Fostering Students’ Critical Mathematical Thinking on Linear Equations through STEAM-Based Water Filtration Projects
DOI:
https://doi.org/10.31980/mosharafa.v15i1.3605Keywords:
Critical mathematical thinking, STEAM, Mitigation, Project-based Learning, 21st-century skills, Keterampilan Abad 21, Berpikir Kritis Matematis, MitigasiAbstract
Penerapan Project-Based Learning (PjBL) berpotensi mengembangkan berpikir kritis, namun integrasi masalah nyata seperti mitigasi bencana masih jarang dilakukan. Penelitian ini bertujuan menguji keefektifan proyek mitigasi filter air berbasis STEAM dalam menumbuhkan kemampuan berpikir kritis siswa. Menggunakan desain eksperimen murni posttest-only control group, penelitian ini melibatkan 58 siswa kelas VII SMP Negeri 3 Kembang Jepara yang dipilih melalui cluster random sampling. Kelompok eksperimen menerapkan proyek STEAM, sementara kelompok kontrol menggunakan pembelajaran konvensional. Data dikumpulkan melalui tes hasil belajar dan angket respons, lalu dianalisis menggunakan uji independent t-test. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada kelompok eksperimen secara signifikan lebih baik dibandingkan kelompok kontrol. Temuan ini menegaskan bahwa proyek mitigasi filter air berbasis STEAM efektif mengembangkan berpikir kritis serta keterampilan abad ke-21 (kreativitas, kolaborasi, dan komunikasi). Integrasi matematika dalam konteks dunia nyata melalui proyek STEAM menjadi strategi krusial untuk menumbuhkan kepedulian siswa terhadap isu mitigasi bencana.
While Project-Based Learning (PjBL) is recognized for its potential to develop students' critical thinking, the integration of real-world contexts, particularly disaster mitigation, remains underexplored. This study aims to evaluate the effectiveness of a STEAM-based water filter mitigation project in fostering students' critical thinking skills. Employing a true experimental posttest-only control group design, the study involved 58 seventh-grade students from SMP Negeri 3 Kembang Jepara, selected via cluster random sampling. The experimental group implemented the STEAM project, while the control group received teacher-centered conventional instruction. Data were collected through achievement tests and student response questionnaires, followed by independent t-test analysis. The findings reveal that students engaged in the STEAM-based project demonstrated significantly higher critical thinking skills than those in the conventional group. This study confirms that STEAM-based water filter mitigation projects effectively develop critical thinking and reinforce 21st-century skills, including creativity, collaboration, and communication. Furthermore, integrating mathematics into real-world contexts through STEAM serves as a crucial strategy to enhance students' awareness of disaster mitigation issues.
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