Persepsi Mahasiswa Terhadap Implementasi Model PjBL Terintegrasi STEM melalui Game Interaktif Ular Tangga Berbasis Canva
DOI:
https://doi.org/10.52436/1.jpti.2069Keywords:
canva, game interaktif, project-based learning, STEM, ular tangga digitalAbstract
Urgensi penelitian ini berangkat dari kebutuhan perkuliahan untuk menghadirkan pembelajaran matematika yang lebih kontekstual, kreatif, dan relevan dengan budaya lokal sekaligus memanfaatkan teknologi digital. Matematika sering dianggap abstrak dan sulit, sehingga diperlukan pendekatan inovatif yang mampu meningkatkan motivasi, kreativitas, dan pemahaman konsep mahasiswa. Penelitian ini bertujuan untuk mengintegrasikan Project-Based Learning (PjBL) dan STEM dalam pembelajaran matematika melalui media digital Canva dengan konteks permainan tradisional Ular Tangga. Penelitian menggunakan pendekatan deskriptif kualitatif dengan dukungan data kuantitatif, melibatkan 13 mahasiswa Pendidikan Matematika sebagai sampel. Instrumen penelitian berupa angket Likert untuk mengukur persepsi, pertanyaan terbuka untuk menggali refleksi, serta analisis produk mahasiswa sebagai artefak pembelajaran. Hasil kuantitatif menunjukkan bahwa dimensi proses kreatif dan desain (4,02), refleksi dan dampak pembelajaran (4,00), serta integrasi STEM (4,00) memperoleh skor tertinggi, menandakan adanya peningkatan motivasi, kreativitas, dan keterhubungan lintas disiplin. Sebaliknya, pemahaman konsep matematika memperoleh skor terendah (3,67), yang mengindikasikan perlunya penguatan aspek konseptual. Hasil kualitatif memperlihatkan rasa bangga mahasiswa terhadap budaya lokal dan kepercayaan diri dalam menggunakan Canva, meskipun keterlibatan dalam penyusunan soal masih terbatas. Analisis produk mahasiswa menunjukkan variasi tema kreatif, seperti Ular Tangga Edukasi Islam, Petualangan Luar Angkasa Matematika, dan Pendakian Gunung, yang masing-masing memiliki kekuatan dan tantangan. Simpulan penelitian ini menegaskan bahwa integrasi PjBL-STEM berbasis melalui Canva efektif dalam meningkatkan motivasi, kreativitas, literasi teknologi, dan keterhubungan budaya, namun keberhasilan penuh memerlukan desain instruksional yang menyeimbangkan aspek budaya, kreativitas, teknologi, dan kedalaman konsep matematis.
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