meningkatkan penguasaan konsep dan aktivitas belajar siswa. Quagga: Jurnal Pendidikan Dan Biologi, 11(2), 93. https://doi.org/10.25134/quagga.v11i2.1915

15. Maulana, M. (2020). Penerapan model project based learning berbasis stem pada pembelajaran fisika siapkan kemandirian belajar peserta didik. Jurnal Teknodik, 39–50. https://doi.org/10.32550/teknodik.v0i2.678

16. Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 16. https://doi.org/10.1057/s41599-023-01508-1

17. Pryor, C. R., & Kang, R. (2013). Project-Based Learning. In STEM Project-Based Learning (pp. 129–138). SensePublishers. https://doi.org/10.1007/978-94-6209-143-6_14.

18. Diana, N., Yohannes, & Sukma, Y. (2021). The effectiveness of implementing project-based learning (PjBL) model in STEM education: A literature review. Journal of Physics: Conference Series, 1882(1), 012146. https://doi.org/10.1088/1742-6596/1882/1/012146

19. Ferrare, J. J., & Miller, J. M. (2020). Making Sense of Persistence in Scientific Purgatory: A Multi-Institutional Analysis of Instructors in Introductory Science, Technology, Engineering, and Mathematics (STEM) Courses. The Journal of Higher Education, 91(1), 113–138. https://doi.org/10.1080/00221546.2019.1602392

20. Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8(1), 2. https://doi.org/10.1186/s40594-020-00259-8

Unduhan

Diterbitkan

2023-12-31 — Diperbaharui pada 2026-02-24

Versi

Terbitan

Vol 7 No 2 (2023): English

Bagian

Articles

Cara Mengutip

English. (2026). Chempublish Journal, 7(2), 108-116. https://doi.org/10.22437/chp.v7i2.29236 (Original work published 2023)