The Effect of Newtonian Dynamics STEM-Integrated Learning Strategy to Increase Scientific Literacy of Senior High School Students

Abstract

This research aimed to examine STEM learning approach effectivity in increasing scientific literacy of senior high school students. The research involved 67Senior High School 5 students Bandar Lampung in Lampung Province, Indonesia. The research design used wasThe Non-Equivalent Control Group Pretest and Posttest Design. The experimental class used STEM Learning Approach and the control class used a scientific approach. The data was collected using pretest and posttest score of scientific literacy inventory. The Effectiveness analysis was done using the Normalized Gain (N–Gain) and Effect Size. Based on the research, the average score of the scientific literacy skill with N-gain of experimental classes was 0.55 and control class was 0.49, both classes were in medium category achievement. The result of effect size test showed that STEM learning approach has an effect size in the medium category of 0.24. Furthermore, based on an analysis of T-test results, there was a difference between the N-gain average score of the students' scientific literacy skill between experimental class and control class. The students who learned with STEM learning approach has a significantly higher degree of scientific literacy skill than those who learned with the scientific approach. So the conclusion in this research is that the students taught using the STEM approach are in the "conceptual" category which is better in explaining the concept, able to describe the relationship between these concepts, and able to analyze alternative solutions and procedural skills and understanding of the process of discovering science and technology

Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

“…Local science can be designed into modern science, also teachers might want to engage students with positive attitude towards science. Science can be decided that process of knowledge construction and innovate their thinking to sustainability (Listiana et al, 2019;Sagala et al, 2019). Program should have more variety of activities to collaborate teachers learn how to implement STEM education into their classroom, not only focusing on knowledge or understanding how STEM education works.…”

Views of primary Thai teachers toward STREAM education

“…Teachers can simply start with integration by analyzing students' learning behaviors, curriculum, instruction, and assessment which appropriate in different classroom. Especially, teachers have to changed mindset to classroom; learning assessment should be measured in both process and product of learning [14,18]. Teachers should allow students to have scientific knowledge and use multi-practices for making connection among necessary skills, thinking, and attributes through designed-based learning [19][20][21].…”

“…The concept is distributed to various kinds of school management and teachers' practice. But the result of international assessment such as TIMSS and PISA, also O-NET and other testing indicated that Thailand needs to improve students' learning quality through alternative and effective education practices [12][13][14].…”

Reconstruct the Class Assessment Strategy: Promoting the 21st-Century Learning

“…This is certainly very much related to the expertise of teachers in developing strategies of class assessment. The goals of life skills in the 21 st -century are life and career skills, skills in technology, media, and information, as well as critical thinking skills, and innovation [26][27] [28]. Critical thinking is reflective thinking taken on the pattern of decision making about what must be agreed and must be done [29].…”