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The Effect of the Problem-Based Learning (PBL) Model with a STEM Approach on Collaboration Skills

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Title: The Effect of the Problem-Based Learning (PBL) Model with a STEM Approach on Collaboration Skills
Language: English
Authors: Mizzan Ayubi (ORCID 0009-0004-4774-5744), Vegha Dwi Arthamena (ORCID 0009-0006-6128-6809), Jaslin Ikhsan (ORCID 0000-0003-3415-7068), Yuni Hartati Eliya Rosa (ORCID 0009-0008-3010-0252), Muhammad Habib Ash-Shiddiqi (ORCID 0009-0003-1626-7770)
Source: International Journal of Technology in Education and Science. 2025 9(3):397-415.
Availability: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 11
High Schools
Secondary Education
Descriptors: Problem Based Learning, STEM Education, Cooperation, Chemistry, Grade 11, High School Students, Program Effectiveness, Foreign Countries, Discovery Learning, Communication Skills, Student Behavior, 21st Century Skills
Geographic Terms: Indonesia
ISSN: 2651-5369
Abstract: This study aims to determine the effect of the STEM-based learning model on collaboration skills and determine the effective contribution of the STEM-based learning model to collaboration skills in the chemistry subject of buffer solution material. This study uses a quantitative quasi-experimental study with a posttest only with control group design. The population used was all students of class XI IPA SMAN 2 Muara Beliti. The sample taken was done by random sampling with a total of 130 students. The study was conducted with 4 classes, namely 2 experimental classes and 2 control classes with different treatments. The treatment of the experimental class was the STEM-based learning model while the control class used the discovery learning model. The results of the study showed that there was a significant influence of the STEM-based learning model on collaboration skills and provided an effective contribution of 9%, including in the small category.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482808
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1482808
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PubType: Academic Journal
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IllustrationInfo
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  Data: The Effect of the Problem-Based Learning (PBL) Model with a STEM Approach on Collaboration Skills
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  Data: <searchLink fieldCode="AR" term="%22Mizzan+Ayubi%22">Mizzan Ayubi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4774-5744">0009-0004-4774-5744</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vegha+Dwi+Arthamena%22">Vegha Dwi Arthamena</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6128-6809">0009-0006-6128-6809</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jaslin+Ikhsan%22">Jaslin Ikhsan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3415-7068">0000-0003-3415-7068</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yuni+Hartati+Eliya+Rosa%22">Yuni Hartati Eliya Rosa</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-3010-0252">0009-0008-3010-0252</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhammad+Habib+Ash-Shiddiqi%22">Muhammad Habib Ash-Shiddiqi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-1626-7770">0009-0003-1626-7770</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education+and+Science%22"><i>International Journal of Technology in Education and Science</i></searchLink>. 2025 9(3):397-415.
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  Data: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
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  Data: Y
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  Data: 20
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Learning%22">Discovery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%2221st+Century+Skills%22">21st Century Skills</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2651-5369
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to determine the effect of the STEM-based learning model on collaboration skills and determine the effective contribution of the STEM-based learning model to collaboration skills in the chemistry subject of buffer solution material. This study uses a quantitative quasi-experimental study with a posttest only with control group design. The population used was all students of class XI IPA SMAN 2 Muara Beliti. The sample taken was done by random sampling with a total of 130 students. The study was conducted with 4 classes, namely 2 experimental classes and 2 control classes with different treatments. The treatment of the experimental class was the STEM-based learning model while the control class used the discovery learning model. The results of the study showed that there was a significant influence of the STEM-based learning model on collaboration skills and provided an effective contribution of 9%, including in the small category.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1482808
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1482808
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 397
    Subjects:
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Discovery Learning
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: 21st Century Skills
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: The Effect of the Problem-Based Learning (PBL) Model with a STEM Approach on Collaboration Skills
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Mizzan Ayubi
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            NameFull: Vegha Dwi Arthamena
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            NameFull: Jaslin Ikhsan
      – PersonEntity:
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            NameFull: Yuni Hartati Eliya Rosa
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            NameFull: Muhammad Habib Ash-Shiddiqi
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              Type: published
              Y: 2025
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              Value: 2651-5369
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              Value: 9
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              Value: 3
          Titles:
            – TitleFull: International Journal of Technology in Education and Science
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