STEM is one of the learning paradigms that integrates science, technology, engineering and mathematics. The combination of several learning methods is implemented to make students achieve certain abilities, like problem solving skills. Problem solving becomes a very important part in learning because it can motivate students and make them having a better cognitive level. The purpose of this study is to describe the effect of STEM learning on physics material applied in schools to the problem-solving abilities of students. The method used in this research is meta-analysis where the researcher analyzed several articles as needed. Articles were limited to the last 5 years of publication, namely 2014 - 2019. Searching for articles used the Scholar, Eric, and Elsevier search engines. From the searching results, it was obtained 21 relevant articles according to the needs of researchers. Then, from 21 articles that were obtained as many as 86% were research articles that used questions or teaching materials as STEM-based learning media and 14% were review articles. The keywords used in the search were STEM, problem solving and physics. Based on the analysis conducted it can be concluded that learning through the STEM approach can improve students' problem solving abilities.
The paper porosity study has been done by observing microscopically.The purpose is provide airborne porosity data on various paper types, so that we can rank the ability of liquid absorption on the same paper type. This porosity analysis is done by using ImageJ, with converting the image to binary, set the threshold limit, and clarify the watershed limit. The result of the porosity of filter paper A=51,50586 , B=18,30719 ,C=21,68076 ,D=29,72028 ; tissue paper A=9,174071 ,B=20,96931 ,C=32,76454 ; HVS paper A=23,31616 ,B=27,70944 . So it can be concluded that the ability of filter paper absorption A > filter paper D > filter paper C > filter paper B. Absorption ability tissue paper C > tissue paper B > tissue paper A. Absorption ability HVS B paper > HVS paper A. In general can be inferred that the higher the porosity value of the paper the greater ability to absorb liquids on paper.
Evaluation shows the effectiveness of teaching and learning of a class. Mostly teachers provide evaluation in low cognitive level so students are able to achieve the minimum passing grade. Whereas a good evaluation should use Bloom’s Taxonomy as a basis for classifying student’s cognitive level. It leads teacher to provide a learning that facilitates student’s achievement of high cognitive level, including using independent lab work module. Teachers also typically provide a global report evaluation, i.e. providing the final score only, without presenting the distribution of students’ cognitive level. For this purpose, Venn Diagram is used to show the distribution of students’ cognitive level based on Bloom Taxonomy. This research aimed to present the distribution of students’ Bloom cognitive level using Venn Diagram and to investigate whether the development of independent lab work module about light refraction using PhET simulation “Bending Light“ can make students achieve the cognitive levels of knowing, understanding, applying, and analyzing. The obtained data was analyzed using qualitative descriptive method. The respondents were 17 freshmen of Physics Education and Physics Students of UKSW Batch 2016. The post-test showed that all students achieved higher cognitive levels. Thus, the developed independent lab work module was able to improve students’ cognitive level. Venn Diagram could also simplify the presentation of the distribution of students’ Bloom cognitive level for teachers.
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