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Effectiveness of Creative Problem Solving (CPS) - STEM Learning Model on Students’ Computational Thinking and Digital Literacy Skills in Biotechnology Material

Unnes Science Education Journal · Vol. 13 No. 2 (2024) · hlm. 61–68

DOI
10.15294/usej.v13i2.8971
ISSN
2502-6232, 2252-6617
Terbit
2024-08-27
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Computational Thinking (CT) and digital literacy are skills students must possess to adapt and survive amidst the current technological advancements. One way to enhance students’ CT and digital literacy skills is through innovative learning models that align with the material being taught. Biotechnology is one of the subjects that students need to master in Phase E of the Merdeka Curriculum. This study aims to determine the effectiveness of the CPS-STEM learning model on students’ CT and digital literacy skills in biotechnology material. This research was conducted from April to May in the 2023/2024 academic year at three high schools in the Kayen, with a total population of 891 students. The sample used in this study was calculated using the Slovin formula, its 8 classes consisting of 2 control groups (72 students) and 2 experimental groups (217 students). This study is a quasi-experimental design with a pre-test and post-test group design. The STEM approach is integrated with CPS syntax outlined in the teaching module and assisted with student worksheets. CT skills were measured using post-test instruments, while digital literacy skills were measured using questionnaire. Data analysis was conducted to determine the effectiveness of the CPS-STEM learning model on CT skills, calculated using the N Gain test, while digital literacy skills were measured using a Likert scale. The results showed that the CPS-STEM was effective to improve CT skills in the medium category (0.40), whereas the direct instructional learning model was not effective in enhancing CT skills. This study also showed that the CPS-STEM learning model was effective in enhancing digital literacy skills with a percentage increase of 15.25%

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  • State University of Semarang
  • Indonesia University of Education
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Rekan penulisOrganisasiArtikel bersama
Pramesti DewiAfiliasi tidak diketahui12
Siti Harnina BintariAfiliasi tidak diketahui11
R SusantiAfiliasi tidak diketahui8
Lisdiana LisdianaAfiliasi tidak diketahui8
Ani RusilowatiState University of Semarang7
Ellianawati EllianawatiState University of Semarang5
Wiwi IsnaeniState University of Semarang5
Retno Sri IswariState University of Semarang5
Mahalul AzamAfiliasi tidak diketahui4
Novi Ratna DewiState University of Semarang4
Sudarmin SudarminAfiliasi tidak diketahui4
Nugrahaningsih WHAfiliasi tidak diketahui3
Talitha WidiatningrumAfiliasi tidak diketahui3
Widya Hary CahyatiAfiliasi tidak diketahui3
Sri NgabektiState University of Semarang3
Bambang SubaliAfiliasi tidak diketahui3
Oktia Woro Kasmini HandayaniState University of Semarang3
Intan ZainafreeAfiliasi tidak diketahui3
Siti AlimahState University of Semarang3
Arif WidiyatmokoState University of Semarang3
Fidia FibrianaState University of Semarang3
Wiyanto WiyantoState University of Semarang3
Enni Suwarsi RahayuState University of Semarang3
Aditya MariantiAfiliasi tidak diketahui3
Sri SukaesihState University of Semarang3
Parmin ParminState University of Semarang3
Ari WidodoIndonesia University of Education2
Ibnul MubarokAfiliasi tidak diketahui2
Margareta RahayuningsihAfiliasi tidak diketahui2
Dyah Rini IndriyantiAfiliasi tidak diketahui2
Amin RetnoningsihAfiliasi tidak diketahui2
Dina Nur Anggraini NingrumAfiliasi tidak diketahui2
Fitri Arum SasiAfiliasi tidak diketahui2
Saiful RidloState University of Semarang2
Krispinus Kedati PukanState University of Semarang2
Nur Rahayu UtamiAfiliasi tidak diketahui2

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Effectiveness of Creative Problem Solving (CPS) - STEM Learning Model on Students’ Computational Thinking and Digital Literacy Skills in Biotechnology Material</dc:title>
	<dc:creator xml:lang="en">Indriani, Betty</dc:creator>
	<dc:creator xml:lang="en">Saptono, Sigit</dc:creator>
	<dc:creator xml:lang="en">Mustikaningtyas, Dewi</dc:creator>
	<dc:creator xml:lang="en">Yuniastuti, Ari</dc:creator>
	<dc:subject xml:lang="en">Minimum Competency Assessment (AKM)</dc:subject>
	<dc:subject xml:lang="en">CBT</dc:subject>
	<dc:subject xml:lang="en">Scientific Literacy</dc:subject>
	<dc:subject xml:lang="en">Numeracy Abilities</dc:subject>
	<dc:description xml:lang="en">Computational Thinking (CT) and digital literacy are skills students must possess to adapt and survive amidst the current technological advancements. One way to enhance students’ CT and digital literacy skills is through innovative learning models that align with the material being taught. Biotechnology is one of the subjects that students need to master in Phase E of the Merdeka Curriculum. This study aims to determine the effectiveness of the CPS-STEM learning model on students’ CT and digital literacy skills in biotechnology material. This research was conducted from April to May in the 2023/2024 academic year at three high schools in the Kayen, with a total population of 891 students. The sample used in this study was calculated using the Slovin formula, its 8 classes consisting of 2 control groups (72 students) and 2 experimental groups (217 students). This study is a quasi-experimental design with a pre-test and post-test group design. The STEM approach is integrated with CPS syntax outlined in the teaching module and assisted with student worksheets. CT skills were measured using post-test instruments, while digital literacy skills were measured using questionnaire. Data analysis was conducted to determine the effectiveness of the CPS-STEM learning model on CT skills, calculated using the N Gain test, while digital literacy skills were measured using a Likert scale. The results showed that the CPS-STEM was effective to improve CT skills in the medium category (0.40), whereas the direct instructional learning model was not effective in enhancing CT skills. This study also showed that the CPS-STEM learning model was effective in enhancing digital literacy skills with a percentage increase of 15.25% </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-08-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/8971</dc:identifier>
	<dc:identifier>10.15294/usej.v13i2.8971</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 13 No. 2 (2024): August 2024; 61-68</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/8971/1473</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Unnes Science Education Journal</dc:rights>
</oai_dc:dc>