THE SCIENCE LEARNING MATERIAL USING PJBL MODEL INTEGRATED WITH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) APPROACHES TO ENHANCE STUDENTS' COMMUNICATION SKILLS

This study aims to develop a science learning material using PjBL model integrated STEM approaches to enhance students' communication skills. The method used is the 4D Research and Development (R&D) model and an experimental method for testing the effectiveness of the device. The study population was all VII class in one of the junior high schools in the South Tangerang region with samples taken using a random sampling technique of 76 people. The instrument used was a device feasibility test sheet and an observation skill communication sheet. The data obtained were then analyzed quantitatively and qualitatively. The results showed the components of the learning device in the form of syllabus, lesson plans, teaching materials and student worksheets, were very feasible to use with an average of 3.62. In addition, each item validity assessment instrument is also declared valid for use. The observed communication skills also increased from 1.59 to 3.15 with a gain value of 0.64 (medium category) for the experimental class. Meanwhile, the gain value for the control class is 0.005 (very low category). The difference in the gain value indicates that the learning device is effective in improving students' communication skills.


INTRODUCTION
Competition in the era of globalization requires competent human resources to survive. Competent human resources, in this case, are not only seen from hard skills but also must be accompanied by excellent soft skills. Graduate users, in this era, see soft skills as the ability they most need from job seekers. The ratio of soft skills and hard skills needs of graduates in the world of work, according to NACE (National Association of Colleges and Employers), is 82% for soft skills and 18% for hard skills [1]. It proves that graduate users prioritize graduates who have better soft skills. along with other skills of thinking and learning [7], [8]. Communication skills in learning science can be improved by applying appropriate planning, implementation, and assessment of results. Those three things can be specifically contained in the science learning administration that is adapted to the learning model in the 2013 curriculum. One such model is the Project-Based Learning model (PjBL) [7,9]. This model was chosen because it can provide opportunities for students to construct their knowledge based on the assigned project. Also, each step in the PjBL model can provide opportunities for students to develop their communication skills [7].
These two things become the basis for using the PjBL model in this study.
The PjBL is also "an approach to instruction through a project" [10]. One suitable approach is the Science, Technology, Engineering, and Mathematics (STEM) approach.
The PjBL model, which is integrated with the STEM approach, is assumed to be able to improve communication skills [7,9]. It is because the syntax of the model requires good communication among students. The syntax is expected to practice and improve communication skills possessed by students.
The STEM is used to emphasize an understanding of the integrated disciplines of Science, Technology, Engineering, and Mathematics as well as their importance in the long-term academic success of children, economic well-being [11], and community development [12]. STEM education is promoted in many countries to prepare their citizen to comprehend STEM and have multidimensional abilities use in modern life [13]. STEM education has been recognized in the U.S. as an essential educational reform and described as an instructional approach to prepare children for the century's global economy [14]. STEM education is now being implemented by several countries and becomes one of the primary trends in global education. In Taiwan, the learning curricula began to be integrated with the STEM curriculum and made students the focus of learning activities [15].

METHODS
The method employed in this study was a research and development method, with the 4D model (Define, Design, Development, and Disseminate) [16]. However, specifically, this research only carried out three stages without undertaking the disseminate stage. In addition to these methods, this study also used an experimental method to test the effectiveness of learning administration that had been   [19]. It clearly illustrates that learning science using the STEM approach is expected to be able to solve problems in learning in the classroom or wider scope. Solving these problems can certainly be helped by emphasizing aspects of the STEM itself [20]. Therefore, each component in this      Table 3. This fact could also be seen from the average data in the control class that had not significantly increased with a very low Gain value. The control class, in this case, was a class without the application of learning administration that had been developed.  [22].
Respect, in this case, is done by giving awards to each of what is conveyed by students.
Besides, criticism must also be made with respect. It means that every student has selfesteem and pride that must still be considered in every award and criticism given [22].
Respect, in this case, must not only be instilled by the teacher but must be accustomed to being done among students.
With respect, students will easily be able to express thoughts and ideas and present them without having to feel afraid of being easy to receive. The next one is audible or listened to and understood well. The meaning of this audible is that the message delivered can be easily received by students.
The fourth thing that needs to be done is clarity, which means openness. The clarity in learning will lead to the confidence of students to the teacher or fellow students. The last thing to note is that humble is a situation where someone respects others, wants to listen, accepts criticism, is not arrogant, and does not look down on others. These five things are essential and need to be applied in every learning process that is carried out [23].