Development of STEM-Based Chemistry Textbooks to Improve Students' Problem Solving Skills

Hidayatulloh, Rohmat; Suyono, S.; Azizah, Utiya

doi:10.36312/e-saintika.v4i3.306

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…The STAD cooperative learning model increases students' selfconfidence in asking questions, answering inquiries, or presenting their work results, as it fosters a spirit of mutual cooperation within each group member to improve learning outcomes (Zb et al, 2022). This aligns with research by Hidayatulloh et al (2020), which suggests that integrating problem-solving into the learning process helps students build new knowledge, making problem-solving skills an essential aspect to be focused on and developed.…”

Section: Law Enforcement and Habitat Protection: It Is Essential To I...supporting

confidence: 82%

Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education

Agustina,

Zubaidah,

Susanto

2024

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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Several studies have highlighted the essential nature of students' problem-solving skills. However, these studies have also revealed that students' problem-solving skills in Indonesia are currently lacking. Consequently, there is a need to empower and improve these skills. This research aims to investigate the impact of implementing the Remap-STAD learning model, with the assistance of the GitMind application, in order to enhance students' problem-solving abilities in the field of biology. The research design employed in this study is a pretest-posttest non-equivalent control group design. The research sample comprises 70 students from class X MIPA at SMAN 9 Malang, East Java. The experimental group was taught using the Remap-STAD learning model, supplemented with the GitMind application, while the control group was taught using the STAD learning model alone. Problem-solving skills were assessed through a description test comprising eight questions. Greenstein's (2012) scoring rubric, which encompasses eight indicators including problem identification, application of problem-solving steps, identification and evaluation of solutions, defense of solutions, real-world applications, inductive reasoning, and deductive reasoning, was employed for scoring. ANCOVA was utilized to analyze the data on problem-solving skills, with a significance level set at 5%. The Kolmogorov-Smirnov test was conducted to assess the normality of the data, while Levene's Test of Equality of Variances was used to evaluate homogeneity. The data analysis findings indicate significant treatment effects for the learning model (p < 0.05), thereby accepting the research hypothesis. The results demonstrate that the Remap-STAD learning model, combined with the GitMind application, can notably enhance students' problem-solving skills in the context of biology education. Consequently, the implementation of Remap-STAD, with assistance from the GitMind application, necessitates the development of instructional tools tailored to the chosen learning model and the specific skills being measured. This approach will promote and enhance learning activities, particularly in improving students' problem-solving capabilities.

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Section: Law Enforcement and Habitat Protection: It Is Essential To I...supporting

confidence: 82%

Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education

Agustina,

Zubaidah,

Susanto

2024

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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“…Researchers conducting studies have emphasized the need for critical thinking to be included as a thinking dimension in education and learning. Typically, students use a number of problem -solving skills to explore knowledge about learning content (Dolapcioglu & Doğanay, 2022;Hidayatulloh, Suyono, & Azizah, 2020;Sambudi, Jusoh, Sapiaa, & Ahmad, 2023). Therefore, critical thinking ability is crucial as a cognitive bridge to understanding and solving problems.…”

Section: Critical Thinkingmentioning

confidence: 99%

Evaluation of STEM students' critical thinking in terms of cognitive style through problem-based distance learning

Lubna,

Suhirman,

Prayogi

2023

JEELR

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The advent of digital technology has brought about a transformation in the field of education, from traditional face-to-face learning to distance learning. Despite this shift, it is important to prioritize the development of STEM (Science, Technology, Engineering, and Math) students' critical thinking (CT) abilities as an essential skill for success in the 21st century. The objective of this study is to assess the critical thinking (CT) skills of students in the fields of science, technology, engineering, and mathematics (STEM) by considering their cognitive styles, namely field-independent and field-dependent, through the implementation of Problem-Based Distance Learning (PBDL). The research follows an evaluative and experimental approach based on the Kirkpatrick four-level model, which was conducted at one of the universities providing STEM education in eastern Indonesia. To evaluate different components of learning, cognitive style, and critical thinking (CT), a wide range of tools with tested psychometric features (validity and reliability) were used. A comprehensive examination using both descriptive and statistical analyses was undertaken to evaluate the outcomes. The results of this study indicate that Problem-Based Distance Learning (PBDL) is a successful approach in enhancing the Critical Thinking (CT) skills of STEM students, irrespective of their cognitive types. The paper provides a detailed discussion of the thorough examination of input, process, output, and outcome factors. This study is very valuable and will contribute to a lot of literature, especially related to the development of distance pedagogy in STEM learning.

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“…Bahan ajar hidrokarbon yang dikembangkan telah menggunakan bahasa yang dapat dimengerti dan mudah dipahami oleh peserta didik, karena menggunakan bahasa sederhana, sesuai dengan kebutuhan peserta didik, dan sistematis. Bahan ajar harus dapat dipelajari peserta didik secara mandiri, karena penyusunannya menggunakan bahasa sederhana, runut, sistematis dan sesuai dengan kebutuhan belajar (Hidayatulloh et al, 2020;Oppong Frimpong, 2021). Penyusunan bahan ajar berbasis inkuiri dengan strategi konflik kognitif menekankan pada keseimbangan antara pengetahuan yang ada dengan serangkaian keterampilan yang diperlukan untuk mendapatkan informasi pengetahuan.…”

Section: Keterbacaan Bahan Ajarunclassified

Validitas Bahan Ajar Hidrokarbon Berbasis Model Inkuiri dengan Strategi Konflik Kognitif untuk Meningkatkan Kemampuan Berpikir Kritis

Sabri¹,

Muhali²,

Hulyadi³

et al. 2022

JAR

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Ketersediaan bahan ajar hidrokarbon yang secara eksplisit membelajarkan kemampuan berpikir kritis masih jarang ditemukan. Kondisi tersebut menyebabkan rendahnya kemampuan berpikir kritis mahasiswa calon guru. Penelitian ini bertujuan mengembangkan prototipe berupa bahan ajar model inkuiri dengan strategi konflik kognitif yang valid dan efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian ini merupakan penelitian deskriptif kuantitatif dari validitas dan keefektifan bahan ajar berbasis inkuiri dengan strategi konflik kognitif yang merupakan hasil pengembangan dengan rancangan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Dua validator ahli, satu validator praktisi dan lima mahasiswa dilibatkan pada evaluasi validitas dan keterbacaan bahan ajar. Data penelitian dianalisis secara deskriptif-kuantitatif menggunakan persamaan N-gain. Hasil penelitian menunjukkan bahan ajar yang dikembangkan dinyatakan (1) valid (rerata= 90,31) dengan keterbacaan sangat baik (rerata= 90,22); dan (2) efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa (pretest= 31,3 dan posttest= 61,3) dengan peningkatan medium (n-gain= 0,4). Berdasarkan temuan tersebut, dapat disimpulkan bahwa bahan ajar berbasis inkuiri dengan strategi konflik kognitif dapat digunakan dalam pembelajaran untuk meningkatkan kemampuan berpikir kritis mahasiswa. The Validity of the Hydrocarbon Teaching Materials based on Inquiry Learning Model with Cognitive Conflict Strategies to Improve Critical Thinking Ability Abstract The availability of instructional materials explicitly teaching critical thinking skills is still rare. This condition leads to a low level of critical thinking ability among prospective teachers. This research aims to develop a prototype in the form of an inquiry-based instructional material with cognitive conflict strategy that valid and effective to enhance prospective teachers’ critical thinking ability. This study is a quantitative descriptive research on the validity and effectiveness of inquiry-based instructional materials with cognitive conflict strategy, developed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Two expert validators, one practitioner validator, and five students were involved in evaluating the validity and readability of the instructional material. The research data were analyzed descriptively and quantitatively using the N-gain equation. The results of the study indicate that the developed instructional material is (1) valid (mean=90.31) with excellent readability (mean=90.22), and (2) effective in improving students' critical thinking ability (pretest=31.3 and posttest=61.3) with a medium level of improvement (n-gain=0.4). Based on these findings, it can be concluded that inquiry-based instructional materials with cognitive conflict strategy can be used in teaching to enhance prospective teachers' critical thinking ability.

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Development of STEM-Based Chemistry Textbooks to Improve Students' Problem Solving Skills

Cited by 6 publications

References 5 publications

Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education

Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education

Evaluation of STEM students' critical thinking in terms of cognitive style through problem-based distance learning

Validitas Bahan Ajar Hidrokarbon Berbasis Model Inkuiri dengan Strategi Konflik Kognitif untuk Meningkatkan Kemampuan Berpikir Kritis

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