@thesis{thesis,
		author={YADI  FARHAN},
		title ={PENGEMBANGAN MODEL PROBLEM-BASED LEARNING DENGAN
PENDEKATAN STEM MELALUI E-LEARNING DI SMK},
		year={2022},
		url={http://repository.unsri.ac.id/103248/},
		abstract={This study aims to develop a problem-based learning model with the Science,
Technology, Engineering, and Mathematics (STEM) approach through e- learning
in vocational high schools (SMK) to improve learning outcomes and critical
thinking, creative thinking, and communication skills of the students of light vehicle
electrical maintenance, which is valid, practical, and effective.
This research is developmental research that uses the Plomp development
model with three main steps, namely: (1) model pre-development, consisting of
preliminary research and conceptual analysis into a theoretical model; (2) model
development, consisting of the design phase and the preparation of a hypothetical
model through focus group discussions with academic experts and practitioners;
(3) model application, consisting of the model and tool validation phase with
expert judgment, limited trials, and expanded trials. The pre-experimental design
used is the pre-post-test design with non-equivalent groups and a one-group posttest
design, including the application of confirmatory factor analysis procedures to
test the skill construction design.
The results of this development research indicate that the developed learning
model meets the criteria of being valid, feasible, practical, and effective. The
increase in student learning outcomes is seen in the n-gain score, where the
experimental class reached a score of 0.48 in the medium category and the control
class score was 0.18. The paired sample test (t-test) shows a significance value of
0.00 < t table (0.05), or there is a significant difference in the increase in learning
outcomes for the experimental class and the control class. The critical thinking skills
of experimental class students have increased, both in groups and individually, as
indicated by the progressive percentage increase of 38.32%. Creative thinking skills
also increased by 40.49%, and students' communication skills also increased to
40.54%. The improvement of these three skills is also illustrated by the results of
non-parametric statistical tests using the Wilcoxon Sign Rank Test method where
the three skills provide a significance value of 0.00. The application of this model
has proven to be effective in improving all three skills at once, namely critical
thinking, creative thinking, and communication skills.}
		}