Inovasi Pembelajaran Abad 21
Integrasi STEAM dalam PjBL Interdisipliner untuk Meningkatkan Kemampuan Konseptual Matematika Mahasiswa
DOI:
https://doi.org/10.31004/anthor.v5i5.1534Keywords:
Kemampuan Konseptual Matematika, Keterampilan Abad Ke-21, Pembelajaran Interdisipliner, Project-Based Learning, STEAMAbstract
Penelitian ini bertujuan menganalisis efektivitas integrasi Science, Technology, Engineering, Arts, and Mathematics (STEAM) dalam Project-Based Learning (PjBL) berbasis interdisipliner terhadap peningkatan kemampuan konseptual matematika mahasiswa. Penelitian menggunakan pendekatan mixed methods dengan desain sequential explanatory. Subjek penelitian terdiri atas 32 mahasiswa semester IV Program Studi Pendidikan Matematika STKIP Muhammadiyah Sungai Penuh. Pembelajaran dilaksanakan selama delapan pertemuan melalui proyek autentik yang mengintegrasikan unsur sains, teknologi, rekayasa, seni, dan matematika. Data dikumpulkan melalui tes pretest dan posttest, observasi keterampilan abad ke-21, wawancara semi-terstruktur, dan dokumentasi. Data kuantitatif dianalisis menggunakan statistik deskriptif dan paired-samples t-test, sedangkan data kualitatif dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan peningkatan rata-rata kemampuan konseptual matematika dari 54,31 (SD = 6,80) pada pretest menjadi 78,75 (SD = 5,17) pada posttest, dengan kenaikan 24,44 poin dan perbedaan yang signifikan secara statistik (p < 0,001). Keterampilan berpikir kritis meningkat dari 2,8 menjadi 4,1, kreativitas dari 2,7 menjadi 4,3, kolaborasi dari 2,6 menjadi 4,2, dan komunikasi dari 2,5 menjadi 4,0 pada skala 1–5. Temuan kualitatif menunjukkan bahwa proyek autentik, pemanfaatan teknologi, integrasi lintas disiplin, dan kolaborasi membantu mahasiswa menghubungkan konsep matematika dengan permasalahan kontekstual. Dengan demikian, integrasi STEAM dalam PjBL interdisipliner berpotensi meningkatkan kemampuan konseptual matematika sekaligus mengembangkan keterampilan utama pembelajaran abad ke-21.
References
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Jossey-Bass.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Farshad, S., & Fortin, C. (2026). An umbrella review of meta-analyses on project-based learning: Effects on academic achievement, higher-order thinking, and 21st-century skills. Educational Research Review, 52, Article 100809. https://doi.org/10.1016/j.edurev.2026.100809
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—Principles and practices. Health Services Research, 48(6, Pt. 2), 2134–2156. https://doi.org/10.1111/1475-6773.12117
Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1(2), Article 15. https://doi.org/10.5642/steam.20140102.15
Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507
Ikhlas, A. (2018). Pengaruh model pembelajaran berbasis masalah dan gaya kognitif siswa terhadap hasil belajar matematika siswa di kelas VIII SMP Negeri 7 Kerinci. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 2(2), 135–143. https://doi.org/10.22437/jiituj.v2i2.5988
Ikhlas, A., Syaiful, S., Huda, N., & Zurweni, Z. (2025). Design of STEAM-integrated PjBL learning model based on interdisciplinary learning: A literature review on developing critical and creative thinking skills of mathematics students. Proceeding of International Seminar on Student Research in Education, Science, and Technology, 5(4), 13–29.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317–334). Cambridge University Press.
Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547–552. https://doi.org/10.1016/j.procs.2013.09.317
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201
Ridwan, Ramatni, A., Ikhlas, A., Gusnidar, Wahyuni, L., & Sawlani, D. K. (2024). Integrasi STEM dalam kurikulum mempersiapkan generasi masa depan. EDU RESEARCH, 5(4), 13–29. https://doi.org/10.47827/jer.v5i4.266
Sutrisna, N., & Gusnidar, G. (2022). Pengembangan buku siswa berbasis inkuiri pada materi IPA untuk siswa kelas VIII SMP. Jurnal Inovasi Penelitian, 2(8), 2859–2868. https://doi.org/10.47492/jip.v2i8.1241
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Wang, C., Zhang, W., & Cheng, J. (2026). Can project-based learning improve students’ mathematics learning outcomes: A three-level meta-analysis. Frontiers in Psychology, 17, Article 1868415. https://doi.org/10.3389/fpsyg.2026.1868415
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Gusnidar, Al Ikhlas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
