STEM-based E-learning: Implementation and Effect on Communication and Collaboration Skills on Wave Topic

Communication and collaboration are essential skills that students must master in the 21st century. These skills can be raised and improved through systematic learning, such as the STEM approach. This study aims to determine the effect of STEM-based e-learning applications on high school students’ 2C (communication and collaboration) skills on wave material. This type of research was quasi-experimental, using the pretest-posttest method. The population of this study was 11 th -grade students of the science program at public senior high school number 2 Palembang. Data analysis techniques used quantitative data analysis techniques to analyze the data collected from students’ 2C skills achievement scores. The results of data analysis on the average pretest on communication skills got a value of 54, while collaboration skill was 55. After applying STEM-based e-learning on wave material, the average post-test scores on communication and collaboration skills were 82.7 and 85.7. It showed that the students’ 2C skills increased after using STEM-based e-learning on wave material. The main finding of this study was that the application of STEM-based e-learning on wave material effectively improved students’ 2C (communication and collaboration) skills. It was evidenced by the analysis results of the N-gain test, which showed that students with communication skills scored 0.62 in the medium category and 0.68 in the medium category for collaboration skills.


INTRODUCTION
The rapid development of technology, information, and communication is one of the main signs of entry into the globalized era or the era of the 21st century (Hermawan et al. 2017;Dewantara et al. 2020;Wiyono & Zakiyah 2019). On the one hand, it will have not only a positive impact on the progress of the community but also a negative impact if the community, especially the individual, does not prepare well in adjusting and utilizing existing developments (Nurmala, Triwoelandari & Fahri 2021). Therefore, each individual needs to change basic things such as thinking, acting, and interacting with others and the environment (Kioupi & Voulvoulis 2019). Education has a significant role in helping individuals improve how they think, act and interact by fostering skills that greatly influence individuals' ability to live and develop in the era of globalization. One of the skills is collaboration and communication skills (2C). & Putra 2021). Online learning is relatively new in Indonesia, so there are still many adjustments that must be made so that the skills of 2C students can continue to develop by expectations (Andayani et al. 2020). One alternative solution that can be done is to apply the right learning approach, namely the STEM approach (Science, Technology, Engineering, and Mathematics).
STEM-based learning consists of four integrated elements, namely Science, Technology, Engineering, and Mathematics (Muthi'ik, Abdurrahman & Rosidin 2018). STEM is an important issue and an internationally recognized educational trend to improve the skills needed by every individual in the 21st century (Becker & Park 2011;Helmi et al. 2019;Suherman et al. 2021). STEM-based learning focuses on solving problems in the educational process through a project or product that relates to realworld experience in schools, communities, jobs, and global companies (Ismayani 2016;Listiana et al. 2019). The ability of students to analyze, collect, solve problems and understand correlations between surrounding problems can arise through learning with the STEM approach (Pangesti et al. 2017). Through the STEM approach students are required to understand and understand the concept of science and its relationship with the environment so that learning physics in class will be more meaningful for students. In addition, STEM-based learning can also support independent learning curricula that have anticipated the development of life and science in the 21st century (Batubara et al. 2022). The application of learning with a STEM approach can be considered appropriate especially to meet the needs of achieving 2C (communication and collaboration) skills that are useful in the face of the growing 21st century (Mulyani 2019;Sunarti & Rusilowati 2020;Sinurat, Syaiful & Muhammad 2022).
Based on previous research, the STEM approach can foster students' reasoning abilities, critical thinking, creativity, investigation, and collaboration (Sasmita et al. 2021). The application of the STEM approach in the learning process, especially in physics subjects, can improve the collaboration skills of students with high categories (Cholis & Yulianti 2020). Then in another study conducted by Mu'minah & Aripin (2019) shows that the 21st-century skills of students, especially collaboration and communication skills, increased very well after ICT-based STEM learning was implemented. The research conducted by (Wangsa et al. 2017) then conducted research shows an improvement in students' communication skills after learning until the second cycle. In addition, it can create efficiencies in collaboration skills that improve knowledge construction and problem-solving (Stehle & Peters-burton 2019). The results showed that there was a significant increase in student communication and collaboration skills after the learning process with the STEM approach was carried out. This is related to the research that will be conducted, but the difference is in the media that will be used, where researchers use e-learning in teaching and learning activities.
Based on the background of the problem and previous research, this research was conducted to determine the effect of STEM-based e-learning applications on the communication and collaboration skills of upper secondary school students on wave material. It was conducted at public senior high school number 2 Palembang. The results of this study can be used as a reference for creating meaningful learning experiences in improving students' skills.

METHODS
The research was conducted in the even semester of the academic year 2021/2022 at public senior high school number 2 Palembang. The subjects in this study were 59 grade 11 th students at a public senior high school number 2 Palembang. This study used a quasi-experimental method with One Group Pretest-Posttest Design. One group pretest-postest research design is research conducted on a group of students (Fraenkel & Wallen 2012). Through the One-Group-Pretest-Posttest design, it will be seen how the influence of using STEM-based learning is improving students' communication and collaboration skills. The design pattern of one pretest-posttest group is shown in TABLE 1 below. In this study, the data collection instrument was a conceptual understanding test and a non-test in the form of a 2C skill observation sheet (communication and collaboration). The concept comprehension tests included a pretest and a post-test. The pretest was given to students before learning using STEM-based e-learning on the characteristic material of mechanical waves and sound waves to improve student communication and collaboration skills. Meanwhile, the post-test was given to students after carrying out the learning process using e-learning. Then, the observation sheet was used in the form of a rubric for the 2C skills assessment (communication and collaboration). Three observers carried out the completion of the rubric to assess the communication and collaboration skills of the students.
The analysis technique of this study was a quantitative data analysis technique to analyze data collected from students' collaboration and communication skills achievement scores. The data were then analyzed using the Paired Sample t analysis technique and the N-Gain Score Test. The Paired Sample t Test served to determine whether there was a difference between before and after learning using STEM-based e-learning. The Paired Sample t Test was calculated using the SPSS version 23 application. The significance level was 5% with the proposed decision criteria of the application of STEM-based e-learning which can improve students' 2C skills if the significance value produced (pvalue) is smaller than the specified significance level. Before conducting the test Paired Sample t Test, an assumption test was first carried out, which included a normality test.
Normalized Gain (N-Gain) analysis determined whether STEM-based e-learning was proven effective in improving students' 2C skills. Previous studies by many researchers used normalized gain analysis

RESULTS AND DISCUSSION
The application of STEM-based e-learning in physics learning material on the characteristics of mechanical waves and sound waves has been implemented to improve students' 2C (communication and collaboration) skills. As a learning medium that integrates a learning management system (LMS) with a STEM approach, STEM-based e-learning has been specially designed to assist and simplify the learning process and can improve the expected skills. In the learning process using STEM-based elearning, students were asked to observe the impression of learning videos as an encouragement to start learning, and they were given directions to discuss through discussion forums on e-learning to solve the problems in the discussion forum.
Students were given the freedom to do literacy from any source. Discussion forums, hopefully, can improve students' communication skills. STEM-based e-learning was developed with a virtual laboratory along with learner worksheets to make it easier for students to conduct virtual experiments. A question exercise was available at the end of each lesson to hone the learner's skills after the learning process. In the last learning, students were asked to make project assignments in the form of simple tools related to materials. This activity was carried out to hone students' skills in communicating and collaborating in solving problems, making decisions, and providing opportunities for students to work in the period that has been observed in producing products (Fitriani 2020;Waluyo & Wahyuni 2021).
Students' communication and collaboration skills are expected to increase after the learning process using STEM-based e-learning. The increase in these skills can be seen from the results of student exams that were done before and after learning. The average test results of students are shown in TABLE 3. The data presented in TABLE 3 shows students' learning outcomes after and before implementing STEM-based e-learning. Based on these results, there was an increase in students' pretest and post-test scores on both skills. Communication skills increased by 28.7% while for skills there was an increase of 30.7%. This increase has occurred in previous studies conducted by Alyoussef (2021) and Cholis & Yulianti (2020) stating that STEM-based e-learning can improve students' 2C skills.

Normality test
Subsequent measurements were carried out on students' pretest and post-test data to find out whether the data obtained were normal. The normality test of 2C skill data of students is shown in TABLE 4 and 5.

T-Test Sample Paired Test
After the data on students' collaboration skills were normally distributed, paired testing of t-test samples was performed. The results of paired testing of student t-test samples are detailed in TABLE  6 and TABLE 7. The analysis uses the t-test to determine whether there is an effect of STEM-based e-learning during learning. The t-calculation test uses a statistical formula with a significance level of 0.05. The results are the t-count test value for communication skills of 24.519 and collaboration skills of 30.377. Meanwhile, the t-table value is 1,697 with a significance level of 0.05. So it can be concluded that the value of t-count < t-table. Hypothesis testing shows that H1 is accepted, namely that the application of STEM-based e-learning can improve students' communication and collaboration skills. Also, it shows that the use of STEM-based e-learning has a positive impact on increasing students' learning motivation and learning outcomes. The results of this study are supported by previous research on elearning using the STEM approach to improve 21st-century skills (Suwardi 2021). The successful application of learning using STEM-based e-learning is due to the learning process that has been taught with the correct patterns, namely interesting learning, the use of images, videos, animations, and virtual laboratories so that it can help students to understand learning materials (Hartanto, Marlina & Wiyono 2021) and using media in the form of audio, visual and narrative that are packaged into interactive learning makes students and teachers interested in learning. It is in line with Alyoussef (2021), that the learning process with e-learning is very interesting for students because teaching and learning activities become more interactive and can be accessed easily by students.

N-Gain Test
Furthermore, an N-gain test was carried out to determine the improvement in 2C skills of students seen from the difference between the test results before treatment and after treatment. The average acquisition of N-gain for 2C skills can be seen in TABLE 8. Based on the results of N-Gain 2C skills data of SMAN 2 Palembang students, it is known that the lowest N-Gain value in communication skills is 0.43 and the highest is 1.00 with an average N-Gain of 0.62 in the medium category. Meanwhile, in collaboration skills, the lowest N-Gain value is 0.50 and the highest is 0.89 with an average N-Gain of 0.68 which is included in the medium category. Then, the review of the N-gain score based on aspects of the learner's 2C skill indicator is shown in TABLE 9 for communication skills and TABLE 10 for collaboration skills. Based on the data in TABLE 8, it is known that the average score of N-gain of student communication skills is 0.62, which means that it has a medium category. For n-gain per indicator, the e-Journal: http://doi.org/10.21009/1 indicator of communicating effectively in different environments has the highest score of 0.74 with an increase of 35.63% while the indicator of articulating thoughts and ideas effectively by using oral, oral, and nonverbal communication skills in several forms and contexts experiences an increase of 25.29% with an n-gain score of 0.57; listening effectively to understand the meaning experiences an increase of 24.99% with an n-gain score of 0.56 and using various media and technologies and assessing the impact experiences an increase of 31.32% with an n-gain score of 0.63. The three indicators are included in the medium category, namely, in the range 0.7 > Ngain ≥ 0.3, or in other words STEMbased e-learning that has been developed is quite effective to improve students' communication skills.   10 shows that there is an increase in average collaboration skills for all indicators. The first indicator is the contribution, increasing by 36.67% with an N-gain of 0.85 in the high effectiveness category. The second indicator is time management, increasing by 35% with an N-gain value of 0.64 in the medium category. The third indicator is problem-solving, increasing by 33.33% with an N-gain of 0.66 in the medium category. The fourth indicator is working with others increasing by 13.33% with n-gain of 0.62 in the medium category. The fifth indicator is research technique with an average increase of 35% and an N-gain value of 0.65 in the medium category. Overall, the average of students' collaboration skills increases by 30.67% with an N-gain of 0.68 in the medium category. It means that STEM-based e-learning that has been developed is quite effective to improve the collaboration skills of high school students. Based on FIGURE 1 above, it can be seen that the highest increase is in the indicator of communicating effectively in different environments which is 35.63% while the lowest increase is in the indicator of listening effectively to understand the meaning which is 24.99%.