The development physics e-module based PBL–Integrated STEM to improve higher-order thinking skills on static fluid material

Pane, Ayu Novitasari; Andra, Doni; Distrik, I Wayan

doi:10.1088/1742-6596/1796/1/012086

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…Based on the results obtained, the developed PETMS is effectively used in physics learning to improve students' 21st-century skills. The results of this study are in accordance with the results of Pane et al (2021) and Asrizal et al's (2022) studies, which state that the development of electronic physics teaching material can improve students' higher order thinking skills. Interactive multimedia in electronic teaching material plays an important role in explaining abstract concepts in physics learning.…”

Section: Discussionsupporting

confidence: 91%

Physics electronic teaching material-integrated STEM education to promote 21st-century skills

Asrizal

Mardian

Novitra

et al. 2022

CJES

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There is widespread agreement that 21st-century skills are skills that should be possessed by students in the current era; however, generally, the component value of these skills is low. This research aims to investigate the effectiveness of the physics electronic teaching material-integrated STEM education (PETMS) in improving the 21st-century skills of students. This research was an experimental study with a post-test-only design with a non-equivalent group. The research subjects consisted of 66 students in two groups. The results indicated that the use of the PETMS was effective in improving students’ mastery of concepts and three aspects of 21st-century skills: creative thinking, critical thinking, and communication. Based on this result, it is inferred that the PETMS is an effective teaching material in promoting students’ 21st-century skills and is expected to be a relevant reference to enhance the quality of physics learning and to apply in the 21st-century learning era. Keywords: Teaching material, STEM education, critical thinking, creative thinking, communication.

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Section: Discussionsupporting

confidence: 91%

Physics electronic teaching material-integrated STEM education to promote 21st-century skills

Asrizal

Mardian

Novitra

et al. 2022

CJES

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“…First, STEM-based modules can increase student learning activities, critical thinking skills and positive responses to applying STEM-based learning modules [61]. Second, the STEM approach effectively improves students' 21st-century skills, namely students' critical thinking skills [62]. All of these aspects show that the STEM-Smart Physics E-Module has quality and can be used as a solution in handling the challenges of the 21st century, one of which is its ability to improve aspects of skills and learning outcomes of the 21st century.…”

Section: Discussionmentioning

confidence: 99%

STEM-Smart Physics E-Module to Promote Conceptual Understanding and 4C Skills of Students

2024

IJIET

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The application of communication information in 21st-century learning has become popular to promote various students’ skills. This study investigates the impact of the STEM-integrated smartphone-based physics E-module (STEM-Smart Physics E-Module) to promote students’ conceptual understanding and Communication, Collaboration, Critical Thinking, and Creativity (4C) skills. This research method can be classified into a quasi-experimental method. The research design was based on a post-test-only control group design. Instruments for collecting data consisted of two types: written tests to assess conceptual understanding and performance assessment sheets to assess the three components of students’ 4C skills. The results show that the application of STEM-Smart Physics E-Module positively impacts students’ conceptual understanding and three components of the 4C skills, namely creative thinking, critical thinking, and communication.

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“…Many schools and universities are now utilizing digital technology and multimedia to aid in visualizing difficul and abstract physics concepts (Rahim et al, 2022;Sunaryo et al, 2022). Furthermore, many physics teachers are adopting project-based approaches (Yanti et al, 2019;Widyaningsih & Yusuf, 2019;Santyasa et al, 2020;Makkonen et al, 2021) and problem-based approaches (Fauzana, et al, 2019;Pane et al, 2021;Kanyesigye et al, 2022a;Kanyesigye, et al, 2022b;Fonseca et al, 2022) to motivate students and help them better understand physics concepts.…”

Section: Introductionmentioning

confidence: 99%

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

Alpindo,

Istiyono,

Widihastuti

2024

jpppf

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Metacognition refers to the capacity to comprehend and regulate one's own cognitive processes. By cultivating students' metacognitive skills in physics education, they will acquire the ability to understand and govern their own thinking. This, in turn, will enhance the effectiveness of physics instruction by fostering student engagement and enabling them to rectify their own errors. However, previous studies have revealed a scarcity of physics teachers who integrate metacognitive training into their teaching practices. Thus, the aim of this research is to investigate the extent to which high school physics teachers in the Riau Islands Province engage in metacognitive training for their students. Employing a qualitative approach with a phenomenological method, data was collected through interviews conducted with physics teachers from local high schools. This study's participants are physics teachers in the Kepulauan Riau Province. There are a total of 25 physics teachers participating in the study. The sampling technique employed in this research is purposive sampling. During these interviews, the researchers posed open-ended questions to elicit insights into physics teachers' experiences with the cultivation of metacognitive skills in their students during physics lessons. According to the study's findings, physics teachers in the Riau Islands Province are indeed training their students in indicators of metacognitive abilities. However, we observed that some teachers remain unaware that the exercises they assign inherently serve as indicators of metacognitive skills. This lack of awareness is attributed to a deficient understanding among teachers regarding the nature of metacognition.

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The development physics e-module based PBL–Integrated STEM to improve higher-order thinking skills on static fluid material

Cited by 7 publications

References 6 publications

Physics electronic teaching material-integrated STEM education to promote 21st-century skills

Physics electronic teaching material-integrated STEM education to promote 21st-century skills

STEM-Smart Physics E-Module to Promote Conceptual Understanding and 4C Skills of Students

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

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