Beatrik Nova, Irma Rahma Suwarma, Nanang Winarno, Mariati Purnama Simanjuntak

STEM-PjBL Model on Development of Technology Engineering Literacy and Student Learning Motivation

Introduction

Stem-pjbl model on development of technology engineering literacy and student learning motivation. Discover how the STEM-PjBL model enhances Technology Engineering Literacy (TEL) and student motivation. This meta-analysis highlights significant improvements for high school & college.

Abstract

This meta-analysis investigates the impact of integrating Project-Based Learning (PjBL) with STEM (Science, Technology, Engineering, and Mathematics) on Technology Engineering Literacy (TEL) and student learning motivation. The study aims to provide valuable insights for educators, curriculum developers, and policymakers, guiding the design of more engaging learning experiences and supporting innovative educational practices. The research followed a systematic meta-analytic approach, including defining the research problem, setting inclusion criteria, devising a literature search strategy, selecting studies, extracting data, performing statistical analysis, and interpreting results. Analyzing 33 articles from international and national journals, the study reveals that PjBL-STEM significantly enhances TEL, particularly at the high school and college levels, and boosts student motivation, with more pronounced effects observed in high school and college compared to junior high and elementary schools. The model shows a strong impact on TEL in Physics but has lower effects in Science and Biology. For student motivation, significant improvements are noted in Science, Mathematics, and Social Sciences, while effects are less in Chemistry and Physics. The research highlights the effectiveness of PjBL-STEM at higher educational levels and underscores its potential to improve TEL and motivation, though further research is needed to refine adaptation strategies for different educational contexts.

Review

This meta-analysis presents a timely and highly relevant investigation into the impact of integrating Project-Based Learning (PjBL) with STEM (Science, Technology, Engineering, and Mathematics) on Technology Engineering Literacy (TEL) and student learning motivation. Employing a rigorous systematic meta-analytic approach across 33 international and national journal articles, the study aims to synthesize existing evidence and provide critical insights for educators, curriculum developers, and policymakers. Its core finding suggests that the STEM-PjBL model is an effective pedagogical strategy, demonstrating significant positive impacts on both TEL and student motivation, particularly within higher educational contexts. A notable strength of this meta-analysis lies in its systematic methodology and the detailed differentiation of its findings. The research astutely observes that the beneficial effects on TEL and motivation are more pronounced at the high school and college levels compared to junior high and elementary schools, indicating a potential maturity or prerequisite knowledge required for optimal engagement. Furthermore, the abstract highlights intriguing variations in impact across different subject areas: TEL is strongly enhanced in Physics but less so in Science and Biology, while student motivation sees significant improvements in Science, Mathematics, and Social Sciences, with comparatively lower effects in Chemistry and Physics. These nuanced results move beyond a simple affirmation of effectiveness, offering valuable granular insights into where and how STEM-PjBL may be most impactful. While the study provides robust evidence supporting the utility of STEM-PjBL, it also implicitly points to areas requiring further investigation. The varying efficacy across subjects and educational levels suggests that implementation strategies may need significant tailoring to maximize benefits in specific contexts. For instance, the reasons behind the lower effects on TEL in Science/Biology and motivation in Chemistry/Physics warrant deeper qualitative and quantitative exploration to understand the underlying mechanisms. The abstract itself acknowledges the need for further research to refine adaptation strategies, which is a crucial next step for practical application. Overall, this meta-analysis makes a significant contribution by consolidating evidence for the effectiveness of STEM-PjBL and providing nuanced data that can guide more targeted and effective educational interventions.

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