Developing 21st Century Skills Through STEM-Based Lesson Study and ProjectBased Approaches in Chemistry Learning
Developing 21st Century Skills Through STEM-Based Lesson Study and ProjectBased Approaches in Chemistry Learning

Summary/Abstract: Background/purpose. Learning chemistry is often considered challenging due to its abstract nature. To address this, the application of Project-Based Learning (PjBL) emphasizes learning through real-world projects to enhance conceptual understanding. The Science, Technology, Engineering, and Mathematics (STEM) approach enriches this process by promoting cross-disciplinary integration and contextual problem-solving, particularly through Lesson Study, with a focus on developing the 4C skills (Critical Thinking, Creativity, Communication, Collaboration). Materials/methods. This research employs a qualitative descriptive approach, involving 5 chemistry teachers, 3 lecturers, 10 prospective teachers, and 30 grade XII students from a high school in Indonesia. The learning process is implemented across three stages of Lesson Study (PlanDo-See), with data collected through observations, interviews, documentation, and student reflections. Specifically, 30 students were observed during the planning stage, 28 during the implementation stage (due to 2 absences), and 30 during the reflection stage. Results. The findings demonstrate that STEM-PjBL integrated with Lesson Study significantly enhances 4C skills, with an overall development rate of 85% across the cohort. Critical Thinking improved by 87%, evident in students' ability to analyze problems and evaluate the effectiveness of their voltaic cell designs, with 25 out of 30 students demonstrating advanced analytical skills. Creativity increased by 83%, showcased through the innovative use of local materials such as dragon fruit, papaya, and chayote as alternative electrolytes, with 24 students proposing unique designs. Communication advanced by 80%, as observed in students' systematic idea presentations during discussions, poster sessions, and Q&A sessions, involving 27 students. Collaboration rose by 88%, reflected in effective task division, conflict resolution, and collective project responsibility, with 26 students actively participating in team dynamics. Conclusion. The integration of STEM-PjBL based on Lesson Study proves effective in developing students’ 4C skills in chemistry learning, contributing to a student-centered, 21st-century learning design that fosters global competence. However, limitations include a small sample size and the study’s context-specific nature, suggesting caution in generalizing findings to broader populations.

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