The effectiveness of the STEMDISLEARN module in improving students’ critical thinking skills in the differential equations course

Khotimah, Rita Pramujiyanti; Adnan, Mazlini; Ahmad, Che Nidzam Che; Murtiyasa, Budi

doi:10.1080/2331186x.2023.2220233

Cited by 2 publications

(2 citation statements)

References 47 publications

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“…The ERIC learning model has great impact on increasing scientific literacy because it can discipline students in reading and understanding material, thereby enabling students to search for material themselves, study problems more deeply, and be involved in finding and solving problems by criticizing them. According to Khotimah et al (2023), problem-solving-oriented learning models can stimulate the discovery of scientific concepts through information exploration, analyzing problems by understanding information to determine its meaning, and the ability to evaluate and synthesize information by determining relevance so that they can connect the information through arguments or make conclusion.…”

Section: Questionsmentioning

confidence: 99%

Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom

Ramadani,

Lestari

2024

Biosfer

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Prospective Science teachers need well-developed science and digital literacy to help the process of thinking, learning, communicating, working together, and working with their creativity. Unfortunately, various studies show that students' abilities regarding these two types of literacy still need to improve, especially in first-year students. This study aims to (1) analyze the potential impact of the ERIC learning model with the lesson study-based TPACK framework on science and digital literacy and (2) analyze the contribution of lesson study implementation during ERIC learning to the professional development of educators. This study used a concurrent mixed method. In-depth analysis through lesson study was conducted during the implementation of the ERIC learning model in a quasi-experimental setting. The collected data was then analyzed using the ANCOVA test to reveal the difference in mean scores between the experimental and control classes. At the same time, the results of learning observations and reflection on the lesson study phase were analyzed qualitatively. The results showed that the ERIC learning model with the TPACK framework had a significant effect on scientific and digital literacy. In addition, implementing lesson study enables educators to become more aware of students' learning difficulties and needs and, therefore, develop deeper knowledge about learning requirements

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Section: Questionsmentioning

confidence: 99%

Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom

Ramadani,

Lestari

2024

Biosfer

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“…STEM education has been recognized as linked to students' critical thinking (A'yun et al, 2020;Hacioglu & Gulhan, 2021;Octafianellis et al, 2021;Parno et al, 2021;Widiasari, 2021;Ilma et al, 2023;Khotimah et al, 2023). Historically, the concept of critical thinking was first introduced by an American philosopher, John Dewey, in 1910(Hitchcock, 2017.…”

Section: Introductionmentioning

confidence: 99%

STEM-Based Scientific Learning and Its Impact on Students' Critical and Creative Thinking Skills: An Empirical Study

Astawan,

Suarjana,

Werang

et al. 2023

JPII

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This research aims to investigate the potential impact of STEM-based scientific learning on the critical and creative thinking skills of students at Universitas Pendidikan Ganesha in Indonesia. To achieve this goal, we conducted a quasi-experimental research design to collect data. We provided students with hands-on experiences in conducting scientific experiments to solve real-world problems related to energy and air. Data regarding students’ critical thinking skills were gathered through tests, while data about creative thinking skills were obtained by observing students’ performance in mind-mapping exercises. The collected data underwent thorough statistical analysis, including descriptive and inferential techniques. The results of this research show that students taught using the STEM-based scientific learning model outperform those taught using the conventional model (lecturing). Furthermore, inferential statistical research shows that using the STEM-based scientific learning model predicts students’ critical and creative thinking skills considerably. These results imply that using the STEM-based scientific learning model can help students improve their critical and creative thinking skills. This shows the potential to add to the body of literature on the influence of STEM-based scientific learning in developing students’ critical and creative thinking skills. Further, this study can serve as a basic reference for future studies aimed at investigating the influence of STEM-based scientific education on students from various educational backgrounds and cultural settings.

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The effectiveness of the STEMDISLEARN module in improving students’ critical thinking skills in the differential equations course

Cited by 2 publications

References 47 publications

Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom

Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom

STEM-Based Scientific Learning and Its Impact on Students' Critical and Creative Thinking Skills: An Empirical Study

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