The effect of project based learning-STEM on problem solving skills for students in the topic of electromagnetic induction

Parno, Parno; Yuliati, Lia; Munfaridah, Nuril; Ali, Mohamad Bilal; Rosyidah, Firda Ulya Nur; Indrasari, Nora

doi:10.1088/1742-6596/1521/2/022025

Cited by 21 publications

(19 citation statements)

References 24 publications

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“…The effect of STEM education on problem solving skills was also examined and it was concluded that STEM education did not contribute to the problem solving skills of the students. Unlike the results of this study, Parno et al, (2020) found that Project Based Learning-Science Technology Engineering and Mathematics (PjBL-STEM) application increased students' problem solving skills. Similarly, Yamak et al, (2014) reported that STEM education improved students' scientific process skills such as identifying and defining a problem, researching, questioning, and solving problems and that the designs made by students in the classroom helped them develop a positive attitude towards science classes.…”

Section: Discussioncontrasting

confidence: 99%

The effect of STEM activities on students’ academic achievement and problem solving skills: Matter and heat unit

Nağaç

Kalayci

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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The aim of this study is to examine the effect of instructional design applications prepared in accordance with the Science, Technology, Engineering and Mathematics (STEM) approach based on the 5E model in the subject of “Matter and Heat” unit on the academic achievement and problem-solving skills of sixth grade students. The research was carried out with a mixed research design. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was used. The study group consists of sixth grade students in a secondary school located in the district center of a metropolitan city in the Mediterranean region. The “Matter and Heat” unit was explained through the STEM education course plan integrated in 5E learning model in the experimental group and through the current course plans as required by the curriculum in the control group. As a data collection tool, the “Matter and Heat Achievement Test” and the “Problem Solving Inventory” were applied to both groups before and after STEM education. In order to support the qualitative dimension of the mixed research, the “Semi-Structured Interview Form” was filled in to get the opinions of the students in the experimental group about STEM education and it was analyzed using descriptive statistics. As a result, it was determined that STEM education did not make a statistical difference in students’ academic performance and problem-solving skills. However, the opinions of the students revealed that STEM education increased student engagement in the course that classes were more fun with STEM education, and that using this education in classes would be better for student learning.

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Section: Discussioncontrasting

confidence: 99%

The effect of STEM activities on students’ academic achievement and problem solving skills: Matter and heat unit

Nağaç

Kalayci

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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“…Based on the results obtained regarding the cognitive and psychomotor domains in this study, it was known that there was an increase from cycle I to cycle II. Research conducted by Parno et al (2020) also showed that this application was able to improve the skills of vocational students. If we take a look at the learning outcomes of students in the cognitive domain, there was an increase of 8.3 percent between learning outcomes in pretreatment and learning outcomes in cycle II and there was an increase of 8.4 percent from learning outcomes in cycle I with learning outcomes in the second cycle.…”

Section: The Results Of Psychomotor Aspect In the Second Cyclementioning

confidence: 89%

The Implementation of Project Based Learning (PjBL) Based on STEM: A Reflection of Concept and Reality within Learning Process in Business Department of Vocational High School

Winarno

Maulana

2020

JPBM

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The 21st century education expects students to have the skills to solve problems, develop knowledge, be able to develop high degree of thinking and critical thinking. This expectation requires schools to be able to take an innovative learning approach. This study aims at determining the implementation of the STEM-based Project Based Learning (PjBL) model in General Administration subjects as well as how it impacts student learning outcomes. This research is a survey based on the implementation of Classroom Action Research (CAR) by the practicum teacher. This Classroom Action Research requirements that were included in the observation were at least two cycles with two meetings per cycle. The results showed that the implementation of the STEM-based Project Based Learning (PjBL) model of teachers experienced more problems related to the interpretation of each component of the planning process for the preparation of learning tools and specifically difficulties when the process of real-life context learning activities in class. However, this learning model has provided benefits in strengthening students' learning outcomes.

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“…The Blue Cluster states that PjBL-STEM research relates to gender, career, and selfefficacy (Hasbullah et al, 2020). Green cluster explained that in PjBL-STEM research that has been conducted by the researchers two there are related to the problems faced during learning, the effects of learning PjBL-STEM include improving the ability of creative thinking and learning in daily life (Parno, Yuliati, Munfaridah, et al, 2020), and instruments used in the study in the form of questionnaires and tests. In (Figure 9a), Physics learning with PjBL-STEM affects gender and race.…”

Section: Methodsmentioning

confidence: 99%

Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020)

Putri

Krisnaningsih

Suprapro

et al. 2021

Berk Ilm Pendidik Fis

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This study aims to analyze research trends related to PjBL-STEM topics in 2016-2020 through bibliometric analysis with the Scopus database. Based on the criteria, it obtained 1,169 documents. Microsoft Excel was used to analyze data and VOS viewer as a data visualization. The results showed that PjBL-STEM research is increasing every year. The USA contributes the most research in the world, Indonesia ranks second. Universitas Pendidikan Indonesia, Universitas Negeri Malang, Universitas Sebelas Maret, and Universitas Negeri Semarang are among the top affiliates in PjBL-STEM research in the world. Visualizing the trend of PjBL-STEM research in 2016-2020, there are three clusters, namely 1.) PjBL-STEM as a framework, 2.) PjBL-STEM as self-development, and 3.) Effects of PjBL-STEM research. The results of this study can help researchers related to PjBL-STEM research trends in the world and provide direction in further research.

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The effect of project based learning-STEM on problem solving skills for students in the topic of electromagnetic induction

Cited by 21 publications

References 24 publications

The effect of STEM activities on students’ academic achievement and problem solving skills: Matter and heat unit

The effect of STEM activities on students’ academic achievement and problem solving skills: Matter and heat unit

The Implementation of Project Based Learning (PjBL) Based on STEM: A Reflection of Concept and Reality within Learning Process in Business Department of Vocational High School

Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020)

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