The Effect of STEM-Project-based Learning on Self-Efficacy in High School Chemistry Learning

Authors

  • Alya Atifah Program Studi S-1 Pendidikan Kimia, Universitas Negeri Yogyakarta, Indonesia
  • Rr. Lis Permana Sari Departemen Pendidikan Kimia , Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.33394/hjkk.v13i1.14211

Keywords:

PjBL, PjBL-STEM, self-efficacy

Abstract

This research aims to determine the effect of STEM integrated project-based learning model on students' self-efficacy in learning chemistry. This research method uses a quasi-experiment with a pretest-posttest design consisting of one experimental class and one control class. The experimental class applied the STEM integrated project-based learning model and the control class applied the cooperative learning model. The instrument used is a self-efficacy scale which includes 5 aspects, namely, motivation, task orientation, confidence, perseverance, and problem solving. The data obtained were analyzed using descriptive statistics and inferential statistics. Inferential statistics in the form of independent t-test and paired sample t-test. Based on the analysis conducted, there is a significant difference in the self-efficacy of students between the experimental class and the control class and there is a difference in self-efficacy before and after the STEM integrated PjBL learning model is applied.  The increase in the N-Gain score obtained from the experimental class was higher than the control class seen from the increase in all aspects of self-efficacy. The implications of this research are expected to be able to be a new view and reference for teachers in applying the STEM-integrated PjBL model to increase students' self-efficacy in learning chemistry.

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Published

2025-02-28

How to Cite

Atifah, A., & Sari, R. L. P. (2025). The Effect of STEM-Project-based Learning on Self-Efficacy in High School Chemistry Learning. Hydrogen: Jurnal Kependidikan Kimia, 13(1), 151–161. https://doi.org/10.33394/hjkk.v13i1.14211

Issue

Vol. 13 No. 1 (2025): February 2025

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Articles

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