Promoting Students’ Critical Thinking Skill Through Stem-Based Learning on Trigonometry
Abstract and Figures
This study aims to promote students' critical thinking skills of trigonometry by using STEM-based learning. This study was an experimental study conducted on 10th grade students of social studies MAN 1 Cirebon. The data were collected by using tests. The result showed that there was an improvement of students’ critical thinking skills after the implementation of STEM-based learning on trigonometry. Students’ posttest score of 79.83 was greater than the pretest score, which was 30.81. The paired sample t-test analysis showed that there was a significant increase from pretest to posttest score. Thus, it can be concluded that there STEM-based learning can be applied to promote students' critical thinking skills.
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The aim of this research is to examine the effect of gamified STEM activities on 3rd and 4th grade students’ intrinsic motivation, perception of problem-solving skills, and critical thinking disposition. In this mixed method study, problem solving skills perception scale, critical thinking disposition instrument and intrinsic motivation inventory formed the quantitative data, while, activity worksheets, field notes and student interviews, formed the qualitative data. After 8 weeks of implementation, quantitative data were analyzed and significant differences were found between pre-test and post-test results on students’ critical thinking disposition level. Although it is not significant, the results showed that an increase was found in students’ perception of problem-solving skills. Besides, students’ intrinsic motivation levels were found high, as well as students stated that “gamified STEM” activities help them learn and practice the content and they found the activities enjoyable, competitive, and exciting. Moreover, the rewards and badges that they won at the end of the activities were motivating.
STEM is integrated learning which consists of four aspects namely science, technology, engineering, and mathematics. The 5M inquiry is a learning model that is being promoted in Indonesia to increase the critical thinking skills of students. In this study, the 5M inquiry learning activity was integrated with the STEM aspects in developing students' critical thinking skills in learning packages of simple machine materials. This study aimed to determine the effectiveness of STEM-based inquiry learning packages in simple machine material for improving the critical thinking skills of junior high school students. This type of research used quasi-experimental research with a one-shot case study pretest-posttest design. The research was replicated in four of 2nd grade of Junior High School 1 Pamekasan which conducted to 112 of students. The sampling technique used purposive sampling based on the fact that students were quite familiar with excavators. Data collection was used by tests of students' critical thinking skills and questionnaires of students' responses. The critical thinking skills test was given to students before and after the learning process, students were given the same initial test (pre-test) and final test (post-test). Questionnaires of students' responses were given to students after the learning process with STEM-based inquiry learning. Data analysis used descriptive analysis, normalized gain (N-gain) score, and paired t-test. The results showed that: 1) the increase of critical thinking skills based on the N-gain score is the high category; 2) the result of paired t-test showed that there is a significant difference in students' critical thinking skills before and after learning with STEM-based inquiry learning; 3) the student's response is the positive response with very good criteria to STEM-based inquiry learning. Based on the study, STEM-based inquiry learning packages were effective in improving the critical thinking skills of junior high school students.
This study aims to determine changes in a person's thinking style when applied to STEM learning (Science, Technology, Engineering, and Math). This learning has a focus on developing oneself in creating products that can make life easier. In this study, the researchers used a quasi-experimental research method. The sample of this study was physics teacher candidates who were at the first level. Furthermore, the changes in thinking style adapted from the creative-critical thinking style test developed by Yanpiaw. This test conducted before, and after STEM learning is applied, so it can be concluded the causes of changes in thinking style by looking at the STEM learning stages that used. After comparing values with the Ycreative-critical indicator, it can be concluded that more changes occur in critical thinking styles. Based on the findings of this study, it can be concluded that STEM learning is more effective in improving critical thinking styles.
Current learning emphasizes the integration of science and technology to face the challenges of the 21st century. Elementary school students experience difficulties in developing critical thinking skills due to the limitations of thematic learning media and appropriate learning approaches. Teachers must support the learning process following the changing times, namely integrating Science, Technology, Engineering, and Mathematics (STEM) into fun learning. The purpose of this study was to determine the effectiveness of the approach stem using thematic learning media in developing the critical thinking skills of elementary school students. This research is a quantitative research using a quasi-experimental method with one-group-pre-test-post-test, which is to see the difference between the pre-test and post-test with 1 class without a control class. Furthermore, the data obtained in this study were in the form of students 'answers to data collection instruments that measured students' critical thinking skills before and after treatment with the approach STEM using thematic learning media. Based on the results of data analysis and discussion, it is concluded that the criteria for improving students' critical thinking skills are in the moderate category, there is a difference in the mean critical thinking skills between the pre-test group, namely before and the post-test group, namely after learning with the approach STEM using thematic learning media and the post-test group, that is, after learning with the approach STEM using thematic learning media has average critical thinking skills better than the pre-test group, namely before learning with the approach STEM using thematic learning media.Keywords: STEM, Learning Media, Thematic, Critical Thinking
Innovative and creative learning through interdisciplinary must be done to overcome technological developments in the 21 century and the industrial revolution 4.0. The use of teaching media is essential to make education in mathematics more dynamic and to meet the challenges of the time. For this reason, the author tries to develop learning media Geometry, Coordinates and Patterns (GEKOLA BOARD), which have been developed using the STEAM approach to create innovative, fun and meaningful interdisciplinary learning. This research is a classroom action research (CAR) conducted at the Insan Rabbany Junior High School. The subject of this research is class VII students, and this research was carried out in 2 cycles with research data collection in the form of documentation, interviews and using survey research instruments. The results showed that increases the achievement of effectiveness on learning. The increases on aspect value at the end of the second cycle the activity aspect showed an average value at 89.5, the creation and innovation aspect showed an average value at 90, and analytical skills aspect showed an average value at 91. The overall learning effectiveness showed an exceptional results. That indicates that using the Gekola board with the STEAM approach was a practical learning innovation to meet the challenges of the industrial revolution 4.0, since interdisciplinary learning, which is required for students, is successfully implemented.
span>Penelitian ini bertujuan untuk mengetahui pengaruh model problem based learning terintegrasi STEM terhadap kemampuan berpikir kritis siswa . Metode penelitan menggunakan control group pretest-postest design . Analisis data menggunakan uji uji N-gain untuk mengetahui peningkatan kemampuan berpikir kritis siswa dan uji t untuk mengetahui pengaruh model problem based learning terintegrasi STEM terhadap kemampuan berpikir kritis siswa. Sampel dalam penelitian ini diperoleh dengan teknik cluster random sampling dari populasi seluruh siswa SMA N 1 Weleri. Hasil uji N-gain kelas eksperimen sebesar 0,56 (skategori sedang) lebih tinggi dari pada kelas kontrol sebesar 0,33 (kategori sedang). Uji hipotesis dengan menggunakan uji 1 pihak kanan dengan kriteria Ha diterima jika t hitung > t tabel dan Ha ditolak jika t hitung ≤ t tabel. Hasil uji t menunjukkan t hitung 8,23 > t kritis 1,98 dengan taraf signifikansi 5%. Berdasarkan hasil uji hipotesis t hitung > t tabel maka penelitian tersebut dapat disimpulkan penerapan model problem based learning terintegrasi STEM mempunyai pengaruh yang signifikan terhadap kemampuan berpikir kritis siswa.</span
The STEAM learning model is a learning innovation that can be applied at various levels of education. STEAM learning is able to stimulate students in overall aspects of development. This study aims to determine the implementation of the STEAM learning model on online learning. Online learning requires teachers to innovate in implementing learning models that are able to create effective and attractive learning for students, one of which is by implementing the STEAM learning model. The method used in this research is literature study. The literature was reviewed based on the method, year published, and main findings. The literature study in this study shows that the STEAM learning model which consists of five fields can be implemented in online learning. The implementation of the STEAM learning model is able to develop children's abilities to think critically, analytically, confidently, productively, responsibly and creativelyKeywords: child, online learning, STEAMABSTRAKModel pembelajaran STEAM merupakan inovasi pembelajaran yang dapat diterapkan pada berbagai jenjang pendidikan. Pembelajaran STEAM mampu mestimulus siswa pada aspek-aspek perkembangan secara menyeluruh. Penelitian ini bertujuan untuk mengetahui implementasi model pembelajaran STEAM pada pendidikan anak usia dini melalui pembelajaran daring. Dengan dilakukannya pembelajaran secara daring menuntut guru untuk berinovasi dalam menerapkan model pembelajaran yang mampu menciptakan pembelajaran yang efektif dan menarik untuk siswa, salah satunya dengan mengimplementasikan model pembelajaran STEAM. Metode yang digunakan dalam penelitian ini menggunakan studi literatur. Literature ditinjau berdasarkan metode, tahun terbit, dan temuan utama. Studi literatur dalam penelitian ini menunjukkan bahwa model pembelajaran STEAM yang terdiri dari lima bidang bisa diimplementasikan dalam pembelajaran daring. Implementasi model pembelajaran STEAM mampu mengembangkan kemampuan anak berpikir kritis, analitis, percaya diri, produktif, tanggung jawab dan kreatif.Kata Kunci: anak, pembelajaran daring, STEAM
Science, technology, engineering and mathematics (STEM) is a comprehensive approach that integrates those disciplines into a cohesive learning paradigm. Applying this approach is very important to modernize teaching strategies in order to provide the current competitive and skill-based job market. This study aims to investigate the impact of using STEM- based activities on students’ thinking skills. The researchers used an experimental approach, where two groups of students were chosen; an experimental and control one. The control group was taught by using the traditional strategies, while the experimental group was taught using STEM-based activities through collaborative working groups based on CCTST and TAM. The main findings revealed that the experimental group students’ attitudes were positively changed towards learning science, technology and maths. Students were able to solve real-life problems, learn complex concepts and apply them. It was recommended to use STEM-based activities in schools in a more systematic way.