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The Effect of Newtonian Dynamics STEM-Integrated Learning Strategy to Increase Scientific Literacy of Senior High School Students Listiana Listiana; Abdurrahman Abdurrahman; Agus Suyatna; Prasart Nuangchalerm
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 8, No 1 (2019): Jurnal Ilmiah pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.71 KB) | DOI: 10.24042/jipfalbiruni.v8i1.2536

Abstract

This research aimed to examine Sains, Technology, Engineering, Mathematics (STEM) learning approach effectivity in increasing scientific literacy of senior high school students. The research involved 67Senior High School 5 students Bandar Lampung in Lampung Province, Indonesia. The research design used was the-Equivalent Control Group Pretest and Posttest Design. The experimental class used STEM Learning Approach, and the control class used a scientific approach. The data was collected using pretest and posttest score of scientific literacy inventory. The Effectiveness analysis was done using the Normalized Gain (N–Gain) and Effect Size. Based on the research, the average score of the scientific literacy skill with N-gain of experimental classes was 0.55 and control class was 0.49, both classes were in medium category achievement. The result of effect size test showed that STEM learning approach has an effect size in the medium category of 0.24. Furthermore, based on an analysis of T-test results, there was a difference between the N-gain average score of the students' scientific literacy skill between experimental class and control class. The students who learned with STEM learning approach has a significantly higher degree of scientific literacy skill than those who learned with the scientific approach. So the conclusion in this research is that the students taught using the STEM approach are in the "conceptual" category which is better in explaining the concept, able to describe the relationship between these concepts, and able to analyze alternative solutions and procedural skills and understanding of the process of discovering science and technology.
APPLICATION OF INQUIRY BASED LEARNING MODEL USING STEM APPROACH TO REDUCE STUDENTS' INTRINSIC COGNITIVE LOAD Rita Sundari; Omnia Salah Ahmed; Abdurrahman Abdurrahman; Kartini Herlina
INSECTA: Integrative Science Education and Teaching Activity Journal Vol 2, No 1 (2021)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (554.496 KB) | DOI: 10.21154/insecta.v2i1.2482

Abstract

This study is an experimental research using a quasi-experimental design with the type of non-equivalent control group pretest-posttest. This research aims to reduce Intrinsic Cognitive Load (ICL) through Inquiry Based Learning (IBL) model based STEM approach. This research was conducted at SMA Negeri 1 Seputih Banyak with the research subjects of class X IPA 1 students and X IPA 4. An data Intrinsic Cognitive Load obtained from essay the pretest-posttest (Task Complexity worksheet). Cognitive load test data analysis was performed using the data normality test, N-gain test and hypothesis test using the Paired Sample T-Test. The experimental class implements the Inquiry Based Learning model based audio and visual using STEM approach while the control class is nonaudio and visual. The results showed by the average value of N-Gain Intrinsic Cognitive Load (ICL) in the experimental class was 0.63 with the moderate category and the control class was 0.18 with the low category. Based on data analysis, can be concluded that there is a positive influence in the form of a decrease in the cognitive load Intrinsic Cognitive Load (ICL) in the experimental class using the Inquiry Based Learning model plus an audio and visual based  STEM approach.
Design and Validation of STEM Integrated e-Modules on Environmental Pollution to Improve Problem-Solving Skills Dina Else Fernandu; Abdurrahman Abdurrahman; Dewi Lengkana
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract

Abstract: Scientific literacy about awareness and problem-solving skills related to environmental issues is one of the competencies that must be instilled in students in science learning in the future. However, teaching materials that have the potential to instill these competencies have not been easily accessed by students. The purpose of this study was to design and validate an integrated electronic module with a STEM approach on environmental pollution materials to improve problem-solving skills. This research uses Research and Development (RD) method with ADDIE (Analysis, Design, Development, Implementation, Evaluation). The E-Module is designed for Project-Based learning (PJBL-STEM) with steps of Reflection, Research, Discovery, Application and Communication. The results of construct validation obtained a percentage of 89.4%, content validation yielded a percentage of 95% and language validation 91.7% with all very valid criteria. Based on the pre-test and post-test trials of the use of e-modules carried out on students, it was found that the N-gain was 0.40 with problem-solving criteria moderate for students. Overall, the research show that the developed e-module is validated with a very valid category and can improve students problem-solving skills. Keywords: e-module, STEM, PjBL, problem-solving skills. Abstrak: Literasi sains tentang kesadaran and keterampilan menyelesaikan masalah terkait isu lingkungan merupakan salah satu kompetensi yang harus ditanamkan kepada siswa dalam pembelajaran sains di masa depan. Namun, bahan ajar yang berpotensi untuk menanamkan kompetensi tersebut belum dapat diakes oleh siswa dengan mudah. Tujuan penelitian ini untuk mendesain and memvalidasi module elektronik terintegrasi pendekatan STEM pada materi pencemaran lingkungan untuk meningkatkan kemampuan pemecahan masalah. Penelitian ini menggunakan metode Research and Development dengan desain ADDIE (Analisis, Disain, Pengembangan, Implementasi, Evaluasi). E-Module dirancang untuk pembelajaran berbasis Projek (PJBL-STEM) dengan Langkah-langkah Refleksi, Melakukan penyelidikan, Menemukan informasi, Menerapkan, Mengkomunikasikan. Hasil validasi konstruk diperoleh persentase 89.4%, validasi isi menghasilkan persentase 95% and validasi bahasa 91.7% dengan kriteria seluruhnya sangat valid.  Berdasarkan pre-test and post-test uji coba penggunaan e-module yang dilakukan pada siswa, didapatkan N-gain 0,40 dengan kriteria pemecahan masalah pada siswa yaitu seandg.  Secara keseluruhan, temuan penelitian menunjukkan bahwa e-module yang dikembangkan tervalidasi dengan kategori sangat valid and dapat meningkatkan kemampuan pemecahan masalah pada siswa. Kata kunci: modul elektronik, STEM, PjBL, kemampuan pemecahan masalah.DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp754-765