MENINGKATKAN KETERAMPILAN PROSES SAINS DAN KARAKTER WASAKA MUATAN IPA SISWA KELAS V SDN KELAYAN TIMUR 11 MENGGUNAKAN MODEL PROJEK BASED LEARNING DAN SAVI TERINTEGRASI STEM
DOI:
https://doi.org/10.23969/jp.v9i3.18329Keywords:
Science Process Skills, WASAKA Character, Project Based Learning Learning Model, SAVI, STEMAbstract
The research problems are students who tend to be inactive or not directly involved in learning and teaching activities, students who lack discipline and responsibility character, and do not have science process skills in science learning for Class V students of SDN Kelayan Timur 11, due to the lack of learning process in involving student activity and direct involvement. The way to increase student activity in the learning process is to apply a model of more interactive and participatory learning, namely through the STEM Integrated Learning Project-Based Learning learning model. The purpose of this study is to improve science process skills, improve the character of discipline and responsibility, implement teacher activities, increase student activities and improve learning outcomes.This research uses a qualitative research approach with the type of Classroom Action Research (CAR) which is carried out 4 times. The subject of this study is grade V students of SDN Kelayan Timur 11 in 2023/2024 totaling 15 students. Teacher and student activities were obtained from observation sheets. The researcher carried out using qualitative and quantitative data. The data presented is in the form of descriptions, tables, and graphs. The results showed that teacher activity increased from a score of 39 with the "Good" criterion to a score of 51 with the "Very Good" criterion. Student activity increased from 33% with the "Less Active" criterion to 93% with the "Very Active" criterion. Science process skills increased from 53% with the "Skilled" criterion to 93% with the "Highly Skilled" criterion. Cognitive learning outcomes increased from 40% to 100% "Complete". Affective learning (character, discipline and responsibility) increased from 13% with the criterion of "Not Yet Seen" to 93% with the criterion of "Cultivating". Psychomotor learning outcomes increased from 13% with the "Not Good" criterion to 87% with the "Very Good" criterion.Downloads
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