Effectiveness of STEAM Differentiated Learning in Physics Learning of Measurement Concepts to Embody the Pancasila Student Profile Dimensions of Critical Reasoning

This study aims to evaluate the effectiveness of differentiated STEAM learning in physics learning that focuses on the measurement aspect. The application of this learning model is directed to realize the Pancasila profile of students in the critical reasoning dimension. The research method used was a quasi-experimental with a pretest-posttest control group design, namely the experimental class was given an intervention with a differentiated STEAM approach, while the control class was given conventional learning. Based on the results of the N-gain score test calculation, the average N-gain score of the experimental class (differentiated STEAM learning approach) is 63.51%, which is included in the fairly effective category. With a minimum N-Gain value of 22.22% and a maximum of 90%. While the average N-Gain score of the control class (conventional learning) of 55.77% is included in the less effective category, with a minimum N-gain score of -12.50% and a maximum of 100%. So it can be concluded that the use of the differentiated STEAM learning approach is quite effective in instilling the Pancasila student profile in the critical reasoning dimension.