Science literation ability and physics concept understanding in the topic of work and energy with inquiry-STEM

Hudha, Muhammad Nur; Batlolona, John Rafafy; Wartono, Wartono

doi:10.1063/1.5141676

Cited by 18 publications

(18 citation statements)

References 42 publications

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“…Inquiry-based learning-STEM affects students' scientific literacy in the topic of Newtons' law (Yuliati et al, 2018). Inquiry-STEM did not result in any difference in the level of scientific literacy with conventional learning on the topic of Work and Energy (Hudha et al, 2019). Some of the previous research are still lacking on two things: (1) the learning process has not included contextual problems, and (2) there has been no attempt to improve scientific literacy in the topic of optical instruments.…”

Section: Introductionmentioning

confidence: 87%

A Case Study on Comparison of High School Students’ Scientific Literacy Competencies Domain in Physics with Different Methods: Pbl-Stem Education, Pbl, and Conventional Learning

Parno

Yuliati

Hermanto

et al. 2020

JPII

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Literacy skill is needed in the 21st century learning, whereas research about the implementation of Problem Based Learning-Science Technology Engineering and Mathematics (PBL-STEM) to develop students’ ability of scientific literacy is still limited. This research purposed to compare students’ scientific literacy competencies domain improvement through PBL-STEM in the topic of optical instrument. The quasi-experiment non-equivalent group design involved the students of Senior High School 9 Malang Indonesia in three classes called PBL-STEM, PBL, and control class. PBL-STEM class made three products, which were camera obscura, magnifier, and binoculars, which were presented with posters and reports. The PBL class, on the other hand, only made binoculars and presented their work briefly. Scientific Literacy Ability Test was used with 0.88 Cronbach’s alpha reliability. Data analysis with one-way ANOVA, post hoc Tukey test, N-gain, and Cohen’s effect size was conducted. The result showed that three classes had a significantly different ability in scientific literacy. Scientific literacy competencies domain of PBL-STEM was the highest, while PBL class is higher than the control class. The improvement of both PBL-STEM and PBL belonged in medium category, whereas the improvement in the control class was in low category. The effect of the operational implementation of PBL-STEM and PBL pair yielded large result, and both PBL-STEM and control and PBL and control pairs yielded very large category in the improvement of students’ scientific literacy.

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Section: Introductionmentioning

confidence: 87%

A Case Study on Comparison of High School Students’ Scientific Literacy Competencies Domain in Physics with Different Methods: Pbl-Stem Education, Pbl, and Conventional Learning

Parno

Yuliati

Hermanto

et al. 2020

JPII

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“…In physics, many concepts are very closely related to everyday life. The subject of physics is the science of analyzing the structure and natural events accompanied by experimentation and systematic measurement and presentation to encourage students' thinking skills (Hudha et al, 2019;Wiwin & Kustijono, 2018) Students' thinking skills can be seen from their daily lives, especially those related to natural phenomena so that they can be linked to classroom learning material. Many things can be learned from nature; especially about natural phenomena that occur in daily life.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students’ Answer About the Conservation of Mechanical Energy Concept in Physics Education Bengkulu University

Kassiavera

Супармі

Cari

et al. 2020

HSSR

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Purpose of study: This research aims to analyze students' answers about the conservation of mechanical energy assessment in the form of essay tests. Methodology: Descriptive quantitative methods chosen by the researchers involving 46 students of physics education in physics education at Bengkulu University. Students are asked to answer tests on the conservation of mechanical energy consisting of 5 essay questions, which involve verbal, mathematical, and picture representations. Interviews will also be conducted to ascertain student answers. Main findings: This research found that 38% of students answered correctly and others still answered incorrectly because they asked for difficulties in mastering the concepts of physics. Applications of this study: The implication of this research is to help students improve their conceptual understanding, so students can solve problems about physics correctly. The novelty of this study: The researcher explains about what is important in building students' conceptions in-depth and directing students to solve problems about physics, especially about the conservation of mechanical energy.

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“…Teknologi serta Rekayasa pada pekerjaan dan bahan energi adalah generator dan pembangkit listrik. Matematika dalam masalah gerak jatuh bebas ada di penerapan pertanyaan [7]. STEM (Science, Technology, Engineering and Mathematics) adalah pendekatan yang baru pada perkembangan dunia pendidikan yang memadukan lebih dari satu disiplin ilmu [4].…”

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“…Menurut Brotosiswoyo sebagaimana dikutip oleh [11], keterampilan generik sains pada pembelajaran Ilmu Pengetahuan Alam (IPA) dapat dikategorikan menjadi 9 indikator yaitu: (1) pengamatan langsung (direct observation); (2) pengamatan tak langsung (indirect observation) (3) kesadaran tentang skala besaran (sense of scale); (4) bahasa simbolik (symbolic languange); (5) kerangka logika taat-asas (logical self-consistency) dari hukum alam; (6) inferensi logika; (7) hukum sebab akibat (causality); (8) pemodelan matematika (mathematical modeling); (9) membangun konsep (concept formation) [13].…”

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Pengembangan Lembar Kerja Peserta Didik Gerak Jatuh Bebas Bermuatan STEM (Science, Technologi, Engineering, And Mathematics) Untuk Meningkatkan Keterampilan Generik Sains Kelas X

Setiawan

Supriyadi

Ellianawati

2022

J. Penel. Pemb. Fis.

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Learning related to STEM aspects provides opportunities for students to understand the concept of Physics combined with technology, engineering and mathematics through discussion, practicum, and project making activities. Learning physics has four main components that must be achieved by students. The four components are understanding, skills, abilities and scientific attitudes. These abilities are basic abilities that are included in the generic science skills that need to be analyzed for their development in students. This study aims to determine student responses to the development of STEM-charged free fall worksheets that can improve generic science skills for class X. This study uses descriptive research methods to determine student responses to the development of learning media. The results of this study based on interviews with physics teachers that the LKPD did not contain STEM which improved science generic skills and showed that the STEM-loaded LKPD media for use in learning received a student response of 79.9% with a good category.Keywords: LKPD, STEM, science generic skills

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Science literation ability and physics concept understanding in the topic of work and energy with inquiry-STEM

Cited by 18 publications

References 42 publications

A Case Study on Comparison of High School Students’ Scientific Literacy Competencies Domain in Physics with Different Methods: Pbl-Stem Education, Pbl, and Conventional Learning

A Case Study on Comparison of High School Students’ Scientific Literacy Competencies Domain in Physics with Different Methods: Pbl-Stem Education, Pbl, and Conventional Learning

Analysis of Students’ Answer About the Conservation of Mechanical Energy Concept in Physics Education Bengkulu University

Pengembangan Lembar Kerja Peserta Didik Gerak Jatuh Bebas Bermuatan STEM (Science, Technologi, Engineering, And Mathematics) Untuk Meningkatkan Keterampilan Generik Sains Kelas X

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