The Effectiveness of the Project-Based Learning (PjBL)–STEM Model on Students’ Computational Thinking Skills

Juliyanti J, Mislan M, Salman Al Farisi

Abstract


This study aimed to describe the implementation of the Project Based Learning (PjBL) model integrated with the STEM (Science, Technology, Engineering, and Mathematics) approach in improving Computational Thinking (CT) skills among fourth-grade students at SDN 213/IX Markanding. This research employed a quantitative approach with a pre-experimental method conducted using a One Group Pretest-Posttest Design without a control group. The subjects of this study were 25 fourth-grade students selected through purposive sampling. Data collection techniques included documentation, and a CT ability test consisting of 10 essay questions covering abstraction, generalization, decomposition, algorithm, and evaluation indicators. The results revealed that the implementation of the PjBL-STEM model significantly improved students' Computational Thinking skills. The average score increased from 44.92 in the pretest stage (low category) to 68.72 in the posttest stage (medium category). Statistical analysis using the Paired Sample T-Test yielded a significance value of 0.01 (p < 0.05), which confirms that H0 is rejected and Ha is accepted. Furthermore, the overall Normalized Gain (N-Gain) score reached 0.4448, falls into the "Medium" criteria. Therefore, the Project Based Learning model with a STEM approach proved effective in improving Computational Thinking skills in elementary school students during science and social studies learning.


Keywords


Project Based Learning; STEM Approach; Computational Thinking; IPAS Learning

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DOI: https://doi.org/10.5281/zenodo.23310453

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