The Effectiveness of REACT Strategy in STEM Learning on the Comprehension of 3D Geometric Concepts

The REACT strategy (Relating, Experiencing, Applying, Cooperating,
Transferring) is indispensable in STEM education, as it cultivates critical
thinking, experiential learning, and practical application, all of which are
foundational to effective STEM pedagogy. This research evaluates the
effectiveness of the REACT (Relating, Experiencing, Applying, Cooperating,
Transferring) strategy with the STEM approach versus traditional learning
methods on flat surfaces in 3D shapes, specifically regarding students'
comprehension of concepts. The study utilised pre-test and post-test
experiments with two groups: an experimental class and a control class -
selected randomly through the Randomised Pre-Test Post-Test Control Group
Design approach. The research was conducted on grade VIII students of
MTsN 2 Kediri. The VIII-A experimental class employed the REACT
strategy with the STEM approach, while the VIII-C control class used
conventional learning models. The N-Gain Score testing method evaluated
the increase in students' comprehension of the mathematical concepts. The
findings revealed that the experimental class had an average N-Gain Score of
66%, while the control class had an average score of 49%. The average score
for comprehending mathematical concepts for the experimental and control
classes was 80,14 and 70,20, respectively. The independent sample t-test
demonstrated that the experimental class achieved significantly better results
than the control class. The student response questionnaires indicated that the
REACT learning model received an average score of 77.71%, categorised as
"Good Response." The study concludes that the REACT strategy enhanced
students' comprehension of concepts more effectively than conventional
learning models