Analyzing Student’s Problem Solving Abilities of Direct Current Electricity in STEM-based Learning

Abstract

This research has been conducted to analyze students' problem-solving abilities in direct current electricity in STEM-based learning. The implementation of STEM in this research is to train the domain of scientific practices and engineering practices that are associated with model problems and project-based learning. The research method used was pre-experiment with the design of one group pretest-posttest. The subjects of the research consist of 27 students at the 10th grade of one of the Vocational Schools in Kabupaten Bandung Barat. The instrument of problem-solving ability in this study are four structured description questions, each of which consists of 5 questions, indicators of problem-solving ability, namely visualize the problem, describe the problem in physics description, plan the solution, execute the plan, and check and evaluate. As a result of the research, it was found that there was an increase in students' problem-solving abilities with the application of the integration model problem and project-based learning in STEM-based learning.

The Effect of Science, Technology, Engineering, and Mathematics (Stem) Learning on Students’ Problem Solving Skill

“…The results of the pretest of the control group and the experimental group are described in the following Table 1. 20. This shows that the average score of the control group pretest is higher than the experimental group, it also forms the basis of the group with a low pretest score used as an experimental group when learning STEM learning will be applied (Science, Technology, Engineering and Mathematics).…”

The Effect of Science, Technology, Engineering, and Mathematics (STEM) Learning on Students’ Problem Solving Skill

“…The aspect of describing the problem into the physics concept of the experimental group was also superior with an increase of 0.80 (high category) compared to the control group which increased by 0.54 (medium category). That is because in the aspects of science inquiry and technology literacy in STEM learning students are trained to focus on problems, the teacher only acts as a facilitator who guides students to visualize problems based on known problems [20].…”

“…The criterion for increasing the problem-solving ability based on N-gain is the high category if N-gain > 0,7, medium category if N-gain between 0,3 -0,7 and low category if N-gain < 0,3 [20]. Hypothesis testing was conducted to find differences in problem-solving abilities between the experimental group and the control group.…”

“…Netwong in her research stated that STEM learning can improve problem-solving abilities and student achievement [22]. Apriani et al in their research stated the problem-solving ability had increased after students were treated in the form of STEM-based learning [20].…”

The Comparison of Student Creative Thinking Skill using CBL Implemented in STEM Education and Combined with PSL Worksheet in Indonesian School

“…Research that has been done shows that the application of STEM in learning can improve creative thinking skills (Henriksen, 2014;Ugras, 2018;Yasin, Prima, & Sholihin, 2018;Apriyani, Ramalis, & Suwarma, 2019;Hanif, Wijaya, & Winarno, 2019), preparing students to develop the skills needed in 21st century education (Sanders, 2009), has a significant effect on increasing student achievement (Becker & Park, 2011), effectively applied in the learning process and achieving learning objectives (Borchers, El-Sayed, & Hoff, 2012), scientific investigations and the discovery of biological content (Osman, Hiong, & Vebrianto, 2013), are able to instill creative problem solving techniques in students and development future innovators (Roberts, 2012), increase student innovation and learning outcomes (Ceylan & Ozdileka, 2014), enhance metacognitive skills and student interest in science lessons (Anwari et. al., 2015), create concrete and meaningful learning (Le et al, 2015) as well as learning outcomes and scientific process skills (Saraç, 2018).…”