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 11th-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.
This study aims to analyze the category of understanding the concept of kinematics using Certainty of Response Index (CRI) assisted Computer Based Test (CBT) and to determine misconceptions in class XI students of SMA Negeri 19 Palembang. The method used in this research is descriptive and the instrument used in this study is a multiple choice test using CRI and reason. The test was conducted on 57 students from class XI IPA 1 and XI IPA 3. Rasch modeling is used for the processing stage from raw data to logit numbers which will provide information related to infits and outfits in the ministep software besides manual analysis using CRI. The result of the analysis that have been carried out considering students who are outliers or misfits, data from the ministep software and the reasons for the answer given, 41 students are obtained according to the Rasch modeling and 16 students who are outliers or misfits. The result showed that the average score of concept understanding was 23.44%, while for the concept understanding category it was 2.15%, the concept understanding category but not sure was 0.00%, the misconception category was 70.02% and did not understand the concept of 27.83%. The result of the interview found several causes of misconceptions, namely the references form used in the languange in the book was difficult to understand and the learning model usel was not quite right.
This study aims to determine the effectiveness of e-learning in STEM-based physics instruction on students' communication abilities. This research is a continuation of development research using the Allesi and Trollip model, which three experts have validated to make STEM-based e-learning to improve students' communication skills feasibly. The pre-experimental pretest-posttest design was used in this study's methodology. Thirty-one students from class XI MIPA Senior High Schools made up the sample for this study. The instrument used is a communication skill observation sheet with three observers to compare the impact before-after intervention, this study employed SPSS 25 to conduct a t-test and n-Gain. The results of the t-test and n-gain calculations show that STEM-based physics learning e-learning can significantly improve students' communication skills with an average n-gain score of 0.62 in the medium category. The highest increase was in oral communication (n-gain: 0.74), and the lowest was in student presentation skills (n-gain: 0.51). Furthermore, given the value of the t-count<t-table is 29.75<1.70, the analysis utilizing the t-test yields H1 being accepted so that the developed e-learning can be used as a medium for learning physics in the revolutionary era 4.0 in order to be able to face the demands of 21st-century learning.
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