The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

Samsudin, Mohd Ali; Jamali, Seyedh Mahboobeh; Zain, Ahmad Nurulazam Md; Ebrahim, Nader Ale

doi:10.36681/tused.2020.15

Cited by 48 publications

(46 citation statements)

References 13 publications

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“…An increase in critical thinking skills is a consequence of carrying out each stage/syntax of PjBL Plus 4Cs learning model. The PjBL Plus 4Cs learning model can increase student motivation, learning meaningfulness, and student learning experience (Fini et al 2018;Guo et al 2020;Samsudin et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The PjBL Plus 4Cs Learning Model Stages (PAPER) (Anderson & Krathwohl, 2010) Some studies have explained the effectiveness of the PJBL. It could improve students' problem-solving ability (Kokotsaki et al 2016;Samsudin et al 2020;Somjai & Soontornwipast, 2020). PjBL also could improve students' critical thinking ability (Alawi & Soh, 2019;Amin, 2017;Feldman, 2010;Guo et al 2020;Mutakinati et al 2018;Sularmi et al, 2018).…”

Section: Figurementioning

confidence: 99%

“…PjBL also could improve students' critical thinking ability (Alawi & Soh, 2019;Amin, 2017;Feldman, 2010;Guo et al 2020;Mutakinati et al 2018;Sularmi et al, 2018). PjBL could improve learning outcomes (Amin, 2017;Fini et al 2018;Guo et al 2020;Samsudin et al 2020;Somjai & Soontornwipast, 2020). However, research related to the application of PjBL to develop creativity, cognitive, communication and collaboration on students' critical thinking ability is not widely studied.…”

Section: Figurementioning

confidence: 99%

“…According to (Thomas et al 2001), critical thinking is a way of thinking more than just memorizing and retelling. Critical thinking skills direct students to be able to formulate problems, identify problems, find solutions to the problems by providing logical arguments (Samsudin et al 2020). In linear, (Ennis, 2015) revealed that the criteria of critical thinking skills are competent in identifying problems, making logical arguments, conveying deductive reasoning, expressing inductive reasoning, evaluating, making and implementing decisions appropriately.…”

Section: Introductionmentioning

confidence: 99%

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The effect of PjBL plus 4Cs learning model on critical thinking skills

Efendi

Sumarmi

Utomo

2020

Journal for the Education of Gifted Young Scientists

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The PjBL Plus 4Cs is an alternative learning model for geography. The PjBL Plus 4Cs can teach, train, and improve critical thinking skills. The research aimed to find out the effect of the PjBL plus 4C learning model on critical thinking skills. The research used a quasi-experimental design with a pretest-posttest nonequivalent control group approach. Students of Class XI IPS-1 and XI IPS-2 in Islamic Senior High School of Sabilillah Malang were the subjects of this research. Critical thinking skills were measured using validated critical thinking instruments in 7 essay tests, including the competencies of analyzing and formulating problems, giving logical arguments, conducting deductive reasoning (C4), synthesizing/conducting inductive reasoning (C5) and evaluating (C6). Based on the T-test analysis, the significance value (2-tailed) was obtained 0.01 (< 0.05), indicated a significant effect of PjBL Plus 4Cs on critical thinking skills. Therefore, the PjBL plus 4Cs learning model can increase critical thinking skills.

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Section: Discussionmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

Section: Figurementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of PjBL plus 4Cs learning model on critical thinking skills

Efendi

Sumarmi

Utomo

2020

Journal for the Education of Gifted Young Scientists

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“…Various options for integrating STEM into education are highlighted in the following researches: "A Conceptual Framework for STEM Integration Into Curriculum Through Career and Technical Education" (Asunda, 2014), "Practicing engineering while building with blocks: identifying engineering thinking" (Bagiati & Evangelou, 2016), "Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students' learning: A preliminary meta-analysis" (Becker, & Park 2011), "Transfer of Learning: Connecting Concepts during Problem Solving" (Dixon & Brown, 2012), "An analysis of Australian STEM education strategies. Policy Futures in Education" (Murphy at al., 2018), "Makerspace in STEM for girls: A physical space to develop twentyfirst-century skills" (Sheffield at al., 2017), "The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students" (Samsudin at al., 2020). Perez, Cromley & Kaplan (2014), Wang & Degol (2013, Allen & Eisenhart (2017) study the causes of underrepresentation of girls and women in the STEM fields.…”

Section: Literature Reviewmentioning

confidence: 99%

STEM Education in Ukraine in the Context of Sustainable Development

Бутурліна¹,

Dovhal²,

Hryhorov³

et al. 2021

EJSD

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The conceptual and generalizing experience of STEM education implementation presented in Ukraine reflects the realization of the sustainable development goals through educational innovations. The study is based on the premise that STEM is a component of education for sustainable development. This educational trend focuses on the goals of Education for All (EFA), conforms to the ideas of the education-related Millennium Development Goals (MDGs) and relates to solving societal challenges in the long run. It is argued that the concept of STEM seeks to offer non-standard solutions to global issues in the field of sustainable development, and STEM education should be seen as a mechanism to accelerate the achievement of all sustainable development goals (SDG) and a strategy to obtain each of them. The specifics of STEM key ideas as global educational trends in the national Ukrainian public space are demonstrated. The consideration of STEM education as a component of the strategy for sustainable development through the detailing of the structure and implementation principles as well as STEM competencies, which are defined as the expected result and key for the person of the XXI century, is proved. The experience of Ukrainian research initiatives in the field of STEM education in the context of sustainable development is summarized. A full-fledged programme complex for comprehensive, equitable and high-quality education is presented, which combines the following links: research and experimental work of different levels, teacher’s professional development, museums and science centres work, implementation of various educational programmes, festivals and projects to attract young people to STEM, ensuring equal access for girls and boys.

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Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning

2022

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The present conceptual literature review analyzes 50 studies that systematically examined the effects of authentic learning settings on cognitive or motivational learning outcomes. The analysis focuses on describing the context of the studies, the design elements of authentic learning settings, and the pursued intentions of authenticity. The review further describes the effects of authentically designed learning settings on cognitive outcomes, motivational outcomes, and learners’ perceived authenticity revealed by previous research. Building on these findings, we conducted Epistemic Network Analysis (ENA) of contrasting cases to identify design elements and intentions of authenticity characterizing studies that show high effectiveness for cognitive and motivational outcomes versus those with low effectiveness. The ENA results suggest, for instance, that providing authentic materials (as a design element of authentic learning settings) to resemble real-life experiences (as an intention of authenticity) could be a double-edged sword, as they feature both authentically designed learning settings with low effects on cognitive outcomes and settings with high effects on motivational outcomes. Overall, the results of the present literature review point to critical limitations of previous research, such as a lack of clear definitions and operationalizations of authentic learning. Consequently, we draw specific conclusions about how future research could improve our understanding of how to create and implement powerful methods of authentic learning.

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The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

Cited by 48 publications

References 13 publications

The effect of PjBL plus 4Cs learning model on critical thinking skills

The effect of PjBL plus 4Cs learning model on critical thinking skills

STEM Education in Ukraine in the Context of Sustainable Development

Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning

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