Application of Project-Based Learning Through a STEM Approach to Improve Learning Outcomes During a Pandemic

Asri, Yoana Nurul; Mursyidah, Desta Sulaesih; Rizqi, Vini

doi:10.29303/jppipa.v7i4.819

Cited by 6 publications

(13 citation statements)

References 13 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We included two studies in our corpus not involving PST as additional research that indicates STEM education in Indonesia is emerging for non-PST students. Asri et al (2021) 2022) only mentioned HEI locations, but, given that the author's affiliation comes from these locations, it was also inferred that the participants come from the authors' institutions. Hence, we identified 31 HEI from 15 provinces across Indonesia involved in STEM education research, as shown in Figure 5.…”

Section: Participant(s)' Discipline Backgroundmentioning

confidence: 99%

“…PSTs had increased science literacy skills (Amiruddin et al, 2021) and STEM content knowledge, particularly science content knowledge, followed by engineering, technology and mathematics content knowledge (Mayasari et al, 2019). The project-based learning STEM approach has promising implications for PSTs to create projects as teaching materials (Djulia & Simatupang, 2021) and improve learning outcomes, even if conducted in an online learning setting (Asri et al, 2021). Other articles show STEM improves problem-solving skills of PSTs (Wildani & Budiyono, 2022) and develops logical reasoning skills (Utomo et al, 2020).…”

Section: Stem Interventionmentioning

confidence: 99%

“…Seven articles demonstrated STEM integration without explaining the contribution of each STEM discipline. Four articles encouraged product design (Amiruddin et al, 2021;Asri et al, 2021;Djulia & Simatupang, 2021) and crosscutting concepts (Sumirat, 2019) involving multiple disciplines. Three articles saw STEM integration as STEM-based learning media development involving a real-life context.…”

Section: Student-centered Learningmentioning

confidence: 99%

“…Most participants experience four representation modes: diagrams, concrete models, written text, and spoken language. Participants design and create projects or devices, write reports or orally present their findings or products (Amiruddin et al, 2021;Asri et al, 2021;Azhar et al, 2022;Djulia & Simatupang, 2021;Mayasari et al, 2019;Rosana et al, 2021;Sumirat, 2019). Other participants create graphs, simulations, learning webbased media (symbol, diagram, and picture mode representation), explain products verbally, and then report in written form (Chai et al, 2020;Utomo et al, 2020;Yulianti et al, 2022).…”

Section: Multiple Representationsmentioning

confidence: 99%

“…Projects, common phenomena, or daily activities, and real-world community problems allow participants to think, learn, and integrate knowledge and skills across STEM disciplines. Projects engage participants in design thinking to create products like 3D models of home electrical installations (Asri et al, 2021) and simple thermometers. Common phenomenon or activity from daily life as a context are used, e.g.…”

Section: Realistic and Relevant Problemmentioning

confidence: 99%

See 4 more Smart Citations

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

Nugraha

Kidman

Tan

2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

STEM education has become increasingly popular, including for pre-service teachers (PSTs). Preparing PSTs in STEM-based practices is essential to generate STEM-ready teachers. This study reviews STEM education literature for PSTs and provides recommendations for future research and practices. We investigate the Indonesian context–the fourth largest populated country in the world and the largest economy in Southeast Asia. The bibliometric analysis of 31 research papers revealed that STEM education for Indonesian PSTs was first reported in 2017, rapidly increasing to involve 110 researchers. 15 disciplinary backgrounds from 31 higher education institutions across Indonesia have participated in STEM education research, indicating a collaboration, and inclusive implementation of STEM education. However, the integrative review revealed diverse perceptions of STEM implementation. We recommend a framework (STEM-DiMRECS) as guidance to conduct integrated STEM learning: Discipline Integration, Multiple representations, Realistic and relevant problems, employing the Engineering design process, Collaboration, and Student-centered learning.

show abstract

Section: Participant(s)' Discipline Backgroundmentioning

confidence: 99%

Section: Stem Interventionmentioning

confidence: 99%

Section: Student-centered Learningmentioning

confidence: 99%

Section: Multiple Representationsmentioning

confidence: 99%

Section: Realistic and Relevant Problemmentioning

confidence: 99%

See 3 more Smart Citations

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

Nugraha

Kidman

Tan

2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

The Effect of Project Based Learning Model With Stem Approach to Students’ Critical Thingking Skill on Human Excretion System

Simatupang,

Fauzi,

Dewi

2023

JPP

View full text Add to dashboard Cite

This study was aimed to determine the effect of Project Based Learning Model with STEM approach to students' critical thinking skills on Human Excretion System material in class 8th grade at SMP Negeri 37 Medan. This research used quantitative methods with the type of research quasi experiment with pretest-posttest control group design. The sample of this study consisted of two classes randomly selected by simple random sampling technique, namely in class VIII-D and VIII-F. The first sample is an experimental class that was taught using the PjBL-STEM learning model, and the second sample is a control class that was taught using conventional learning methods. The research instrument that was used included critical thinking skills test instrument using essay questions totaling 5 questions. Analysis of research data used the Independent Sample T-Test test using SPSS version 26.0. The pretest data results of students' critical thinking skills in class VIII-D and class VIII-F are 33.71 and 29.35. After obtained the results of the initial ability of students by looking at the pretest results in both classes, class VIII-D was selected as the experimental class and class VII-F as the control class. The posttest data in the experimental class and control class are 80.00 and 52.58. Based on the hypothesis test, the calculated t value is 12.761 > t table 1.671, and the significance value is 0.000 < 𝛼, with 𝛼 = 0.05, so H0 is rejected and Ha was accepted, which meant that there was an effect of the PJBL-STEM model on the critical thinking skills of students on the material of the excretory system. The influence of the PJBL-STEM model on students' critical thinking skills was categorized as strong with a cohen's d value of 3.242. It can be concluded that the PJBL-STEM model have an effect on students' critical thinking skills with a strong effect category.

show abstract

Development of Ethno-STEM-Loaded Digital Science Teaching Materials the Process of Making Traditional Sidoarjo Snacks Material of Force and Object Motion to Train Science Literacy in Elementary School Students

Juniawan,

Sumarni,

Prasetya

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study aims to develop digital science teaching materials with Ethno-STEM content to train elementary students' scientific literacy. The research method used is the ADDIE Research and Development (R&D) model (Analyze, Design, Development, Implementation and Evaluation). The results of the feasibility of digital science teaching materials obtained a percentage of 92.42% with very feasible criteria. The effectiveness of digital science teaching materials was declared effective by the results of the paired t-test which showed that there was an average difference in the pretest and posttest data, and the n-gain results scored 0.40 with the criteria of being effective. The results of the student response questionnaire after the learning process obtained a percentage of 90.35%; as well as the results of the teacher's response questionnaire after the learning process obtained a percentage of 90.62%. The results of student and teacher responses obtained very positive criteria. The conclusions of this study are that digital science teaching materials with Ethno-STEM content are effective in training scientific literacy for grade IV elementary school students.

show abstract

Application of Project-Based Learning Through a STEM Approach to Improve Learning Outcomes During a Pandemic

Cited by 6 publications

References 13 publications

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

The Effect of Project Based Learning Model With Stem Approach to Students’ Critical Thingking Skill on Human Excretion System

Development of Ethno-STEM-Loaded Digital Science Teaching Materials the Process of Making Traditional Sidoarjo Snacks Material of Force and Object Motion to Train Science Literacy in Elementary School Students

Contact Info

Product

Resources

About