Designing Calculus Teaching Model Based on STEM for University Students: Is It Valid, Practice, and Effective?

Abstract

One of the lecturers' duties apart from teaching is to develop learning products that are used to overcome various problems encountered during the learning process. For that reason, each lecturer must develop their learning model so that learning objectives can be adequately achieved. The large number of lecturers who only use ready-made teaching materials has an impact on student learning outcomes, which are still low. This can be understood because, in essence, the learning problems faced by students are different. This study aims to determine the level of validity, practicality, and effectiveness of the developed STEM-based calculus learning model in tertiary institutions. This study is part of research and development focused on the trial phase, which includes testing the validity, practicality, and effectiveness. This research was conducted at the Indonesian Christian University of Toraja, Makassar, Indonesia, with participants consisting of 5 validators/experts, two lecturers, and 20 students. Data collection was carried out using learning outcome tests, validation sheets, lecturer response questionnaires, teacher response questionnaires, and observation sheets. The data that have been collected are then analyzed using quantitative analysis techniques using SPSS version 20. The results show that the STEM-based calculus learning model that has been developed is proven to be valid, practical, and effective to improve students' learning outcomes.