DEVELOPMENT OF PROBLEM-BASED PHYSICS LEARNING SETS WITH THE STEM APPROACH TO IMPROVE SCIENCE LITERACY AND ANALYSIS OF ANALYSIS OF STUDENTS

Abstract

 This study aims to: (1) produce video-assisted problem-based physics learning sets with a STEM approach that are appropriate for physics learning; (2) determine the effectiveness of the developed physics learning sets for increasing students' scientific literacy and analytical thinking skills; (4) knowing the differences in the effectiveness of the use of video-assisted problem-based physics learning sets with the STEM approach and conventional learning models towards increasing students' analytical thinking skills. This research design uses a 4D model with the stages, Define, Design, Develop, and Disseminate. Product feasibility instruments are in the form of product feasibility observation sheets, product validation sheets, and student response questionnaires to LKPD. Instruments for scientific literacy and analytical thinking skills are in the form of questionnaires and essay questions. Data analysis techniques used were descriptive analysis and inferential analysis. Inferential analysis used the Manova test with a significance level of 5%. The results of this study are: (1) Problem-based video-assisted physics learning sets with the STEM approach have been produced which are suitable for physics learning; (2) Problem-based physics learning sets developed are effective for increasing students' scientific literacy and analytical thinking skills; (3) there are differences in the effectiveness of the use of video-assisted problem-based physics learning sets with the STEM approach with conventional learning models towards increasing students' analytical thinking skills

Keywords: physics learning sets, problem-based learning, videos, scientific literacy skills, analytical thinking skills