Kapti Asiatun, Sugiyem, Afif Ghurub, Anita Volintia Dewi
Critical thinking has been a crucial aspect in the 21st century that must be developed through the learning process. Previous studies reveal that Project Based Learning (PjBL) integrated with Science, Technology, Engineering, Art, and Mathematics (STEAM) have positive effect on students' critical thinking skills. It is also proven to enhance learning motivation, involvement and outcomes. This study aims at knowing the effect of PjBL-STEAM implementation towards students' learning motivation, involvement, and outcomes in cloth tailoring making. The research method utilised a quasi-experimental design in the form of a non-equivalent control group design, with control and experimental group. The sample was determined by purposive sampling. Instrument validation used construct validity with Karl Pearson's Product Moment, the calculation results show 30 valid items, rcount> rtable of 0.444. The reliability of the instrument using Alpha Cronbach obtained a score of 0.958, so it was declared reliable. The results of the study showed that 1) the students' critical thinking in the control class was indicated by 81.75% for motivation (high), 70% for involvement (moderate), and 65% for learning outcomes (very high), while the experimental class was indicated by 95% for motivation (high), 30% for involvement (high), and 70% for learning outcomes (very high), 2) The implementation of the learning model was carried out by integrating the syntax of the PjBL - STEAM model in the core activities, 3) there was no effect on the implementation of the PjBL-STEAM learning model on learning motivation with the results of the t-test -2.817 <0.05. There is an effect of the PjBL-STEAM learning model on the students' involvement with the results of the t-test 180.85> 0.05, There is an effect of the PjBL-STEAM learning model on the learning outcomes with the t-test results of 0.682> 0.05. It means that the PjBL learning model using the STEAM approach has an effect on participation and learning outcomes, but does not affect the learning motivation in cloth tailoring course. © 2025 Author(s).
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
