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bibo:abstract "The challenge in improving students' understanding includes difficulties in connecting science concepts with real contexts. This condition is exacerbated by the learning method which is still teacher-centered and minimal student involvement. Learning with the STEM approach can create a more contextual, collaborative and applicable learning experience through project-based learning. This study aims to evaluate the effect of the Science Technology Engineering Mathematics (STEM) approach on student learning outcomes in the kinematics of motion material at the high school/vocational high school level.\r\nThis research is a quasi-experimental study using a None-Equivalent Control Group Design research design. This study involved two classes, namely the experimental class and the control class. The population in this study were all students of class XI MIPA. The sample of this study used two classes selected using Random Sampling. The experimental class received STEM learning treatment and the control class with Saintific approach. The research instrument contained multiple-choice questions to measure cognitive achievement and observation sheets to see the implementation of learning. Data were analyzed using normality tests, Homogeneity tests, independent sample t-Tests and N-Gain analysis.\r\nThe analysis results showed that the STEM approach significantly affected on learning outcomes with a hypothesis test using an independent sample t-test showing that Ha was accepted and Ho was rejected (p-value = 0.000 <0.05). In addition, the N-Gain analysis showed a value of 0.567 for the experimental class, which was included in the moderate category."^^xsd:string;
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