Is PjBL-STREAM learning model impact on plant anatomy student's project?

Abstract

The purpose of this study was to analyze differences in student performance task of the plant anatomy structure model product between classes using Project-Based Learning (PjBL) and PjBL Science-Technology-Religion-Engineering-Arts-Mathematics (PjBL-STREAM) integrated approach. This research was conducted using Mixed Methods with Embedded Design. Purposive sampling was done on 39 students in the IV-A semester as PjBL (regular) class. While 38 students in semester IV-C as the PjBL-STREAM (intervention) class. Each student designs and develops one of the structural models of plant anatomy, namely roots, stems, or leaves. The selection to determine the structure model for each student was carried out using a random sampling technique by drawing without repetition. Students are given performance tasks. The research instrument is a rubric with a 0-4 based on specific criteria, photo records, videos, and field notes. Data analysis was done to calculate the percentage of achievement on specific criteria and the Mann-Whitney test. The "excellent"criteria were achieved in the intervention class, reaching 13.16% in all plant anatomy structure models. The regular class showed the highest achievement percentage of 12.82%, categorized as "excellent", in the leaf anatomical structure model. The Mann-Whitney test shows the results of 0.000<0.05, which means that there is a significant difference in the results of the performance task of student products between the intervention class and the regular class. The results of the performance task of the Plant Anatomy structure model product in the intervention class were found to reach higher achievement than the regular class. Therefore, the PjBL-STREAM approach influences the performance task product of Biology Education students.