Penerapan Pembelajaran STEM untuk Meningkatkan Kemampuan Pemecahan Masalah dan Kolaborasi Siswa Sekolah Dasar

Abstract

STEM education plays an essential role in developing 21st-century skills, including problem-solving and collaboration among elementary school students. However, in practice, some students remain passive and rely on more dominant peers during group work. This study aims to investigate the effectiveness of project-based STEM learning in improving students’ problem-solving abilities and collaboration skills. A Classroom Action Research (CAR) design was implemented in two cycles involving 28 elementary school students. Data were collected using a project rubric, collaboration rubric, and observation sheet, then analyzed using descriptive quantitative and qualitative techniques. The results reveal a significant improvement in students’ average problem-solving scores from the pre-cycle to the second cycle, along with reduced dependence on teacher guidance. Collaboration scores also increased substantially, and no students remained in the low category by the second cycle, indicating more balanced role distribution and interaction within groups. Qualitative analysis supports the quantitative findings, showing that students became more engaged in exploring alternative solutions and participating in constructive discussions. Therefore, project-based STEM learning is proven effective in enhancing the problem-solving skills and collaboration abilities of elementary school students.

Keywords: STEM, problem-solving, collaboration, project-based learning, elementary school