The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

Tati, T; Firman, Harry; Riandi, R

doi:10.1088/1742-6596/895/1/012157

Cited by 37 publications

(20 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When the studies conducted to reveal the effect of STEM education are examined on the basis of methodology, it is seen that there are quantitative (Gökbayarak & Karışan, 2017;Cotabish, Dailey, Robinson & Hunghes, 2013;Robinson, Dailey, Hughes & Cotabish, 2014;Tati, Firman & Riandi, 2017), qualitative (Ayar, 2015;Stubbs & Myers, 2015;Holmquist, 2014;Yıldırım & Türk, 2018) and mixed-method studies (Acar, Tertemiz, Taşdemir, 2018;Yıldırım & Selvi, 2016;Robinson, 2016;Poole, 2016) in the literature. Quantitative researches are usually prepared with quasiexperimental designs, and the effect of STEM education on various variables (academic achievement, attitude, etc.)…”

Section: Introductionmentioning

confidence: 99%

A Meta-Summary of Qualitative Findings about STEM Education

Kanadlı¹

2019

INT J INSTRUCTION

View full text Add to dashboard Cite

The purpose of this meta-summary study is to determine the preponderance findings about the contribution of STEM education to the dimensions of the science curriculum and the learning-teaching process, its limitations and applicability by bringing together the studies that examine the views of teachers and students participating on STEM education. For this purpose, 22 research reports collected according to particular criteria from the literature were included in this meta-summary study. The frequency effect sizes of the data of the research reports were calculated and the frequency effect size was reported to be higher than 15%. As a result of the meta-summary study, 31 expressions were conceptualized under the themes of (i) the contribution of STEM education to knowledge, skills and affective dimension, (ii) contribution of STEM education to Science-Engineering-Technology-Society-Environment context, (iii) contribution of STEM education to learning-teaching process and (iv) the limitations and the recommendations on applicability of STEM education. It was determined that the most important contributions of the STEM education to science curriculum dimensions were as following; (i) appropriate for physics subjects, (ii) developing life skills, (iii) attracting the attention of the students, (iv) creating career awareness and (v) learning by fun.

show abstract

Section: Introductionmentioning

confidence: 99%

A Meta-Summary of Qualitative Findings about STEM Education

Kanadlı¹

2019

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…STEM merupakan pendekatan pembelajaran yang mengintegrasikan dua atau lebih bidang ilmu yang termuat dalam STEM [18]. Penelitian sebelumnya menjelaskan pengintegrasian STEM dalam pembelajaran meningkatkan prestasi peserta didik (Han, Rosli, Capraro, & Capraro, 2016), meningkatkan literasi science, mathematics, technology-engineering [19].…”

Section: Gambar 1 Data Pisa 2018 Pada Bidang Matematikaunclassified

STEM : Pengaruhnya terhadap Literasi Matematis dan Kecerdasan Multiple Intelligences

Mujib

Mardiyah

Suherman

2020

IJSME

View full text Add to dashboard Cite

Tujuan penelitian ini yaitu untuk mengetahui pengaruh metode STEM terhadap literasi matematis dan multiple intteligences. Metode penelitian menggunakan desain faktorial 2x3. Teknik pengumpulan data menggunakan tes essay kemampuan literasi matematika dan angket multiple intelligences. Analisis data dengan uji normalitas, homogenitas dan uji hipotesis menggunakan ANOVA dua jalur dengan SPSS Software 17.0. Hasil penelitian menunjukkan terdapat pengaruh kemampuan literasi matematis mahasiswa dengan menggunakan metode STEM dan non-STEM dengan metode STEM lebih baik daripada non-STEM.

show abstract

“…The problems also needed an innovation of integration between technology, engineering, mathematic, and science. So, over the decade the notions of developing learning strategies to accept global demand in revolution industry 4.0. skills that using technologies as a tools to overcome the current issues, developed countries such as US, Europe, Japan, construct STEM on science teaching [3] [4]. STEM education has already evolved to metadiscipline that become international topic to discuss [2].…”

Section: Introductionmentioning

confidence: 99%

“…The purposes of STEM education especially in science learning are to motivate students in order to practice using integrated skills to solve problems and become meaningful learning [6][7] [8]. STEM also can develop students as innovator, inventor, logical thinker, independent, and someone who capable of using technology in their life [9] The other purposes is to develop STEM-literate society, it means that in this century, the students need to be future citizens to apply knowledge from STEM discipline in real life [4] [2]. This can be named as STEM literacy.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of Students’ Stem Literacy Based on Gender Differences in Science Learning

Nurramadhani

2020

J HUM SOC STUD

View full text Add to dashboard Cite

STEM literacy can be defined as an ability to identify, apply, and to integrate the concept of science, technology, engineering, and mathematics to innovate and solve the complex problem. Especially in science learning that approached by the strategies like STEM. Because this revolution industry 4.0 era, students are demand to workface in integrate to their living life. So, they are asked can solved the problem properly, giving the solution for global problem wisely. In the process of learning science with project, somehow students show their own performance. The results of project-based learning pointing the different result of performing based on gender differences. The method that is used is descriptive. The subject in this research is the student's preservice teacher of science and biology education study program for about 21 students with 4 boys and 17 girls in the second semester of the freshmen. The research is conducted in basic physic laboratory. The laboratory activity is using STEM approach with project. The students are divided into 4 groups and each group consist of boy's students. The research instrument to take the data that is used are observation sheet for student's performance in laboratory activity and questionnaire of students for their laboratory activity per-aspect that describes their competences in science, technology, engineering, and mathematics. The technique to take the data that is used in this research are video recording, observation, and informal interview. The results are student's STEM literacy has different score based on the gender differences. In the first project, sailor boat, boys reach the higher percentages in aspect science, engineering, and technology, while girls reach the higher percentages in science and technology. The second project, let's fun with music, boys reach the higher percentages in aspect science, engineering, and technology, while girls reach the higher percentages in science and engineering. In both of project, boys and girls reach the lowest percentages in mathematics aspect. But, in whole score boys has reached higher than girls. It can be concluded that boys are outperformed than girls in STEM literacy in science learning especially in basic physics laboratory activity.

show abstract

The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

Cited by 37 publications

References 6 publications

A Meta-Summary of Qualitative Findings about STEM Education

A Meta-Summary of Qualitative Findings about STEM Education

STEM : Pengaruhnya terhadap Literasi Matematis dan Kecerdasan Multiple Intelligences

Analysis of Students’ Stem Literacy Based on Gender Differences in Science Learning

Contact Info

Product

Resources

About