Abstract:

This research revealed how the implementation of STEM Project-Based Learning (STEM PBL) in chemistry teaching on colloid system topics with heterogeneous groups of students in terms of habits, hobbies, goals, and gender-biased perceptions. Also, the research described students’ attitudes towards STEM PBL, and the linkages between their attitude and understanding. Participants consisted of 101 students of high schools. Qualitative data were obtained through documentation, and narrative responses in group reports. Quantitative data were obtained through the questionnaire of students’ attitudes toward STEM PBL and the comprehension tests. There are nine types of food products as STEM projects. The most frequent positive experience is that learning colloid topics is “fun”, while the most frequent negative experience response is “time-consuming”. The average score per item of attitude is higher in (1) the female's group, (2) the group who is used to cooking, (3) the group who has a passion, (4) the group who has a goal, and (5) groups that have gender-biased perceptions. There is no significant difference in attitude scores in the student group, except that the group with goals in the culinary field has a higher average attitude score than the group who have no aspirations. Students’ understanding is not closely related to the attitude.

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