Implementation of Project-Based Learning Through the STEM (Science, Technology, Engineering and Math)

Page Numbers: 175-186
Published: 2024-07-20
Digital Object Identifier: 10.58578/ijecs.v2i3.3410
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  • Agus Lestari Universitas Jambi, Indonesia
  • Friscilla Wulan Tersta Universitas Jambi, Indonesia
  • Firman Firman Universitas Jambi, Indonesia
  • Sofyan Sofyan Universitas Jambi, Indonesia

Abstract

The background of this research is the lack of student motivation in learning. This can be seen from students' inactive involvement, lack of enthusiasm in lessons, and low critical thinking skills. This research aims to implement project based learning using a STEM (Science, Technology, Engineering, and Mathematics) approach in training students' critical thinking skills. The research informants are Jambi University FKIP Education administration students who contract teaching and learning courses. A qualitative approach with case study design is used in this research to explore real world problems, and Focus Group Discussions (FGD) and several literature studies are used as collection techniques. data. The research results show STEM as a growing trend in the world of education, used to overcome real-world situations through a design-based problem solving process. Project-based learning allows students to apply what they learn to real-world problems and challenges, which helps them develop critical thinking and problem-solving skills. With the STEM approach in project-based learning, students can learn scientific methods, engineering design, and computational thinking while working on projects that require them to apply concepts to gain a deeper understanding. It can be concluded that project-based learning can increase student involvement and motivation by making learning more relevant and meaningful.

Keywords: Project-Based Learning; STEM Approaches
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How to Cite
Lestari, A., Tersta, F. W., Firman, F., & Sofyan, S. (2024). Implementation of Project-Based Learning Through the STEM (Science, Technology, Engineering and Math). International Journal of Education, Culture, and Society, 2(3), 175-186. https://doi.org/10.58578/ijecs.v2i3.3410

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