Developing technology and engineering literacy for Junior High School students through STEM-based science learning

Anjarsari, Putri; Prasetyo, Zuhdan Kun; Susanti, Komaria

doi:10.1088/1742-6596/1440/1/012107

Cited by 8 publications

(5 citation statements)

References 2 publications

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“…Interestingly, this study witnessed the effective implementation of mathematical concepts such as applied geometry, measurement, ratio, and proportion for studying the physical behavior of concrete under varying conditions, with STEM learning being integrated into the procedure, as effective as in previous studies [5,29,30]. The students applied different mathematical expressions that include density (D), where D = mass/volume, which was relevant to sketch the shape of the boat with increased length, breadth, height ratio, thereby increasing the volume to be greater than the mass of the boat.…”

Section: A Facilitator's Outlook On Student Journey With the Design Productsmentioning

confidence: 93%

“…As the students learned the necessary knowledge to construct a fail-proof concrete object, they were experiencing learning through hands-on activities similar to the studies conducted prior [22]. For the design project, they integrated scientific content such as floating conditions, Archimedes principle, rolling friction, and frictional interaction between bowling lane surface and ball surface from their regular school lessons into the workshop outcomes to design the ultimate sports product [30].…”

Section: Stem Workhop Outcomesmentioning

confidence: 99%

“…The students were provided with experience studying and testing multiple materials, such as concrete materials, wood, carpet padding, felt, Astroturf, foam rubber, acoustic tiles, linoleum, shag carpet, etc., in laying out the course pit material or choosing materials, as in the baseball challenge. Since this method of bringing the students into the experimental field through an integrated STEM approach and providing opportunities for intermingling with peers successfully enhances STEM literacy, the facilitator found an enhanced level of motivation in the students to address the challenges [30]. Participants also had a wide experience while experimenting with yarn, rubber bands and shreds, felt, fabric scraps, aluminum foil, glue, etc.…”

Section: A Facilitator's Outlook On Student Journey With the Design Productsmentioning

confidence: 99%

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A STEM Model to Engage Students in Sustainable Science Education through Sports: A Case Study in Qatar

et al. 2021

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Sports has the potential to integrate with different scientific subjects, including materials science and engineering, making it an ideal approach to enhance the students’ affinity toward sustainable education in science, technology, engineering, and mathematics (STEM). Amid gradual educational reformations in the state of Qatar, a distinctive STEM program titled, “Science in Sports” (SIS) was launched to investigate STEM integrated learning in secondary school students. The participant students, 248 students (112 females and 136 males) from 15 different government-operated (public) secondary schools, from rural and urban areas, were given STEM workshops on one of the sports materials, during this pilot study, resultantly challenging them to engineer a sports product. The study employed a mixed-method study in which quantitative approaches were applied to analyze the program effectiveness, with a t-test statistical analysis performed over data collected from a period of five continuous years from 2012 to 2017 in five different cycles. A more dominant data collection included pre and post surveys, substantiating observations of the program facilitator and their schoolteachers were included in this research and development (R&D) study to review the student learning behavior for a qualitative approach. Moreover, the results of the strength, weakness, opportunities, and threats (SWOT) analysis provided an overview of the program’s effectiveness in implicating the engagement of the students in exhibiting their prototypical skills in engineering sports products along with STEM literacy. Apart from understanding the scientific concepts/principles applied in simple sports applications, student attitudes toward STEM fields augmented, as witnessed by the student productivity.

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Section: A Facilitator's Outlook On Student Journey With the Design Productsmentioning

confidence: 93%

Section: Stem Workhop Outcomesmentioning

confidence: 99%

Section: A Facilitator's Outlook On Student Journey With the Design Productsmentioning

confidence: 99%

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A STEM Model to Engage Students in Sustainable Science Education through Sports: A Case Study in Qatar

et al. 2021

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“…A correct learning method can influence technology and engineering literacy of students. The research [12] indicates that natural science learning which is based on Science, Technology, Engineering, and Mathematics positively affect technology and engineering literacy of students. It means that by integrating the four knowledge, technology and engineering literacy of students will be increased.…”

Section: Indicator 2c: Design and Manufacture Products Using The Right Processes And Toolsmentioning

confidence: 96%

A Preliminary Study of Student’s Initial Technology and Engineering Literacy

Usnia¹,

Prasetyo²,

Wardaya³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Job opportunities in the 21 st century require candidates to have skill on critical problem solving, create a creative solution and involve technology and information. Literacy of technology and engineering are important to be emphasized on students so it can prepare them to compete globally and are able to solve 21 st century issues. This research is aimed to describe initial technological and engineering literacy of students of SMP N 6 Purworejo. This research's type is descriptive analysis. Sampling technique which is utilized is random sampling. The populations are students at grade IX of SMP N 6 Purworejo. The data is obtained from test instruments of technology and engineering literacy. The validity and reliability of test instrument are qualitatively analyzed by using Quest application. The score of reliability and estimate is 0.77 which means the test instrument has high reliability. This preliminary research result indicates that 3.1% of students are included in a very poor category, 25% poor category, 34.37% acceptable category, 31.25% good category, and 6.25% very good category. Meanwhile, result of technology and engineering of students for each indicator is divided into 3 categories, which are three indicators indicate low category, one indicator is very low and the other is moderate. A learning which involves design and technique process should be attuned to improve students' critical thinking and problem solving skill. Besides, natural science learning by involving real experience on principles of technology will make students to literate in technology and engineering.

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“…Various scientific learning media such as interactive books, e-worksheets, animated videos, stimulation and virtual labs can be developed from local cultural wisdom (Sari et al 2020). Ethno-STEM integration will be more effective if it is equipped with several strategic approaches in its implementation (Anjarsari et al 2020).…”

Section: Introductionmentioning

confidence: 99%

E-UKBM Ethno-STEM: The Development of Independent Learning Activities to Train Students’ Critical Thinking Skills in Pressure Topics

Setiyani

Sudarmin

Ellianawati

2022

jpppf

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This study aims to determine the effectiveness, feasibility, and influence of the Ethno-STEM Independent Learning Activity Unit (UKBM) in improving students’ critical thinking skills. This type of research is R&D with the ADDIE type. The research sample used a purposive sampling technique in small-scale and large-scale trials at one of the private junior high schools in Salatiga City. The results of the study show that 1) e-UKBM Ethno-STEM has the characteristics of implementing an ethnoscience aspect that links scientific knowledge with local wisdom, studying science through local wisdom in a balanced way, guided by the Merdeka Curriculum and the 2013 Curriculum by using a scientific approach; 2) Ethno-STEM e-UKBM is suitable for use in science learning on substance stress; 3) e-UKBM Ethno-STEM can improve critical thinking skills with an N-Gain value of 72.27% in the high category; 4) e-UKBM Ethno-STEM has an effect on critical thinking skills with a t-count of 10.87. Based on the results of this study, it can be concluded that e-UKBM Ethno-STEM is appropriate to be used to improve student’s critical thinking skills in substance stress study materials.

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Developing technology and engineering literacy for Junior High School students through STEM-based science learning

Cited by 8 publications

References 2 publications

A STEM Model to Engage Students in Sustainable Science Education through Sports: A Case Study in Qatar

A STEM Model to Engage Students in Sustainable Science Education through Sports: A Case Study in Qatar

A Preliminary Study of Student’s Initial Technology and Engineering Literacy

E-UKBM Ethno-STEM: The Development of Independent Learning Activities to Train Students’ Critical Thinking Skills in Pressure Topics

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