Preparing Junior High School Students in Science, Technology, Engineering and Mathematics (STEM) Track Using Journal Writing in Mathematics

The low ability of students to solve problems is in line with the low mastery of science concepts. In this study, Science, Technology, Engineering, and Mathematics (STEM) integrated Project Oriented Problem Based Learning (POPBL) learning models were implemented to improve the mastery of science concepts of junior high school students, especially on the topic of Environmental Pollution. The method used was a mixed-method. The STEM integrated STB learning model design framework consists of 3 stages: Onset Stage, Execution Stage, and Closure Stage. The concept of students is emphasized at the onset stage in the case study dissemination phase. In this phase, students analyze problems based on articles provided by the teacher. The more understanding the material, the more critical students will explore existing issues and find logical solutions to those problems. The results showed that there was a difference between the average pretest and posttest learning outcomes (t=-5,660; df = 53; Sig. (2-tailed) = 0,000). This indicates an increase in junior high school students' science concepts mastery after using the STEM integrated POPBL Learning Model. Improving students' mastery of concepts using a STEM integrated POPBL learning model is still in the low category with n-gain = 0.17. Although still in the low category, the POPBL learning model with the STEM approach can be optimized to improve students' mastery of concepts and skills on other science topics.

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Students’ Achievements and Motivation in Learning a STEM-Oriented Program

10.31237/osf.io/4u37s ◽

2020 ◽

Author(s):

Anggi Cecilia Safaningrum

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

Course Design ◽

Junior High ◽

Project Based Learning ◽

Junior High School Students ◽

School Students ◽

Science Technology ◽

Computer Technologies

In this article, we present the case of developing an interdisciplinary curriculum for learning science and technology, its implementation in junior high schools and evaluation of students’ achievements and attitude. The 30-hour course (15 two-hour sessions) includes subjects such as sound and waves, conversion of sound to electrical signal, amplification, sampling, and analog to digital conversion. Beyond teachers’ short presentations, the students are engaged in problem solving and project-based learning, with strong emphasis on using information and computer technologies (ICT) tools such as simulation and sound editing software. One could see that the course design was guided by the following principles: contextual learning, integrated learning of science, technology and computer sciences; extensive use of information and computer technologies (ICT); and combining teacher’s instruction with project based learning. The research aimed at exploring students’ achievements and motivation to learn science, technology and computers. The participants in the pilot study were 40 junior high-school students in 7th grade (age 13). In the near future, the course will be updated and run once again among junior high school students and student teachers in a regional college. Data collection tools include: achievement tests, attitude questionnaires, interviews with teachers and students, and analysis of the students’ assignments and projects. The findings indicate that the students manage to handle the subject fairly well and have good achievements in the final exam. The learners also succeeded in developing final pro- jects in sound and communication systems, “The human ear” and “Bluetooth”, and presented their projects to the parents.

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