STEM-PBL-Local Culture: Can It Improve Prospective Teachers’ Problem-solving and Creative Thinking Skills?

Sumarni, Woro; Rumpaka, Dinar Setiya; Wardani, Sri; Sumarti, Sri Susilogati

doi:10.46843/jiecr.v3i2.65

Cited by 11 publications

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“…The final step is to examine and evaluate the problemsolving process by making judgments, weighing the outcomes, and deciding on a course of action. This is done when students are separated into multiple groups and given a test to sharpen their critical thinking skills and develop a curious mindset (Razak et al, 2022;Sumarni, Rumpaka, Wardani, & Sumarti, 2022).…”

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confidence: 99%

Improve Students' Mathematical Critical Thinking Skills Sumatera Utara Islam: Using Models for Problem-Based Learning

Syahlan

Simamora

2022

AJPM

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This study's objective was to determine the effects of the problem-based learning model on students enrolled in the mathematics education program at the Islamic University of North Sumatra while they studied to improve their critical thinking skills. This type of quasi-experimental study aims to determine how the participant's parameters are affected by the treatment. "One-group pretest-posttest design" is the name of the study's approach. The research was carried out there with the participation of 35 students from the Mathematics Study Program at the Islamic University of North Sumatra. In this study, data were collected through tests and observations. A tool for data analysis is the t-test. A computer application named SPSS version 25.0 is used to process statistical data. According to the results, using the PBL learning model has an impact on students' mathematical critical thinking skills at the Islamic University of North Sumatra's Mathematics Education Study Program. The t-test significance value of 0.0001, which is less than 0.05, supports this.

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confidence: 99%

Improve Students' Mathematical Critical Thinking Skills Sumatera Utara Islam: Using Models for Problem-Based Learning

Syahlan

Simamora

2022

AJPM

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“…The importance of scientific competencies that prospective madrasa teachers must master are scientific lite-racy, problem-solving ability, scientific content, and mastery of science process skills. To develop scientific competence, prospective madrasa teachers need to integrate learning Science, Technology, Engineering, and Mathematics (STEM) to make it easier to solve science problems (Kelley & Knowles, 2016;Shernoff et al, 2017;Sumarni et al, 2021). Through STEM, it is hoped that prospective madrasa teachers will be able to develop their scientific competence to compete in the future and solve problems (English, 2016;Kelley & Knowles, 2016;Wahono et al, 2020) faced in everyday life through the use of technology.…”

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confidence: 99%

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

Rokhimawan

Yuliawati

Kamala

et al. 2022

JPII

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This study aims to measure the scientific competence of prospective teachers of Madrasah Ibtidaiyah integrated scientific literacy through a STEM approach. The research method used was descriptive quantitative with a sample of 40 students from the same study program at two different universities. The selected sample has taken basic science courses with a minimum score of B. This research used a purposive sampling technique, where the sampling actively participates in learning activities. Data were collected using a set of instruments to analyze the prospective teachers’ scientific competence. The instruments were declared valid based on expert judgment and showed a Cronbach Alpha score of 0.68 before being used. Scientific competence data were obtained from the results before and after the essay, practicum, multiple-choice test, and questionnaire instruments. Data were analyzed descriptive quantitative using inferential statistics with a T-test. Inferential statistical analysis revealed differences in scientific competence of prospective madrasah teachers in Study Program A and Study Program B (t = 5.98 1.83). The measurement results of the test of science content mastery aspect with an average of 58.3 and 50.8. The practicum mastery of science process skills results from the problem-solving skills test are 48.4 and 39.6. From the questionnaire results on scientific literacy, students still need to improve their independence in studying science, scientific thinking skills, the ability to use scientific knowledge in problem-solving, and integrating the STEM approach. From the findings, it can be concluded that the analysis of the scientific competence of prospective madrasah teachers shows an apparent and significant difference. The prospective madrasa teachers’ scientific competence is needed to prepare students as prospective teachers who are STEM literate.

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“…It is also stated by Wiyarsi et al (2018) that in learning chemistry, creative thinking among students is a crucial skill because it is useful to observe all things such as chemical representation. Creative thinking can be called a trait consisting of fluency, flexibility, and originality (Hu & Adey, 2002;Sumarni et al, 2021). According to Hadzigeorgiou et al (2012), creative thinking skill is an ability as a foundation by students.…”

Section: Introductionmentioning

confidence: 99%

Level of Creative Thinking Among Prospective Chemistry Teachers

Apriwanda

Hanri

2022

JPII

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Creative thinking is one of the skills considered in facing the 21st-century era. Similar to other science domains, creative thinking is also crucial in chemistry learning. The variety of problems in chemistry makes students must be creative thinkers to solve chemistry problems faced. In the classroom, a chemistry teacher has a role in encouraging students’ creative thinking. Other than that, this role also applies to prospective chemistry teachers who will have the same responsibility in the future. Therefore, this study aims to identify the level of creative thinking among prospective chemistry teachers, and identify the aspect of creative thinking that needs to improve. The research design used in this study was a quantitative approach with descriptive research. There were 92 prospective chemistry teachers in Pekanbaru, Riau-Indonesia selected using simple random sampling. Data were collected using open-ended questions and analyzed using the rubric of scoring. Once scoring was done, the score obtained was presented in form of a percentage of score to determine the level of creative thinking. The finding reveals that the level of creative thinking of prospective chemistry teachers was moderate (percentage score of 35.43). The prospective chemistry teachers were at a low level of flexibility and fluency with a percentage score of 27.29 and 27.42 respectively. This finding could be a consideration for any stakeholder to improve the quality of education by taking steps to improve creative thinking among prospective chemistry teachers. With the hope, that none of the students in the future found is at a low level of creative thinking because the students have been taught by competent teachers.

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STEM-PBL-Local Culture: Can It Improve Prospective Teachers’ Problem-solving and Creative Thinking Skills?

Cited by 11 publications

References 0 publications

Improve Students' Mathematical Critical Thinking Skills Sumatera Utara Islam: Using Models for Problem-Based Learning

Improve Students' Mathematical Critical Thinking Skills Sumatera Utara Islam: Using Models for Problem-Based Learning

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

Level of Creative Thinking Among Prospective Chemistry Teachers

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