Application of performance assessment in STEM-based biological learning to improve student’s science process skills

Abstract

The purpose of this study first of which examine the differences in activity students who applied performance assessment in STEM-based biology learning to sensory system material, secondly reviewing the differences in the improvement of the results of science process skills students who applied performance assessment in STEM-based biology learning to sensory system material, and third reviewing student responses to performance assessment in STEM-based biology learning in sensory system material. The research approach that has been used is a quantitative approach. The sampling technique that has been used is the type of random sampling. The samples that have been are two classes for the experimental class and the control class. Data collection techniques used were written tests, observation sheets, questionnaires, and projects. The results of this study indicate that among other things there are differences in student learning activities between the experimental class and the control class secondly there are differences in the improvement of students’ significant science process skills after the implementation of performance assessment in STEM-based biology learning with the experimental class N-Gain is 0.90 and the control class is 0.45 and the third was a strong positive response result of 74%.

STEM Based Ecosystem Module: An Effort to Improve Students’ Science Process Skill

“…STEM as an approach that is used as a basis for developing learning activities in modules becomes an embodiment process that can describe real learning concepts for students and improve the quality of learning. Besides that, it can direct students' interests and relate them to students' future career concepts (Farach et al, 2021;Özkul & Özden, 2020;Verawati et al, 2014). Science process skills are fundamental skills that students must acquire during the learning process in order to perform scientific work.…”

Engineering Design Process pada STEM melalui Authentic PBL dan Asesmen Formatif : Meninjau Desain Argumentasi Ilmiah Siswa Terkait Termodinamika

“…Beberapa penelitian sebelumnya telah membahas untuk mengatasi permasalahan terkait argumentasi ilmiah sebagai berikut, (1) pembelajaran berbasis masalah dapat membantu meningkatkan kemampuan argumentasi ilmiah siswa (Duda et al, 2019;Jumadi et al, 2021;Perdana et al, 2019;Pratiwi et al, 2019); (2) Pendekatan integrasi disiplin STEM memberikan peningkatan pada argumentasi ilmiah siswa dalam pembelajaran (Farach et al, 2021;Gulen & Yaman, 2019;Köngül & Yıldırım, 2021); (3) menggunakan kombinasi PBL-STEM dengan asesmen formatif dapat membantu meningkatkan kemampuan pemecahan masalah (Alfiana et al, 2021) dan literasi sains siswa (Aulia et al, 2021).…”