scholarly journals Pengaruh Pembelajaran Fisika Berbasis STEM Terhadap Kemampuan Motorik Siswa

2019 ◽  
Vol 4 ◽  
pp. 1
Author(s):  
Afipah Muyassarah ◽  
Tursina Ratu ◽  
Muhammad Erfan
Keyword(s):  
Technology Education ◽  
Motor Skills ◽  
T Test ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Motor Ability ◽  
Physics Learning ◽  
Paired Sample ◽  
Science Technology ◽  
And Mathematics

<p class="AbstractEnglish"><strong>Abstract: </strong>STEM (Science, Technology, Education, and Mathematics) is learning that not only involves scientific and mathematical concepts (cognitive aspects) but also technically about how a concept is obtained (motoric). The aspect of motor ability is one of the aspects obtained by students in the learning process apart from the cognitive and affective aspects, but generally most studies put forward cognitive aspects (learning outcomes) so that motor skills are rarely exposed. Therefore this study aims to find out how much influence the STEM-based Physics Learning has on students' motor skills. This research is a quasi-experimental study with the design of One Groups Pretest-Posttest. Data was collected by student worksheet and Student Motor Skill Assessment Instrument Sheets and analysed by paired sample t-test. The results showed that the results of paired sample t test (t value = -64,761 far below t table) and the obtained N-Gain value was 0.55 (moderate gain) so it can be concluded that STEM-based physics learning is significantly capable of increasing students' motor ability.</p><p class="AbstrakIndonesia"><strong>Abstrak: </strong>Pembelajaran STEM <em>(Science, Technology, Education, and Mathematics) </em>merupakan pembelajaran yang tidak hanya melibatkan kosep-konsep sains dan matematika saja (aspek kognitif) tetapi juga secara teknis mengenai bagaimana suatu konsep itu diperoleh (motorik). Aspek kemampuan motorik merupakan salah satu aspek yang diperoleh siswa dalam proses pembelajaran selain daripada aspek kognitif dan afektif, namun umumnya kebanyakan penelitian lebih mengedepankan aspek kognitif (hasil belajar) sehingga kemampuan motorik jarang terekspose. Oleh karena itu penelitian ini bertuuan untuk mengetahui seberapa besar pengaruh Pembelajaran Fisika berbasis STEM terhadap kemampuan motorik siswa. Penelitian ini termasuk penelitian kuasi eksperimen dengan desain <em>One Groups Pretest-Posttest</em>. Data dikumpulkan dengan LKPD dan Lembar Instrumen Penilaian Kemampuan Motorik Siswa serta dianalisis dengan uji-t sampel berpasangan. Hasil penelitian menunjukkan bahwa hasil uji <em>paired sample</em> <em>t test</em> (nilai t = -64,761 jauh dibawah t tabel (-1.69092), dan nilai N-Gain yang diperoleh sebesar 0,55 (gain sedang) sehingga dapat ditarik kesimpulan bahwa pembelajaran fisika berbasis STEM secara signifikan mampu meningkatnya capaian kemampuan motorik siswa.</p>

scholarly journals Keefektifan Pembelajaran Fisika dengan Pendekatan STEM untuk Meningkatkan Kreativitas Mahasiswa

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Joko Siswanto
Keyword(s):  
Research Design ◽  
T Test ◽  
Test Results ◽  
Physics Learning ◽  
Student Activities ◽  
Science Technology ◽  
Post Test ◽  
Basic Physics ◽  
And Mathematics ◽  
Paired T Test

This study aims to analyze the effectiveness of physics learning with the STEM (Science, Technology, Engineering, and Mathematics) approach to improve student creativity. The research design used was a pre-experiment of one group pre-test and post-test, conducted on 23 students who were taking basic physics at the Universitas PGRI Semarang. The data was collected from the pre-test and post-test of student creativity and observation of the implementation of learning by lecturers and student activities. The creativity test results were analyzed using paired t-test and n-gain to calculate the improvement criteria. The results showed that physics learning with the STEM approach was effective in increasing the creativity of students with moderate criteria. Increased student creativity in basic physics learning with the STEM approach is supported by the implementation of learning as indicated by the activities of lecturers with good criteria and the activities of relevant students in good criteria.

PjBL-Based Blended Learning Implementation on Energy Topic to Improve the Problem-Solving Skill

2021 ◽  
Vol 1 (1) ◽  
pp. 32-41
Author(s):  
Mega Gestira ◽  
Abdurrahman ◽  
Viyanti
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
T Test ◽  
Problem Solving Skills ◽  
Paired Sample ◽  
New Strategy ◽  
Face To Face Learning ◽  
And Mathematics

Blended learning is a new strategy or way in the learning process. Besides face-to-face learning, the learning process should also be carried out in an online manner. Online learning could facilitate teachers and learners to learn anywhere and anytime. It is an appropriate learning strategy and supported by a learning model that could integrate various science disciplines, such as science, technology, engineering, and mathematics. This research aims to describe the improvement of problem-solving skills on energy via blended learning-based PjBL STEM. Each syntax of the learning consists of five-stage. They are problem solving,  focus the problem, describe the problem in physics description, plan a solution, execute the plan, and evaluate the solution. This research applied an experimental research design with pre-experimental (one group pretest-posttest design). The sample consisted of thirty-five Al-Azhar Islamic SHS 3 Bandar Lampung at X Science 1. The instrument was a problem-solving skill test in the form of an essay. The test results were analyzed with paired sample t-test. Based on the promoted research, the N-gain of experimental group learning outcome was 0.43, categorized moderate. The paired sample t-test hypothesis result obtained the Asymp. Sig (2-tailed) ≤0,05 is 0,00. It showed the improvement of problem-solving skills using the blended-learning-based PjBL STEM model.  

Re–Valuing Constructed Knowledge

2014 ◽  
pp. 170-186
Author(s):  
Damon Cartledge
Keyword(s):  
Technology Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Clear Definition ◽  
Disciplinary Knowledge ◽  
Educational Structure ◽  
Construction Of Knowledge ◽  
Curriculum Model ◽  
Science Technology ◽  
And Mathematics

In this chapter, two issues are discussed that impact teaching and learning in technical and technology education. The issues are bound together by a concept of constructed knowledge and its inherent value. Knowledge constructed and operationalized in non–academic contexts is not well recognized in universities as having intellectual value. Developing knowledge that may be out of context from discipline homes can be misunderstood as lacking depth, when in fact they are highly complex arrangements of interdisciplinary constructed knowledge. The second issue is about how to conceptualize an educational structure in which this complex inter-disciplinary knowledge can be better recognized across educational divisions and strata. STEM (Science, Technology, Engineering, and Mathematics) is a well-established curriculum model that gives both clear definition/delineation (and cohesive purpose) to the interdependent discipline strands of the constructed knowledge under discussion. The chapter closes with an argument for a STE(A)M model, articulating the inclusion of an additional-alternative component for the Artist, Artisan, Artificer, Alchemist, Architect, and so forth, as a model to access, create, and re-value the construction of knowledge within universities of the 21st century.

Women and STEM

2014 ◽  
pp. 703-713
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
United States ◽  
Technology Education ◽  
21St Century ◽  
The United States ◽  
Communications Technology ◽  
Biological Functions ◽  
Science Technology ◽  
Gender Based ◽  
And Mathematics ◽  
Great Odds

While battling great odds in terms of discrimination and bias, women within the United States have made valuable contributions to the workforce. Now that the second decade of the 21st century is upon us, women have come into all facets of the workforce, finding a niche in Internet Communications Technology (ICT) as well as within Science, Technology, Engineering, and Mathematics (STEM), which should allow women more of an opportunity to pursue occupations. However, it seems that women are lagging in this part of the workforce within the constructs of science, technology, education, and mathematics also known as STEM. This glass ceiling, or gender barrier, may make matters worse in terms of reporting these kinds of women's issues because these reports are often written by men. In addition, the ideas and perceptions of masculinity and femininity have been scrutinized and analyzed in this chapter, and it is not difficult to realize the differences in gender based on biological functions.

scholarly journals The Development of Teaching Material Based on Science, Technology, Engineering, and Mathematics (STEM)

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Abdul Rahman. M ◽  
Muhammad Arsyad ◽  
Kaharuddin Arafah
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Teaching Material ◽  
Design Development ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Physics Learning ◽  
Average Percentage ◽  
Science Technology ◽  
And Mathematics

This research is a development research that aims to describe a valid profile of STEM-based teaching material development, analyze students' responses to the development of teaching materials and analyze the effectiveness of STEM-based teaching materials to examine creative thinking skills. This research was conducted at SMAN 9 Makassar in class XI MIA 6 consisting of 32 students as respondents. STEM-based physics learning was carried out 5 times on static and dynamic fluid material. Learning activities contain four elements, namely science, technology, engineering and mathematics, and the STEM results made are making hydraulic bridges and simple mosquito sprays from used materials. The development model used was ADDIE which consists of analysis, design, development, implementation and evaluation. The ADDIE model is a development procedure carried out by producing a STEM-based physics learning product. The intended product is to produce a STEM-based physics teaching material, step-by-step. These steps are included in the teaching material that must be validated and ready to be used by the teachers in carrying out learning so that students can think creatively. The results showed the practicality of physics teaching material based on practical STEM. It was seen from the results of the responses of students and the responses of teachers who were in the very good category. Learning using STEM-based teaching materials is effective and can make students think creatively. This is shown in the fluency thinking indicator with a percentage of 74.58%, the flexible thinking indicator 71.25%, the original thinking indicator 81.56%, and the elaborative thinking indicator 82.03%, with an average percentage of 77.36% which is in the creative category.

scholarly journals Pengembangan Ensiklopedia Terintegrasi STEM (Science, Technology, Engineering, Mathematics) Sebagai Pengayaan Bagi Peserta Didik Di Sekolah Dasar

2019 ◽  
Vol 5 (1) ◽  
pp. 31-44
Author(s):  
Vera Yuli Erviana
Keyword(s):  
Research And Development ◽  
T Test ◽  
Paired Sample ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Science Technology Engineering Mathematics

Penelitian ini bertujuan untuk mengembangkan media ensiklopedia pembelajaran tematik terintegrasi STEM yang dapat membantu peningkatan pemahaman materi dan meningkatkan kemampuan berpikir kritis serta kreatif pada peserta didik. Jenis penelitian yang digunakan adalah Research and Development (RnD) dengan menggunakan desain penelitian ADDIE. Subjek coba yang digunakan pada penelitian ini adalah peserta didik kelas 3 SD Muhammadiyah Ambarbinangun yang berjumlah 49 anak. Teknik pengumpulan data yaitu wawancara, angket, dan tes. Instrumen pengumpulan data yaitu lembar penilaian ensiklopedia, tes hasil belajar, dan wawancara. Teknik analisis data yaitu data kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa rata-rata dari penilaian uji validasi ahli sejumlah 86,35 dengan katagori “sangat baik”, rata-rata dari penilaian guru yaitu 96,66 dengan katagori “sangat baik”, dan rata-rata dari penilaian peserta didik yaitu 91,59 dengan katagori “sangat baik”. Dari hasil tersebut maka media ensiklopedia dinyatakan “layak” untuk digunakan pada pembelajaran. Selain itu, penelitian menunjukkan bahwa ensiklopedia efektif digunakan pada pembelajaran berdasarkan perhitungan menggunakan Uji Paired Sample T-Test diperoleh hasil T hitung 12,064 dan T tabel 2,056 dengan signifikansi 0,000 <0,05, artinya terdapat perbedaan yang signifikan antara hasil penilaian pretest dan posttest.

scholarly journals DEVELOPMENT OF PHYSICS LEARNING TEACHING MATERIALS BASED ON SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS

2020 ◽  
Vol 17 (34) ◽  
pp. 711-717
Author(s):  
Dwi YULIANTI ◽  
A. WIYANTO ◽  
Ani RUSILOWATI ◽  
Sunyoto Eko NUGROHO
Keyword(s):  
21St Century ◽  
Physics Education ◽  
21St Century Learning ◽  
Teaching Material ◽  
Teaching Materials ◽  
Learning Skills ◽  
Physics Learning ◽  
Science Technology ◽  
21St Century Learning Skills ◽  
And Mathematics

Learning based on Science Technology Engineering and Mathematics (STEM) has been widely implemented in learning to assist students in understanding learning in the 21st century. Developing teaching materials is one way to implement them, but these teaching materials must be in accordance with competencies in the 2013 curriculum and apply the values and concepts contained in learning in the 21st century. This study aimed to describe the characteristics of physics learning teaching material based on STEM to develop 21st Century Learning Skills and testing readability and feasibility. This study was divided into four stages (preliminary studies, planning, development, and testing). The trial design uses One Group Pretest-Posttest. The subjects of the small and large group trials were students of the fifth-semester Physics Education Study Program Universitas Negeri Semarang. The teaching materials showed data about the importance of STEM and 21st-century learning skills, STEM material, and 21st Century Learning Skills, and Physics Learning Teaching based STEM and examples. The results of the feasibility test using a questionnaire showed that the teaching material was in the category of feasible. Readability test results using a cloze test and Raygor graphic showed that the teaching material included in the easy to understand category.

scholarly journals MEDIA PEMBELAJARAN FISIKA MENGGUNAKAN SMARTPHONE DENGAN PENDEKATAN STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS)

2021 ◽  
Vol 7 (2) ◽  
pp. 318
Author(s):  
Muktya Pramadanti ◽  
Subiki Subiki ◽  
Alex Harijanto
Keyword(s):  
Learning Goals ◽  
Science Data ◽  
Learning Materials ◽  
Physics Learning ◽  
Instrument Validity ◽  
Science Technology ◽  
Expert User ◽  
Analysis Technique ◽  
Post Test ◽  
And Mathematics

ABSTRAKMemanfaatkan teknologi dapat mendukung ketercapaian tujuan pembelajaran, salah satunya dapat menciptakan pembelajaran yang bervariatif dan meningkatkan motivasi belajar sehingga akan mempengaruhi hasil belajar peserta didik. Penelitian ini menggunakan desain penelitian N. Nieveen yang terdiri dari tahap pendahuluan, pengembangan, dan penilaian. Tujuan penelitian ini, untuk mengetahui validitas dan efektifitas media pembelajaran fisika materi gerak parabola agar dapat dinyatakan layak untuk digunakan. Tempat penelitian dilakukan di SMAN 3 Bondowoso pada kelas X MIPA. Hasil data yang diperoleh menggunakan instrumen tes berupa lembar instrumen validitas, soal pre-test, dan post-test. Teknik analisis data menggunakan validitas ahli, validitas audience, dan persamaan N-Gain. Hasil rata-rata validitas oleh 2 validator ahli media sebesar 90,4% dinyatakan sangat valid dan validator ahli pengguna sebesar 92,18% dinyatakan sangat valid. Hasil efektivitas pada uji lapangan sebesar 87,27% dapat dinyatakan sangat efektif dan nilai N-Gain sebesar 83,27% sehingga dalam kategori tinggi. Berdasarkan hasil penelitian tersebut maka media pembelajaran fisika menggunakan smartphone dengan pendekatan STEM (Science, Technology, Engineering, and Mathematics) layak untuk digunakan. Kata kunci: media pembelajaran; smartphone; pendekatan STEM. ABSTRACTTechnology can promote the achievement of learning goals, one of which can create varied learning and increase motivation to learn so that it will affect students' learning outcomes. This study uses N. Nieveen's research design which consists of preliminary, development and evaluation stages. The aim of this study is to determine the validity and effectiveness of physics learning materials for parabolic motion material so that it can be declared usable. The research site was carried out at SMAN 3 Bondowoso in class X Science. Data results obtained using test instruments in the form of instrument validity cards, pre-test and post-test questions. The data analysis technique uses expert validity, audience validity and the N-Gain equation. The results of the mean validity by 2 expert media validators of 90.4% were declared very valid and 92.18% of the expert user validators were declared very valid. The results of the efficiency in the field test of 87.27% can be said to be very efficient and the N-Gain value of 83.27%, which places it in the high category. Based on the results of the study, it is possible to use physics learning materials using a smartphone with a STEM (science, technology, engineering and mathematics) approach.Keywords: multimedia learning; smartphone; approach STEM.

scholarly journals The influence of science, technology, engineering, and mathematics (STEM) learning approaches on learning outcomes

2021 ◽  
Vol 2126 (1) ◽  
pp. 012017
Author(s):  
P Andriani ◽  
Muhammad Ali ◽  
M Jarnawi
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Approach ◽  
Stem Learning ◽  
Physics Learning ◽  
Science Technology ◽  
Scientific Approach ◽  
And Mathematics

Abstract The objective of the study is to discover the effect of the Science, Technology, Engineering, and Mathematics (STEM) learning approach on the physics learning outcomes The study is considered as quasi-experimental research by implementing the non-equivalent, pretest-posttest as the research design. There were two science classes of SMA Negeri 1 Sindue Tobata were selected as the sample of the study. The Science, Technology, Engineering, and Mathematics learning approach was applied to the experimental class while the scientific approach was applied to the control class. The learning outcomes test obtained showed that the average score of the experimental group was 15.95 and the average score of the control group was 12.25. Based on the results of hypothesis testing, obtained that tcount=3.00 and t_(0.0975(38))=2.024 at a significance level of a=0.05. It means that the value of t_count is outside the acceptance area of H_0. The findings concluded that there were differences in physics learning outcomes between the students who were taught by using STEM approach and the students who were only taught by implementing the scientific approach in SMA Negeri 1 Sindue Tobata.

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