Effect of design thinking approach on students’ achievement in some selected physics concepts in the context of STEM learning

Simeon, Moses Irekpita; Samsudin, Mohd Ali; Yakob, Nooraida

doi:10.1007/s10798-020-09601-1

Cited by 35 publications

(25 citation statements)

References 33 publications

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“…In PJHS Z, full online learning has the highest percentage where many data sources use full online learning. However, full online learning can also develop students' learning activeness if online learning is designed and developed in accordance with the existing standards and principles (Simeon et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Investigating an online learning service management on students’ learning activeness: A Rasch model analysis

Rohaeni

Satori

Komariah

et al. 2022

CJES

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The purpose of this study was to investigate online learning service management (ORNAMENT) for student learning activeness by using the Rasch model analysis. The research method used is the mixed method. Samples for this study were three public junior high schools (PJHS) in Bandung, West Java, Indonesia. The data source are 58, consisting of 19 PJHS X (high quality), 19 PJHS Y (medium quality) and 20 PJHS Z (low quality). For quantitative data, a 7-item questionnaire is used and for qualitative data, interviews were conducted. The results show that almost all data sources, especially PJHS X (100%), agree with all statements on the questionnaire. It can be concluded that through ORNAMENT students’ learning activeness can develop. In addition, the learning activeness of PJHS X students is superior to those of the other two schools. Schools can use ORNAMENT, which was developed and adapted to standards and principles, to develop student learning activeness. Keywords: ORNAMENT, Rasch model, learning activity

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Section: Discussionmentioning

confidence: 99%

Investigating an online learning service management on students’ learning activeness: A Rasch model analysis

Rohaeni

Satori

Komariah

et al. 2022

CJES

View full text Add to dashboard Cite

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“…Design thinking relates to design theory, which is a philosophy that clarifies concepts and criticizes current models and practices. However, this theory is widely known in industrial settings, and not in the education field (Simeon et al, 2020). In education, design thinking is a teaching approach or environment that can be distinguished from conventional learning approaches for acquiring knowledge, which goes beyond acquiring knowledge, to the implementation and application of knowledge in the real situation.…”

Section: Design Thinkingmentioning

confidence: 99%

“…Studies investigated the role of a design thinking approach for different aspects or dimensions, such as increasing creative thinking and innovation (Henriksen et al, 2017), self-efficacy (Tsai & Wang, 2020), and so forth. Simeon et al (2020) applied an afterschool-program-based design thinking approach in one discipline (physics) and evaluated its potential to increase students' achievement in developing concepts. Statistical results detected an increase in the level of students' achievement, with a difference between genders in favor of male students.…”

Section: Design Thinkingmentioning

confidence: 99%

Online Design Thinking Problems for Enhancing Motivation of Gifted Students

Ziadat

Sakarneh

2021

IJLTER

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Motivation is important for harnessing abilities and competencies, even if students are naturally or potentially gifted. This study used design thinking pedagogy as an innovative approach to motivate students holistically to learn and attend school. Design thinking is an approach to acquire and apply knowledge in a real situation that involves five stages: empathy, define, ideate, prototype, and test. The study was a quantitative quasi-experimental study with a one-group design and pre and post-tests. The study evaluated intrinsic and four extrinsic motivation categories – integrated, identified, introjected, and external regulation – to evaluate gifted students’ motivation to do coursework, and used a motivation scale to gauge their willingness to attend school, and an attitude questionnaire to determine students’ satisfaction with and engagement in the design thinking class. The experimental group consisted of 77 randomly selected gifted students at the King Abdullah II School for Excellence. After engaging in the design thinking class, the gifted students’ scores on all motivation categories were higher in the post-test than they had been in the pre-test. However, gifted students’ motivation levels were not associated with their gender, grades, and SAT scores. Thus, the design thinking approach is a promising approach for educating gifted students; students found it satisfying and they exhibited high levels of engagement behavior. The study results recommend that a design thinking approach is worth pursuing to increase gifted students’ motivation. The researchers recommend considering both gifted and non-gifted students in future studies involving the design thinking approach.

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“…Several studies on PjBL-STEM have been conducted by researchers, including (Simeon et al, 2022), using the PjBL-STEM learning model to improve students' self-efficacy. Student selfefficacy plays a role in future job opportunities.…”

Section: Introductionmentioning

confidence: 99%

Implementation of STEM Integrated Project Based Learning (PjBL) to Improve Problem Solving Skills

Putri

Dwikoranto

2022

Berk Ilm Pendidik Fis

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The 4Cs are skills that emphasize learning across the 21st century (Critical thinking, Communication, Collaboration, Creativity). Problem-solving, one of the 21st century's skills, developed by implementing PjBL-STEM learning models. PjBL-STEM learning focuses on developing students' ability to be more engaged, innovative, and open to the idea of concepts learnt through project-based activities that incorporate STEM aspects in real life. The study's goal is to examine how PjBL-STEM learning improves problem-solving skills. The research method used was quantitative research through a one-group pre-experimental design with pretest and posttest. A total of 35 students from class XI IPA 2, SMA X Muhammadiyah Surabaya, participated in the study. This study uses purposive sampling to consider students' abilities and conditions of delivery of subject matter. The study's results (N-gain) were 0.59, classified as "medium". According to the findings of this study, Learning the PjBL-STEM model has been sufficient for enhancing problem-solving abilities in dynamic fluid materials. The characteristics of the PjBL-STEM learning model that focuses on the 'student-centred model' significantly influence problem-solving skills. The advantages of this model should be accompanied by improvement of educational facilities and teaching skills in the learning process in order to create a balanced learning environment

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Effect of design thinking approach on students’ achievement in some selected physics concepts in the context of STEM learning

Cited by 35 publications

References 33 publications

Investigating an online learning service management on students’ learning activeness: A Rasch model analysis

Investigating an online learning service management on students’ learning activeness: A Rasch model analysis

Online Design Thinking Problems for Enhancing Motivation of Gifted Students

Implementation of STEM Integrated Project Based Learning (PjBL) to Improve Problem Solving Skills

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