Menggali Engineering Design Behaviour (EDB) Siswa SMP dalam Membuat Solusi Krisis Energi dalam Pembelajaran STEM

Abstract

Pada abad 21 terjadi kemajuan pesat dalam bidang sains dan teknologi, diabad ini terdapat banyak tuntutan dalam segala aspek kehidupan, salah satunya tuntutan terhadap pendidikan yaitu menghasilkan lulusan yang berkompetensi abad 21 yang tidak hanya memiliki kompotensi dalam ranah kognitif tapi juga dalam ranah afektif dan ranah psikomotor. Disisi lain engineering design adalah proses pengambilan keputusan yang dapat dilakukan secara berulang, dimana ilmu-ilmu dasar, matematika, dan ilmu teknik diterapkan untuk secara optimal mengkonversi sumber daya untuk memenuhi tujuan yang diinginkan. Maka dari itu penting bagi siswa memiliki engineering design behaviour. Menurut beberapa penelitian pembelajaran berbasis STEM dapat meningkatkan engineering design behaviour siswa, maka dari itu dilakukan penelitian untuk mengetahui EDB siswa dalam pembelajaran berbasis STEM. Penelitian ini melibatkan sampel sebanyak 32 orang siswa kelas VIII di salah satu SMP di Kota Bandung. Pengukuran engineering design behaviour siswa diukur pada saat engineering design process yang dilakukan siswa. Engineering design behaviour siswa diukur dalam sembilan indikator yaitu: understand the challeng, build knowledge, genrete idea, represent idea, conduct eksperiment, weight option and make decision, troubleshoot, revise, reflect on process. Namun dalam paper ini hanya membahas satu indikator yaitu represent idea dalam penilaian penulis mengacu pada Matriks Informed Design Learning and Teaching yang dimana siswa akan dikategorikan kedalam empat kategori yaitu: beggining designer, emerged designer, developing designer, dan informed designe. Dari design yang dibuat siswa didapatkan hasil bahwa dari salah satu rubrik yaitu represent ideas sebanyak 22% dari 32 siswa termasuk kedalam beginning designer, 62,5% termasuk emerged designer, dan 15,5% termasuk develoving designer.

In the 21st century there have been rapid advances in the fields of science and technology, in this century there are many demands in all aspects of life, one of which demands education which is competent 21st century graduates who not only have compotency in the cognitive domain but also in the affective and psychomotor domains. On the other hand, engineering design is a decisionmaking process that can be done repeatedly, where basic sciences, mathematics, and engineering are applied to optimally convert resources to meet desired goals. Therefore, it is important for students to have engineering design behavior. According to several STEM-based learning studies that can improve students' engineering design behavior, research is conducted to find out the EDB of students in STEM-based learning. This study involved a sample of 32 class VIII students at one of the junior high schools in the city of Bandung. Measurement of student engineering design behavior is measured when the engineering design process is carried out by students. Engineering students' behavior design is measured in nine indicators, namely: understand the challenge, build knowledge, genrete ideas, represent ideas, conduct experiments, weight options and make decisions, troubleshoot, revise, reflect on process. However, this paper only discusses one indicator, namely represent idea in the author's assessment, referring to the Informed Design Learning and Teaching Matrix, where students will be categorized into four categories: beggining designers, emerging designers, developing designers, and informed designers. From the design made by the students, it was found that from one of the rubrics, namely represent ideas, 22% of 32 students included in the beginning designer, 62.5% including the designer, and 15.5% including the designer developing.