The success of implementing STEM in learning activities must begin with increasing the teachers’ TPACK ability. However, information about TPACK and STEM is currently limited. Thus, this article aims to analyze articles related to TPACK and STEM and start the development of TPACK-STEM instruments. This study is a systematic literature review that conducted based on the PRISMA statement. Based on the search results, 21 search results were obtained. The results consist of 16 articles and 5 chapters. The analysis shows that the application of TPACK-STEM requires a complex process. There are three stages in implementing TPACK-STEM. First, the development of TPACK instrument. Second, the process of developing teachers’ TPACK-STEM ability. Third, the application of TPACK-based STEM learning to students. This information is the first step in developing the TPACK-STEM instrument.
The purpose of this study was to determine the relationship between the use of the internet as a learning resource and physics learning outcomes. This research is a quantitative study using the correlation method. The population in this study were all 105 students of class XI IPA Public High School 6 Banda Aceh, while a sample of 31 students was selected using random sampling techniques. Due to survey research, the data collection instruments used questionnaires and documentation. Data processing was performed using the Product Moment correlation test and the hypothesis was tested using the t-test. Based on the results of the calculation of data analysis, the value of the correlation coefficient r = 0.2646 (low correlation) and the tested hypothesis with a significant level α = 0.05 and degrees of freedom = 31-2 = 29 is 1.699, obtained t-count < t-table is 0, 4762 < 1, 699. Therefore, it can be concluded that there is no significant correlation between the use of the internet as a learning resource and the physics learning outcomes of class XI students of State Senior High School 6 Banda Aceh.
This study aims to determine students’ higher order thinking skills in solving HOTS-based Basic Physics questions. The research method used is descriptive method with a quantitative approach. The research subjects were 23 students of the second semester of the Physics Education Study Program. The data collection technique used was a test by giving questions consisting of three questions covering questions to analyse, evaluate and create. Based on the results of data analysis, it is known that students’ high-order thinking skills in solving HOTS-based Basic Physics questions are in the poor category with the following details: The percentage of students who have high-order thinking skills is very good category is 15%, good category is 10%, category 25% enough, 35% less category and 15% very poor category. The inference from these results is that in the evaluation of the Basic Physics subject, it is necessary to add more high-level standard questions.
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