Integrating the Clarity Learning Model with STEAM and Digital Mind Mapping to Enhance Students’ Conceptual Mastery
DOI:
https://doi.org/10.15294/jpii.v15i3.49641Keywords:
clarity learning model, conceptual mastery, Newton’s laws, STEAMAbstract
Newton's laws are fundamental physics concepts that form a crucial basis for understanding more complex subjects. However, many students still struggle to understand and apply these concepts, particularly in interpreting force diagrams, vector representation, mathematical relationships, and diverse problem situations. This study evaluates the effect of a STEAM-integrating Clarity Learning Model (STEAM-integrating CLM) supported by digital mind mapping (DMM) on students’ conceptual mastery. A mixed-method approach with an embedded experimental design was used, and samples were selected using cluster random sampling. The experimental group was taught using the STEAM-integrating CLM with DMM, while the control group received instruction using CLM. Data were collected using a conceptual mastery (CM) test. The data were analyzed using an independent-samples t-test, normalized gain, and effect size. The results show that students in the experimental group achieved significantly higher CM than those in the control group. The normalized gain was large, with an effect size of 1.6. These findings indicate that integrating STEAM and DMM within CLM effectively improves students’ CM.
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