ANALYSIS OF THE PROFILE OF STUDENTS' PROBLEM SOLVING ABILITIES THROUGH THE APPLICATION OF THE STEM-INQUIRY LEARNING MODEL IN ENVIRONMENTAL POLLUTION MATERIALS

Abstract

This research aims to assess the problem-solving abilities of seventh-grade students after instruction. The problem-solving indicators in this study include understanding the problem, devising a plan, solving the problem, and re-evaluating the solution. The research adopts an experimental approach. The study sample consists of two classes: the experimental group, class VII G with 30 students, engaged with the STEM-INQUIRY learning model assisted by E-LKPD, and the control group, class VII H, also with 30 students, utilizing the discovery learning model assisted by E-LKPD. Data collection involved a written test instrument for pretest and posttest evaluations, along with non-test instruments such as student response questionnaires, teaching modules, E-LKPD, and validation sheets. Data analysis was conducted using SPSS version 25 software. Results indicate that the problem-solving abilities of students following the STEM-INQUIRY model assisted by E-LKPD show that 64% of students fall into the "high" category, 33% into the "very high" category, and 3% into the "medium" category. Meanwhile, the problem solving ability profile based on the indicators of understanding the problem, formulating a plan, and checking again obtained an average percentage value in the experimental class that was greater than the control class, while the problem solving indicator obtained a percentage value in the control class that was higher than the experimental class.