Pengembangan LKPD Terintegrasi STEM-PBL (Science, Technology, Engineering, and Mathematics - Problem Based Learning) Pada Materi Hidrolisis Garam

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Annisa Syafira ◽  
Effendi Effendi
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Problem Based Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Problem

Salah satu target dari Kurikulum 2013 adalah menciptakan peserta didik yang berguna, imajinatif, artistik dan amotif serta mempunyai andil dalam aktivitas masyarakat. Sejalan pada kurikulum 2013, kecakapan abad 21 juga menuntut peserta didik untuk memiliki kemampuan 4C yaitu critical thinking, creativity, communication and colaboration.  Hal tersebut dapat diwujudkan dengan menerapkan model pembelajaran berbasis penyelesaian masalah (PBL) dengan pendekatan STEM. Penelitian ini bertujuan untuk menghasilkan LKPD terintegrasi STEM-PBL pada materi Hidrolisis Garam dan menentukan validitas dan kepraktisan LKPD yang dikembangkan. Jenis penelitian berupa Research and Development (RD) dengan menerapkan model 4D, yang meliputi empat tahap yaitu: tahap define, tahap design, tahap develop dan tahap disseminate. Penelitian ini dibatasi hingga tahap develop, tahap disseminate tidak dilaksanakan karena keterbatasan waktu. Instrumen penelitian berupa lembar validasi dan angket praktikalitas. Validitas dan juga kepraktisan data dianalisis menggunakan Formula Cappa Cohen. Berdasarkan hasil analisis angket validitas yang dilakukan oleh 5 orang validator didapatkan moment kappa (k) sejumlah 0,89 pada kategori kevalidan sangat tinggi. Hasil analisis uji praktikalitas terhadap 2 orang guru kimia diperoleh moment kappa (k) sejumlah 0,73 dengan kategori kepraktisan tinggi dan praktikalitas terhadap 9 orang peserta didik kelas XII sejumlah 0,92 pada kategori kepraktisan sangat tinggi. Hasil data mengungkapkan LKPD terintegrasi STEM-PBL valid dan praktis untuk digunakan dalam pembelajaran Kimia, terutama materi Hidrolisis Garam.

scholarly journals The ST(R)E(A)M Methodology in Kindergarten: A Teaching Proposal for Exploratory and Discovery Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Paraskevi Efstratiou Foti
Keyword(s):  
Critical Thinking ◽  
Active Participation ◽  
Discovery Learning ◽  
School Teachers ◽  
Reading And Writing ◽  
Science Technology ◽  
And Mathematics

This paper attempts to present a proposal to teach the natural concepts of hydrodynamics under the ST(R)E(A)M approach. This is a comprehensive teaching proposal for pre-school teachers, with the possibility of implementation in each class, which helps the teacher to enrich his teaching with activities from science, technology, reading and writing, engineering and mathematics, promoting active participation, critical thinking, collaboration, creativity and developing skills necessary for tomorrow's citizens.

scholarly journals PERBANDINGAN KEEFEKTIFAN ANTARA PROBLEM-BASED LEARNING SETTING NUMBERED HEAD TOGETHER DAN SETTING JIGSAW

2015 ◽  
Vol 2 (1) ◽  
pp. 63 ◽  
Author(s):  
Miftakhus Sholikhah ◽  
Hartono Hartono
Keyword(s):  
Critical Thinking ◽  
Math Achievement ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Achievement ◽  
Group Design ◽  
Multiple Group ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning dengan setting model pembelajaran kooperatif tipe Numbered Head Together (PBL-NHT) dan problem-based learning dengan setting model pembelajaran kooperatif tipe jigsaw; dan (2) pembelajaran yang lebih efektif antara PBL-NHT dan PBL-Jigsaw ditinjau dari prestasi belajar matematika, kemampuan berpikir kritis, dan disposisi matematis siswa kelas X SMA. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen), yang menggunakan rancangan pretest-postest non-equivalen multiple-group design. Instrumen yang digunakan adalah tes prestasi belajar matematika, tes kemampuan berpikir kritis, dan angket disposisi matematis. Data dianalisis menggunakan uji multivariat (MANOVA) dan independent sample t-test. Hasil penelitian menunjukkan bahwa kedua model pembelajaran ini efektif ditinjau dari kemampuan berpikir kritis dan disposisi matematis, tetapi tidak efektif ditinjau dari prestasi belajar matematika. PBL-Jigsaw lebih efektif dibandingkan PBL-NHT ditinjau dari disposisi matematis, tetapi tidak berbeda jika ditinjau dari kemampuan berpikir kritis matematis dan prestasi belajar matematika. Kata Kunci: problem-based learning, numbered head together, jigsaw, prestasi belajar matematika, kemampuan berpikir kritis, disposisi matematis   THE COMPARISON OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING OF NUMBERED HEAD TOGETHER AND THAT OF THE JIGSAW Abstract This study aims to describe: (1) the effectiveness of problem-based learning of the numbered head together (PBL-NHT) type and that of jigsaw (PBL-Jigsaw) type, and (2) the more effective teaching between PBL-NHT and PBL-Jigsaw in terms of learning achievement, critical thinking skills, and mathematics dispositions of class X students. This study was a quasi-experiment using a pretest-posttest with the non-equivalent multiple-group design. The instruments used were a math achievement test, critical thinking test, and mathematics disposition questionnaire. The data were analyzed using the multivariate (MANOVA) and independent sample t test. The results of this study show both the models are effective in terms of critical thinking skills and mathematics dispositions, but they are not effective in their learning achievement. The PBL-Jigsaw is more effective than PBL-NHT in mathematics dispositions, but does not differ in terms of the critical thinking skills and learning achievement. Keywords: problem-based learning, numbered head together, jigsaw, learning achievement, critical thinking skills, mathematics dispositions

scholarly journals Ensuring the security of youth in the online world: the potential of the digital art and steam education

2020 ◽  
Vol 18 (3) ◽  
pp. 183-188
Author(s):  
V. Prezhdarova ◽  
D. Pastarmadzhieva
Keyword(s):  
Critical Thinking ◽  
Digital Art ◽  
Comparative Approach ◽  
Huge Number ◽  
Digital World ◽  
Science And Art ◽  
Science Technology ◽  
Steam Education ◽  
Interdisciplinary Nature ◽  
And Mathematics

The online world offers a huge number of opportunities and variety of information sources, which differ significantly from each other. To high extent the online world is the place, where youth spend most of their time. In such situation the creative and critical thinking are essential to help youth integrate and develop their individuality in the digital world. Furthermore, the interdisciplinary nature of digital art serves to develop creativity and critical thinking. In this way, they create new knowledge, which forms the necessary qualities for faster socialization in the virtual society. Thus, digital art merges with STEAM education, where science and art are integrated, namely Science, Technology, Engineering, Arts and Mathematics. The purpose of the current study is to identify the possible impact of STEAM education on the formation of the creative and critical thinking among young people. The authors use various methods such as analysis of the content, historical and comparative approach. The results show that the digital art and STEAM education can give the youth knowledge about how the technology is created and then express themselves through the art, which leads us to the conclusion that the indeed can support the creative and critical thinking.

scholarly journals Experimentation the Influence of Problem-Based Learning Model on Critical Thinking Ability and Understanding the Mathematical Concept of Class VII MTs

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Rois Mahfud Setiawan ◽  
Senja Putri Merona
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Problem Based Learning ◽  
Mathematical Concept ◽  
Learning Model ◽  
Learning Models ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Better Than

This study aimed to determine whether the problem based learning models was better than conventional learning models in terms of critical thinking and mathematics conceptual understanding. Based on observations at MTs-N Sampung Ponorogo, it was obtained that students’ mathematics conceptual understanding and critical thinking were quite low. This research was a quasi-experimental with the population students of class VII MTs-N Sampung Ponorogo. The sample was class VII A given a conventional learning model and class VII B given a problem-based learning model. Reasearch data was collected by using test. Pretest and postest was used to get preliminary and final data. Pretest data was analyzed by using t-test while posttest data was analyzed by using the Mann Withney U test. The results of this study were the students’ ability on critical thinking and matematical conceptual understanding used problem based learning models was better than students’ used conventional learning models

Thinking about critical thinking: An industry perspective

2018 ◽  
Vol 33 (2) ◽  
pp. 116-126 ◽  
Author(s):  
Alastair Owen Pearl ◽  
Gerry M. Rayner ◽  
Ian Larson ◽  
Laurence Orlando
Keyword(s):  
Critical Thinking ◽  
Multiple Solutions ◽  
Skills Development ◽  
Pharmaceutical Sciences ◽  
Scholarly Research ◽  
Business Context ◽  
Science Technology ◽  
And Mathematics ◽  
Generalizable Skills ◽  
Development Of Students

There has been a drive towards enhancing the critical thinking (CT) skills development of students in the science, technology, engineering and mathematics (STEM) disciplines, both in Australia and internationally. One debate among CT theorists centres on whether CT comprises a set of generalizable skills or is content- and context-dependent. While previous studies have considered CT skills development and its assessment in pharmacy courses, there appears to have been limited scholarly research within the pharmaceutical sciences discipline. In seeking to address this, it is vital to understand how companies conceptualize CT and its use by Bachelor of Pharmaceutical Sciences graduates. This research identifies five major categories used to conceptualize CT in the companies interviewed: being systematic, having strong business sense, considering multiple solutions, considering implications and identifying problems and potential solutions. The study finds that, while these skills are dependent on the business context, they may be generalizable across a range of industries.

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