The Effect of Applying the Ethno-STEM-Project-based Learning Model on Students' Higher-order Thinking Skill and Misconception of Physics Topics Related to Lake Tempe, Indonesia
Abstract
This study aims to determine the effect of applying the Ethno-STEM-Project Based Learning model about the concept of physics related to Lake Tempe on students’ conceptual understanding of physics, which is characterized by higher-order thinking skills and the level of misconceptions. The sample in this study was eleventh-grade students in senior high school. Students are exposed to local wisdom-based learning strategies integrating science, technology, engineering, and mathematics through group project assignments. Students are given a pre-Achievement Test (PAT) to determine their initial Higher-Order Thinking Skill of physics concepts in everyday life. Then after being treated through project work, they are asked to do a Post-Achievement Test (PAT). A three-tier test was carried out before and after treatment to determine the level of misconceptions. In addition, focus group interviews were conducted with several students to strengthen the pre and post-test results. Student responses to focus group interviews and the PAT’s open-ended questions were analyzed using the N-Gain Score equation. The data in the initial and final tests were analyzed quantitatively and qualitatively. Based on the analysis results, it was found that using the Ethno-STEM-PjBL model affected the understanding of physics concepts. It was marked by increases in higher-order thinking skills and decreases in misconceptions on several physics topics related to students’ activities around Lake Tempe.
Keywords
Full Text:
PDFReferences
Abah, J., Mashebe, P., & Denuga, D. (2015). Prospect of Integrating African Indigenous Knowledge Systems into the Teaching of Sciences in Africa. American Journal of Educational Research, 668-673.
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Implementation Project-Based Learning Integrated STEM to Improve Scientific Literacy Based on Gender. Jurnal Inovasi Pendidikan IPA, 202-212.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Azis, H., & Yulkifli, Y. (2021). Preliminary research in the development of smartphone-based e-module learning materials using the ethno-STEM approach in 21st-century education. The 3rd International Conference on Research and Learning of Physics (ICRLP). Padang: IOP Publishing.
Bhakti, Y., Astuti, A., Okyranida, I., Asih, D., Marhento, G., Leonard, L., & Yusro, A. (2020). Integrated STEM Project Based Learning Implementation to Improve Student Science Process Skills. The 1st International Conference on Education and Technology (ICETECH) (pp. 2-6). Madiun: IOP Publishing.
Brierton, S., Wilson, E., Kistler, M., Flowers, J., & Jones, D. (2016). A comparison of higher order thinking skills demonstrated in synchronous and asynchronous online college discussion posts. Nacta Journal, 60(1), 14-21.
Chetty, N. (2015). Teaching Teachers to Teach Physics to High School Learners. Procedia-Social and Behavioral Sciences, 1886-1899.
Darling-Hammound, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 97-140.
Duit, R. (2014). Teaching and learning the physics energy concept. Teaching and Learning of Energy in K–12 Education, 67-85.
Fakudze, C. (2021). The influence of local worldview presuppositions on learners’ conceptions of selected mechanics topics. South African Journal of Education, 1-11.
Gal-Ezer, J., & Trakhtenbrot, M. (2016). Identification and addressing reduction-related misconceptions. Computer Science Education, 89-103.
Han, S., Rosli, R., Capraro, M., & Capraro, R. (2016). The effect of Science, technology, engineering, and mathematics (STEM) project-based learning (PBL) on students’ achievement in four mathematics topics. Journal of Turkish Science Education, 3-30.
Hasanah, U. (2020). The Effectiveness of STEM Education for Overcoming Students’ Misconceptions in High School Physics: Engineering Viewpoint. Science Education International, 5-13.
Jolley, D., Davis, M., Lavender, A., & Roberts, L. (2020). An online critical thinking course reduces misconceptions in the knowledge of personal trainers. Studies in Continuing Education, 39-54.
Khupe, C. (2014). Indigenous knowledge and school science: possibilities for integration. Johannesburg: University of Witwatersrand.
Kizilcik, H., Cellkkanli, N., & Gunes, B. (2015). Change of physics teacher candidates’ misconceptions on regular circular motion by time. Journal of Science and Mathematics Education, 205-223.
Kurniawan, Y., Muliyani, R., & Nassim, S. (2019). Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 211-220.
Lou, S., Chou, Y., Shih, R., & Chung, C. (2017). A study of creativity in CaC 2 steamship-derived STEM project-based learning. Eurasia Journal of Mathematics, Science, and Technology Education, 2387-2404.
Maizon, M., Hidayat, M., Kurniawan, D., Yolviansyah, F., Sandra, R., & Iqbal, M. (2022). How Critical Thinking Skills Influence Misconception in Electric Field. International Journal of Educational Methodology, 377-390.
Missa, L., Mellu, R., & langtang, D. (2020). Development of a physics evaluation tool to identify misconceptions of class VIII junior high school in Oenino. Jurnal Fisika Indonesia, 164-169.
Mpofu, V., Mushayikwa, E., & Otulaja, F. (2014). Exploring methodologies for researching indigenous knowledge of plant healing for integration into classroom science: Insights related to the data collection phase. African Journal of Research in Mathematics, Science and Technology Education, 164-175.
Nourdad, N., Masoudi, S., & Rahimili, P. (2018). The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability. International Journal of Applied Linguistics and English Literature, 231-237.
Novitasari, L., Astya Agustina, P., Sukesti, R., Faizal Nazri, M., & Handhika, J. (2017). Fisika, Etnosains, dan Kearifan Lokal dalam Pembelajaran Sains. Seminar Nasional Pendidikan Fisika III (pp. 81-88). Madiun: IKIP PGRI Madiun.
Palloan, P., & Swandi, A. (2019). Development of learning instrument of active learning strategy integrated with computer simulation in physics teaching and learning on Makassar state university. International Conference on Mathematics and Science Education (ICMScE 2018) (pp. 1-6). Bandung: IOP Publishing.
Pease, R., Vuke, M., Maker, C., & Muammar, O. (2020). A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving. Journal of Advanced Academics, 367-406.
Pesman, H., & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of educational research, 103(3), 208-222.
Ramadhan, S., Mardapi, D., Kun Prasetya, Z., & Budi Utomo, H. (2019). The development of an instrument to measure the higher order thinking skill in physics. European Journal of Educational Research, 743-751.
Ramadhan, S., Sunarto, S., Mardapi, D., & Kun Prasetyo, Z. (2020). ‘Higher Order Thinking Skill in Physics; A Sisstimatical Review. International Journal of Advanced Science and Technology, 5102-5112.
Reffiane, F., Sudarmin, S., Wiyanto, W., & Saptono, S. (2021). Developing an Instrument to Assess Students’ Problem-Solving Ability on Hybrid Learning Model Using Ethno-STEM Approach through Quest Program. Pegem Journal of Education and Instruction, 1-8.
Risdianto, E., & Kristiawan, M. (2020). The effect of Ethno science-based direct instruction learning model in physics learning on students’ critical thinking skill. Universal Journal of Education Research, 611-615.
Sahin, A. (2015). STEM Students on the Stage ( SOS ): Promoting Student Voice and Choice in STEM Education Through an Interdisciplinary, Standards-focused, Project Based Learning Approach. Journal of STeM Education, 24-34.
Scott, C. (2012). An Investigation of Science, Technology, Engineering, and Mathematics ( STEM ) Focused High Schools in the U . S . Journal of STEM Education, 30-40.
Shen, L. (2016). Critical Thinking Instruction in English Reading Situation. Atlantis Press, 30-40.
Shernoff, D., Sinha, S., Bressler, D., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 1-16.
Subali, B., Sopyan, A., & Ellianawati, E. (2015). Developing local wisdom-based science learning design to establish positive character in elementary school. Jurnal Pendidikan Fisika Indonesia, 11(1), 1-7.
Sudarmin, S., Sumarni, W., Mursiti, S., & Sumarti, S. (2020). Students’ innovative and creative thinking skill profile in designing chemical batik after experiencing ethnoscience integrated science technology engineering mathematic integrated ethnoscience (ethno-stem) learnings. The 6th International Conference on Mathematics, Science, and Education (ICMSE-2019). Semarang: IOP Publishing.
Sudarmin, S., Sumarni, W., Sri Endang, P. R., & Sri Susilogati, S. (2019). Implementing the model of project-based learning : integrated with ETHNO-STEM to develop students’ entrepreneurial characters. The 3rd International Conference on Mathematics, Sciences, Education, and Technology. Padang: IOP Publishing.
Sumarni, W. (2015). The Strengths and Weaknesses of the Implementation of Project Based Learning: A Review. International Journal of Science and Research, 478-484.
Sumarni, W., & Kadarwati, S. (2020). Ethno-STEM Project-Based Learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 11-21.
Sumarni, W., Wardani, S., Sudarmin, D., & Gupitasari, N. (2016). Project-based learning (PBL) to improve psychomotor skills: A classroom action research. Jurnal Pendidikan IPA Indonesia, 157-163.
Suryadi, A., Kusairi, S., & Husna, D. (2020). Comparative Study of Secondary School Students’ and Pre-Service Teachers’ Misconception About simple Electric Circuit. Jurnal Pendidikan Fisika Indonesia, 111-121.
Swandi, A., Amin, B., Viridi, S., & Eljabbar, F. (2020). Harnessing technology-enabled active learning simulations (TEALSim) on modern physics concept. International Conference on Mathematics and Science Education 2019 (ICMScE 2019). Bandung: IOP Publishing.
Taft, M. (2015). Higher-Order Critical Thinking in Teacher Preparation. In Transformative Researchers and Educators for Democrazy, 57-73.
Tambunan, H. (2019). The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students’ Mathematical Capabilities in High Order Thinking Skills. International Electric Journal of Mathematics Education, 293-302.
Tari, D. K., & Rosana, D. (2019). Contextual Teaching and Learning to Develop Critical Thinking and Practical Skills. International Seminar on Science Education (pp. 1-7). Yogyakarta: IOP Publishing.
Taufiq, M., Muntamah, S., & Parmin, P. (2020). Remediation of misconception on straight line motion concept using guided inquiry model assisted by student worksheet based on science technology engineering and mathematics (STEM) on junior high school students. International Conference on Mathematics and Science Education 2019 (ICMScE 2019). Bandung: IOP Publishing.
Turkmen, H., & Usta, E. (2016). the role of learning cycle approach overcoming misconceptions in science. Kastamonu Education Journal, 491-500.
Uziak, J. (2016). A project-based learning approach in an engineering curriculum. Global Journal of Engineering Education, 119-123.
Wan Nor Fadzilah, W., Nurazidawati, M., Oziah, O., Lilia, H., Mohamad, S., Kamisah, O., & Zanaton, I. (2016). Fostering Students’ 21st Century Skills through Project Oriented Problem-Based Learning (POPBL) in Integrated STEM Education Program. Asia-Pacific Forum on Science Learning and Teaching, 1-19.
Wang, S., & Wang, H. (2014). Teaching and Learning Higher-Order Thinking. International Journal of Art & Sciences, 179-187.
Widana, I. W., Parwata, I., & Sukendra, I. K. (2018). Higher order thinking skills assessment towards critical thinking on mathematics lesson. International Journal of social sciences and humanities, 2(1), 24-32.
Refbacks
- There are currently no refbacks.
