Development Of A Stem-Based Multi-Role Project (Mrp) Model To Enhance 21st-Century Skills In Integrated Science Learning At Junior High Schools
DOI:
https://doi.org/10.29284/73c65737Keywords:
STEM education; Multi-role project; 21st-century skills; integrated science; instructional development.Abstract
This study aimed to develop a STEM-based Multi-Role Project (MRP) learning model to enhance 21st-century skills in integrated science instruction at the junior high school level. The need for innovative instructional models is increasingly crucial to address gaps in creativity, collaboration, critical thinking, and problem-solving competencies among students. A design-based research methodology was applied through iterative development, expert review, and classroom trials of the STEM-based MRP model. Its effectiveness was evaluated using a quasi-experimental pretest–posttest control group design with 96 eighth-grade students. The experimental group used the MRP-STEM learning design, while the control group received conventional instruction. Data were obtained from 21st-century skills assessments, learning outcome tests, classroom observations, and response questionnaires. Expert validation demonstrated that the model met “very valid” criteria in content, construct, and technical components (average validity score: 0.92). Classroom trials revealed high practicality, as evidenced by positive teacher responses (91.2%) and student responses (89.7%). Effectiveness results indicated significant improvement in students’ 21st-century skills, with N-Gain scores in the moderate-to-high category (0.47–0.72). Learning outcomes also increased significantly across multiple learning cycles (p < 0.05). The STEM-based MRP model is valid, practical, and effective for improving 21st-century skills in integrated science learning. The model is appropriate for supporting competency-based curricula and strengthening STEM integration in Indonesian junior high schools.
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