The instrument analysis of students’ problem-solving ability on hybrid learning model using ETNO-STEM Approach through Quest Program in COVID-19 Pandemic

Abstract

The purpose of the study was to develop an instrument for the problem solving ability of students in Hybrid learning by Ethno-STEM via Four-D Model. In the study, the first three stages of the Four-D Model namely; defining, designing, and developing were applied. As the participants, 143 students of elementary education in the 4 th semester took part in the study. The participants were selected randomly from 30 universities in Central Java, Indonesia. The data were collected via the assessment instrument of problem solving using Ethno-STEM test ability adapted from Plomp model (2010). The instrument was composed of 9 essay type questions. The analysis of validity was conducted by 10 instructors and teachers, and the instrument was assessed valid and reliable. Empirical validity showed 0.6 for Aiken index, classified into medium validity. Meanwhile, Quest gained ± 2.0 for t INFIT, classified into good instrument.

The Effect of Applying the Ethno-STEM-Project-based Learning Model on Students' Higher-order Thinking Skill and Misconception of Physics Topics Related to Lake Tempe, Indonesia

“…Through this model, students must carry out projects collaboratively to test concepts, theories, and physical phenomena in everyday life (Risdianto et al, 2020;Azis & Yulkifli, 2021). This model is expected to explore local culture to develop critical, creative, innovative, and collaborative thinking skills and develop students' character (Novitasari et al, 2017;Sudarmin et al, 2019Sudarmin et al, , 2020Reffiane et al, 2021).…”

Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students' conservation and entrepreneurial character in the 21st century

“…(Stanley, 2021). Based on the literature review, the PjBL learning model can be integrated with SETS (Sudarmin, Sumarni, & Mursiti, 2019;Sumarni, Sudarmin, Sumarti & Kadarwati, 2022), STEM (Baran et al, 2021), and Ethno-STEM (Ariyatun, 2021;Reffiane, Sudarmin, Wiyanto & Saptono, 2021) to equip students with 21st-century skills. This research applies secondary metabolite learning with the Ethno-STEM PjBL approach because it can equip students with skills needed in the 21st century and conservational character.…”

“…People are required to master several skills due to the demands of the 21st century, and so are students. Learning with a STEM approach has improved 21st-century skills (Triana, Anggraito & Ridlo, 2020;Reffiane et al, 2021). While STEM education, which includes courses that examine teaching and knowledge transfer between two or more subject matters, is a set of connected disciplines that involve mathematics for data processing and technology and engineering as science applications (Afriana, Permanasari & Fitriani, 2016;Bahrum, Wahid & Ibrahim, 2017).…”

Evaluation of students’ environmental attitude instruments: exploratory and confirmatory factor analysis

“…Individuals with an excellent environmental attitude are also expected to behave positively towards the environment. The science, technology, engineering, and mathematics in ethnoscience-integrated (Ethno-STEM) approach is a teaching method that combines science, technology, engineering, and math with the knowledge and skills that are part of the local cultural context, implemented in the real world [8]- [10]. Ethnoscience investigates, studies, and uses people's knowledge of the culture, ethics, morals, noble values, and local wisdom of ethnic's groups, including scientific concepts reconstructed into scientific knowledge.…”