Pengaruh Pembelajaran Berbasis Stem (Science, Technology, Engineering, and Mathematics) Pada Konsep Tekanan Hidrostatis Terhadap Causal Reasoning Siswa SMP

Fitriani, Dini; Kaniawati, Ida; Suwarma, Irma Rahma

doi:10.21009/03.snf2017.01.eer.08

Cited by 12 publications

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“…The five stages include analysis, design, development, implementation, and evaluation [20,21]. In this research and development, researchers only reached the implementation stage because it is by the objectives of research and development of researchers, namely producing digital learning materials in sub material Population Quality, HDI, and Demographic Bonus by using STEM approach.…”

Section: Methodsmentioning

confidence: 99%

Developing Teaching Materials Using STEM on Population, Human Development Index, and Demographics

Putra

Pratisia

Sumarmi

2022

KSS

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It is important in 21st-century learning to develop learning materials in digital form and teaching activities that require students to develop critical thinking, communication, creativity, and collaboration skills. 21st-century learning involves student-centered learning, where students are required to be more independent. Analysis of the needs of grade XII IPS 2 students at SMAN 2 BATU showed that the students needed interactive digital-based learning materials to support them, especially materials on the population, human development index (HDI), and demographics. This research therefore aimed to produce these digital learning materials using STEM (science, technology, engineering, mathematics) approaches. The ADDIE model was used, and qualitative and quantitative data were collected. Data were analyzed using percentage analysis techniques. The digital learning material products prepared were tested on 20 students of grade XII IPS 2 at SMA Negeri 2 Batu. Their validation was tested by material experts and media experts, obtaining validity values of 96% and 98%, respectively, which could both be classified as ‘very valid’. Furthermore, an eligibility test was carried out with geography teachers and students, and a result of 91% was obtained, which could be classified as ‘very feasible/very interesting’. Based on the results, it is feasible to use the STEM-based digital learning materials of population, HDI, and demographics effectively in geography learning. Keywords: development, digital teaching materials, geography, STEM

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Section: Methodsmentioning

confidence: 99%

Developing Teaching Materials Using STEM on Population, Human Development Index, and Demographics

Putra

Pratisia

Sumarmi

2022

KSS

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“…Based on previous research, STEM can improve mathematical thinking ability (Dare et al, 2018;Hobbs et al, 2018;Huda et al, 2020;Sagala et al, 2019;Singh et al, 2018;Yasin et al, 2020), students can learn to be involved in the process of analyzing problem spaces, generating ideas, and developing a better understanding of the relationship between variables and thinking concepts (Goodway et al, 2019;Nilsen, 2020;Skovsmose, 2020), provide an increase in higher-order thinking (Hashim et al, 2017), and provide good techniques for teachers (Siew et al, 2015). STEM learning can improve literacy in science, mathematics, technology, and engineering (Tati et al, 2017), train causal reasoning (Fitriani et al, 2017), improve creative thinking skills (Ismayani, 2016;Mayasari et al, 2016;Meyrick, 2011), be useful in metaphorical learning (Çalisici & Sümen, 2018;Pellas et al, 2017), can increase achievement and interest in learning (Canning et al, 2019;Syukri et al, 2013;Vongkulluksn et al, 2018), and increase motivation and provide experience in the engineering process (Borrego & Henderson, 2014;Morgan et al, 2019;Suwarma et al, 2015). Furthermore, there is no research which is combining STEM and computer science (STEM-CS) using metaphorial thinking skill.…”

Section: Figure 1 Graphic Of Southeast Asian Nations Mathematics Abilitymentioning

confidence: 99%

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

Farida¹,

Supriadi²,

Andriani³

et al. 2022

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Metaphorical thinking is important in improving the formation and discovery of learning ideas in the 21st-century. However, the metaphorical thinking of Indonesian students is below the international average in terms of cognitive process, according to PISA 2018. This study aims to identify differences in the ability of students' metaphorical thinking in learning STEM and Computer Science (STEM-CS). This research employed the experimental design with a simple random sampling technique to determine the sample. The population of this study was 280 junior high school students in Bandar Lampung, Indonesia. The data collection technique has been tested to see the improvement of metaphorical thinking. Hypothetical testing has been used by one-way ANOVA with a meaningful level of 5%. The results found that the average class value applied to the STEM-CS training model was 88.00, which was higher compared to the STEM class with an average score of 86.00 and the control class with an average score of 73.00. It is concluded that the STEM-CS model can be used as an alternative solution for learning in the industrial era 4.0. El pensamiento metafórico es importante para mejorar la formación y el descubrimiento de ideas de aprendizaje en el siglo XXI. Sin embargo, el pensamiento metafórico de los estudiantes indonesios está por debajo de la media internacional en términos de proceso cognitivo, según PISA 2018. Este estudio tiene como objetivo identificar las diferencias en la capacidad del pensamiento metafórico de los estudiantes en el aprendizaje de STEM y Ciencias de la Computación (STEM-CS). Esta investigación empleó el diseño experimental con una técnica de muestreo aleatorio simple para determinar la muestra. La población de este estudio fue de 280 estudiantes de secundaria en Bandar Lampung, Indonesia. La técnica de recopilación de datos se ha probado para ver la mejora del pensamiento metafórico. Se han utilizado pruebas hipotéticas mediante ANOVA unidireccional con un nivel significativo del 5%. Los resultados encontraron que el valor de clase promedio aplicado al modelo de entrenamiento STEM-CS fue 88,00, que fue mayor en comparación con la clase STEM con una puntuación media de 86,00 y la clase control con una puntuación media de 73,00. Se concluye que el modelo STEM-CS se puede utilizar como una solución alternativa para el aprendizaje en la era industrial 4.0.

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“…Teknik n-gain <g> memang bisa menyelesaikan kasus seperti perbandingan kelompok kelas Fadhila mendapat skor 80 ketika pretest dan 90 ketika posttest, dibandingkan dengan kelompok kelas Rahmi yang memperoleh skor 60 ketika pretest dan 80 ketika posttest, seperti ditunjukkan sebelumnya. Namun, perhitungan <g> didasarkan kepada kelompok alihindividu (Agustina, 2017;Fitriani, 2017;Hake, 1998).…”

Section: [2] Peningkatan Yang Dinormalisasiunclassified

The Fundamental Problem of Four Methods to Analyze Data

Setiawan¹

2020

Preprint

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Using pre- and posttest scores from two sections of thematic learning (Theme 6 and 7) offered during 2019 at 5th grade of MI NU Taywiquth Thullab Salafiyyah (TBS) Kudus, we illustrate how the commonly methods used in the educational research literature: comparing (1) raw change scores; (2) normalized gain scores ; (3) normalized change scores c; and 4) effect sizes d; can lead to erroneous conclusions, and not an effective framework for distinguishing the impact of an instructional intervention.

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Pengaruh Pembelajaran Berbasis Stem (Science, Technology, Engineering, and Mathematics) Pada Konsep Tekanan Hidrostatis Terhadap Causal Reasoning Siswa SMP

Cited by 12 publications

References 0 publications

Developing Teaching Materials Using STEM on Population, Human Development Index, and Demographics

Developing Teaching Materials Using STEM on Population, Human Development Index, and Demographics

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

The Fundamental Problem of Four Methods to Analyze Data

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