Implementation of STEM-based Student Worksheet to Increase Student Entrepreneurial Innovation through the Development of Candied Nutmeg Products

Self Cite

The purpose of the research is to developing Learning Program Plan (LPP) with a PjBL model based on the STEM approach to improve the students’ science process skills in physics learning. This research refers to the development of ADDIE, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation and 5) Evaluation. The worthiness of the Learning Program Plan is measure by the result of the Learning Program Plan validation and the responding of the subject is 7 teachers. The result of all the Learning Program Plan showing average value is 4, that is the valid category. The research design used in the study is Research and Developing (R&D). The research subject is 3 physics teachers at SMA Negeri 5 Banda Aceh, 1 physics teacher at SMA Negeri 1 Lawe Alas, 1 physics teacher at MA Negeri 1 Aceh Tenggara, and 2 physics teachers at SMA 3 Kutacane. Data of the research are questionnaires that are given to the teacher. Data management is carried out by Statistik analysis Likert scale. Questionnaire of the result showed until 89%. From both measures are found the development of Learning Program Plan model PjBL that teacher assessment result to Learning Program Plan with an average score 4.45 with the overall percentage based STEM approach to improving science process student skills in physics learning.

Section: Introductionmentioning

confidence: 99%

Development of a PjBL Model Learning Program Plan based on a STEM Approach to Improve Students' Science Process Skills

Syukri

Yanti

Mahzum

et al. 2021

Self Cite

“…The second stage is the Acquisition of information; At this stage students develop an empirical attitude by making observations, discussions with the work ethic, and creativity through collaborative asynchronous activities, namely making observations about the topic being studied (topics are given by the teacher for each group), students formulating problems, proposing hypotheses, and writing how to work, record data from observations, conclude the results of observations in an asynchronous collaborative manner by recording these activities then upload them on the blog and the results of group discussions are sent to the teacher's blog and students are allowed to respond to the results of the discussion through the teacher's comment column. The aspects of the STEM approach that are trained are science, technology, engineering, and mathematics (Sasmita et al, 2021). At this stage, the scientific literacy skills trained are to understand and interpret basic statistics, make graphs appropriately from data, solve problems.…”

Section: Resultsmentioning

confidence: 99%

“…As for the implementation stage of stem-based blended learning as follows. Based on the results of the research, the three stages of blended learning are oriented towards the STEM approach, facilitating all aspects of science (students are required to be able to use the natural knowledge they acquire in solving a problem in their daily lives), technology (students are required to be able to collaborate in the use of technology) (Sasmita et al, 2021). to convey information and to process the data found), techniques (students collaborate their findings to find appropriate solutions or even create a product), and mathematics (students can use their mathematical knowledge when they process data) by utilizing existing technology both synchronous and asynchronous (Alamri & Watson, 2020;Han et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Implementation of Blended Learning with A STEM Approach to Improve Student Scientific Literacy Skills During The Covid-19 Pandemic

Lestari

Rahmawati²,

Siskandar

et al. 2021

The Covid-19 pandemic has a positive impact on the blended learning system, especially the synchronous and asynchronous aspects of online learning. This study aims to obtain information about how to apply the blended learning model with the STEM approach to students' scientific literacy skills during the COVID pandemic. The research method used was pre-experiment with one group pretest-posttest design. This research was conducted at SMAN 1 Bojong Gede, Bogor Regency in the academic year 2020/2021. The research sample used two class X which have been selected as purposive sampling. The instrument used in this study was a student science literacy test containing 20 question items. The data processing technique was carried out descriptively by calculating the mean and percentage of each item to obtain a description of the students' scientific literacy skills, then the data were analyzed inferentially with paired sample t-test using SPSS version 22 software, to see differences in scientific literacy before and after blended learning with the STEM approach. The results showed that in general, the average scientific literacy skills of students from the application of the blended learning model with the STEM approach had an average score of 85.50 in the good category. For students to have a better understanding of scientific literacy, students' understanding of science should be continuously trained through the blended learning model with the STEM approach.

“…STEM is an interdisciplinary approach in which academic concepts are combined with real-world lessons or problems so that students can apply science, technology, engineering, and mathematics in schools, communities, jobs, and global companies, allowing them to compete in the new economy. STEM strives to foster critical thinking, reasoning, teamwork, investigation, and creative skills in pupils that may be used to all aspects of their lives (Sasmita et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Application of Integrated Project-based and STEM-based E-learning Tools to Improve Students’ Creative Thinking and Self-Regulation Skills

Hasibuan

Sari

Syahputra

2022

In today's digital environment, using technology in learning is a requirement for staying relevant to the needs of the twenty-first century. The goal of this study is to develop learning tools that combine Project-based learning (PjBL) with STEM-based e-learning to assist students enhance their creative thinking skills and self-regulation. This study is a quantitative descriptive study using a one-shot case study research design and a research sample of 25 high school students in class for the academic year 2020/2021. The N-Gain score is used to collect data using test and non-test instruments before and after treatment to assess if there is an improvement in learning outcomes. All indicators of critical thinking skills and self-regulation increased as a result of the study. On the fluency indicator, the creative thinking skills indicator received the highest score of 0.86, while self-regulation received the biggest rise on the organizing and transforming indicator with a score of 0.83. The average increase in critical thinking skills is 73.66 percent, and the average rise in self-regulation is 79.42 percent, both of which are high