Enhancing Problem-Solving Skills in Science through STEM-Based Learning: A Case Study of Eighth-Grade Students at SMPN 1 Satap Wara, Indonesia

Dian Ernaningsih; Trisnawati Saduk; Mariana Sada

doi:10.56741/IISTR.pbpsp.002006

Authors

Dian Ernaningsih
deeyanerna@gmail.com
Universitas Muhammadiyah Maumere
Trisnawati Saduk Universitas Muhammadiyah Maumere
Mariana Sada Universitas Muhammadiyah Maumere

DOI:

https://doi.org/10.56741/IISTR.pbpsp.002006

Keywords:

Critical Thinking, Middle School Students, Problem-Based Learning, Problem-Solving Skills, Science Education, STEM-Based Learning

Abstract

Developing students’ science problem-solving ability is a critical objective in contemporary STEM education. This study investigated the effect of STEM-based instruction integrated with Problem-Based Learning (PBL) on the science problem-solving abilities of eighth-grade students at SMPN 1 Satap Wara. A pre-experimental one-group pretest–posttest design was employed involving 22 students selected through total sampling. Data were collected using a validated science problem-solving test administered before and after the intervention. Descriptive statistics indicated a substantial increase in the mean score from 19.00 (SD = 8.429 in the pretest to 51.41 (SD = 8.534) in the posttest. Inferential analysis using a paired-samples t-test revealed a statistically significant improvement in students’ problem-solving abilities (p < 0.001), with a large effect size (ES = 0.785), indicating strong practical significance. The integration of STEM and PBL facilitated active engagement in authentic problem contexts, promoting critical thinking, creativity, and collaborative learning processes. Despite the overall improvement, some students did not achieve the minimum competency standard, suggesting the need for differentiated instructional support. These findings provide empirical evidence supporting the effectiveness of STEM-based instruction in enhancing science problem-solving abilities and contribute to the growing body of literature on pedagogical strategies that prepare students with essential competencies for 21st-century learning.

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Author Biographies

Dian Ernaningsih, Universitas Muhammadiyah Maumere

is a lecturer at Universitas Muhammadiyah Maumere, Indonesia, specializing in agricultural education and educational policy development. She earned her Bachelor’s degree in Agriculture (S.P.) from Universitas Muhammadiyah Yogyakarta in 2006 and a Master’s in Educational Policy and Development (M.Pd.) from Universitas Muhammadiyah Malang in 2017. Her research interests include STEM-based learning, sustainable agriculture education, and curriculum innovation. (email: deeyanerna@gmail.com).

Trisnawati Saduk, Universitas Muhammadiyah Maumere

is a recent graduate in Education (S.Pd) from Universitas Muhammadiyah Maumere, Indonesia, class of 2025. Her academic interests focus on innovative teaching strategies, STEM-based learning, and student-centered approaches in secondary education. Currently, she is seeking opportunities to contribute to educational research and practice in Indonesia. (email: trisnawatisaduk9@gmail.com).

Mariana Sada, Universitas Muhammadiyah Maumere

is a lecturer at Universitas Muhammadiyah Maumere, Indonesia, specializing in Biology Education. She earned her Bachelor’s degree in Biology from Universitas Nusa Cendana in 2013 and her Master’s degree (M.Si) from Universitas Diponegoro in 2016. Her research interests include science education, curriculum innovation, and active learning strategies to enhance critical thinking and scientific literacy in secondary school students. (email: nuwama990@gmail.com).

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