Pengaruh Model Pembelajaran PBL–STEM terhadap Kemampuan Literasi Matematis pada Materi Statistika
DOI:
https://doi.org/10.30656/5xzz7533Abstract
Abstrak
Penelitian tersebut bertujuan untuk meneliti pengaruh penerapan model pembelajaran berbasis Problem Based Learning terintegrasi STEM (PBL-STEM) pada kemampuan literasi matematis siswa pada materi statistika kelas VII di SMPN 1 Pajarakan. Studi tersebut menggunakan metode kuantitatif dengan desain quasi experiment berupa Pretest-Posttest Nonequivalent Control Group Design. Subjek penelitian mencakup dua kelas, yakni kelas eksperimen yang mendapatkan pembelajaran PBL-STEM serta kelas kontrol yang menerapkan metode konvensional. Cara pengumpulan data meliputi tes, observasi, serta dokumentasi, yang kemudian diolah dan dianalisis melalui pengujian normalitas, homogenitas, perhitungan N-Gain, dan uji Independent Sample t-test. Hasil riset menunjukkan munculnya perbedaan yang signifikan antara kedua kelompok dengan skor signifikansi 0,000 < 0,05. Nilai mean posttest kelompok perlakuan lebih besar daripada kelompok pembanding, disertai peningkatan yang lebih baik. Maka, pendekatan PBL-STEM terbukti berhasil mengembangkan kemampuan literasi matematis siswa secara secara lebih optimal dan kontekstual.
Kata kunci: PBL-STEM, literasi matematis, statistika, quasi experiment, pembelajaran matematika
Abstract
The study aims to investigate the effect of implementing a Problem-Based Learning model integrated with STEM (PBL–STEM) on students’ mathematical literacy skills in statistics for Grade VII students at SMPN 1 Pajarakan. This research uses a quantitative method with a quasi-experimental design in the form of a Pretest–Posttest Nonequivalent Control Group Design. The research subjects consist of two classes, namely an experimental class that received PBL–STEM instruction and a control class that was taught using conventional methods. Data collection techniques include tests, observations, and documentation, which are then processed and analyzed using normality tests, homogeneity tests, N-Gain calculations, and the Independent Sample t-test. The findings show a significant difference between the two groups, with a significance value of 0.000 < 0.05. The mean posttest score of the experimental group is higher than that of the control group, along with a greater improvement. Therefore, the PBL–STEM approach is proven to effectively enhance students’ mathematical literacy skills in a more optimal and contextual way.
Keywords: PBL–STEM, mathematical literacy, statistics, quasi-experiment, mathematics learning
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Copyright (c) 2026 Nendi Alfiyatul Mukarromah, Wahyu Lestari, Athar Zaif Zairozie
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