The Effect of the STEM-PBL Learning on Students’ Learning Outcomes on Optical Concepts

Rohali, Putri Alayda; Qadar, Riskan; Syam, Muliati

doi:10.53889/ijses.v3i1.137

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…Based on research by Roh et al (2021), measuring reliability is carried out by making indicators from previous research. Next, the Paired Sample T-test is used to prove the presence or absence of a significant difference between online and physical classes for the students' achievement emotions, However, before conducting a hypothesis test, a Normality test must be conducted (Rohali et al, 2023). The normality test is used to determine whether the sample is from a normally distributed population.…”

Section: Discussionmentioning

confidence: 99%

Students’ Achievement Emotions Towards Teaching and Learning Between Physical Classes and Online Distance Learning (ODL)

Shaziayani,

Samsudin,

Idris

et al. 2023

IJARPED

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The transition from traditional face-to-face classes to online learning has been accelerated by the global pandemic. This study aims to compare the emotional experiences of engineering students in physical and online classes. A sample of 35 undergraduate students from a University Technology MARA participated in the study. The students completed two semesters of online courses and one semester of traditional physical classes. A questionnaire was distributed to assess students' emotions related to class-related enjoyment, hope, anxiety, and boredom. Descriptive statistics, including mean scores and standard deviations, were calculated for each variable. Reliability analysis showed high internal consistency for both physical and online classes. The results revealed that students reported higher levels of enjoyment, hope, and boredom in physical classes compared to online classes. However, the difference in mean scores was relatively small, indicating considerable individual variation. The findings from paired sample T-test suggest that, while physical classes may provide a more enjoyable and hopeful learning experience for students, online classes offer flexibility and convenience. The study highlights the importance of considering emotional experiences when designing and implementing instructional strategies in both physical and online learning environments.

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Section: Discussionmentioning

confidence: 99%

Students’ Achievement Emotions Towards Teaching and Learning Between Physical Classes and Online Distance Learning (ODL)

Shaziayani,

Samsudin,

Idris

et al. 2023

IJARPED

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“…Selain itu, penelitian yang dilakukan oleh Tarigan [14] menjelaskan bahwa modul digital interaktif dapat meningkatkan minat belajar siswa dan dapat memberikan pengaruh yang signifikan terhadap aktivitas belajar siswa. Pada penelitian yang dilakukan oleh Rohali [10] menjelaskan bahwa pembelajaran STEM -PBL memberikan pengaruh yang signifikan pada hasil belajar siswa. Lalu, pada penelitian yang dilakukan oleh Dotimineli [2] menjelaskan bahwa dengan pengembangan STEM -PBL dapat meningkatkan aktivitas belajar siswa.…”

Section: Metodologiunclassified

Interaktif Digital Modul Berbasis Stem - Problem Based Learning (Pbl) Pada Materi Energi Terbarukan Untuk Siswa Sma

Nasbey

2024

Prosiding Seminar Nasional Fisika (E-Journal) snf2016 Unj

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Penelitian ini bertujuan untuk mengembangkan dan menciptakan produk baru berupa interaktif digital modul berbasis STEM -Problem Based Learning (PBL) pada materi energi terbarukan yang valid digunakan sebagai bahan ajar fisika untuk siswa SMA. Metode yang digunakan dalam penelitian ini adalah Research and Development (R&D) dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Langkahlangkah yang dilakukan pada penelitian ini adalah analisis kebutuhan, merancang produk, menghasilkan dan memvalidasi produk, mempersiapkan lingkungan belajar dan menilai kualitas instruksional produk. Produk yang dikembangkan adalahmodul digital interaktif dengan bantuan google sites. Berdasarkan hasil uji validasi oleh para ahli diperoleh persentase skor sebesar 84,75% (sangat valid) dari ahli materi, 87,5% (sangat valid) dari ahli pembelajaran dan 75,2% (valid) dari ahli media. Selanjutnya, hasil uji coba produk oleh pengguna diperoleh persentase skor sebesar 84,24% (sangat valid) dari guru dan 92,72% (sangat valid) dari siswa. Berdasarkan penelitian ini dapat disimpulkan bahwa interaktif digital modul berbasis STEM -Problem Based Learning (PBL) pada materi energi terbarukan yang dikembangkan valid digunakan sebagai bahan ajar fisika di Sekolah Menengah Atas.

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“…It has a tendency for students to feel bored during class learning, so learning is innovative and provides motivation for students while studying. It can be an alternative for future learning (Rohali et al, 2023).…”

Section: Conducive and Dynamic Social Interactionmentioning

confidence: 99%

The Active Learning Approach to SMP Bayt Al-Hikmah Students : A Case Study of Learning Islamic Religious Education in Islamic Boarding Schools

Puspitaningrum,

Mansur,

Hakim

2023

tar

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A learning approach that is fun, flexible, friendly to students, and in accordance with the needs of students is a learning approach that humanizes humans. Researchers used qualitative research methods with a case study approach. Data search techniques use participant observation, in-depth interviews, and document studies. The purpose of this article is to describe the planning of Islamic religious education learning, the implementation of Islamic religious education learning, and the learning outcomes of Islamic religious education. The results of the study illustrate that: (1) Islamic religious education learning planning using an active learning approach is realized through: (a) the selection of subject matter is carried out through joint meetings to integrate the Islamic boarding school curriculum and the formal curriculum; (b) the facilitator teaches using project learning methods, experiments, and field trips; (c) the learning model for students is project-based, learning information research, mind mapping, jigsaw puzzles, and index card matches; and (d) evaluation of student learning in the form of written tests, oral tests, and cognitive evaluations. (2) Implementation of Islamic religious education learning using an active learning approach has five aspects namely: (a) active participation of students in learning; (b) interrelation of students' experiences for intellectuality and action; (c) centered on students that all students learn as learning subjects; (d) new perspectives of students during the learning process students are able to think critically, discuss, and develop Islamic character; and (e) conducive and dynamic social interaction can be seen from the facilitator teaching learning approaches through discussions, lectures, demonstrations, experiments, and blended learning, project-based learning, information research learning, mind mapping, jigsaw puzzles, and index card matches. (3) The results of learning using an active learning approach are reflected in three aspects, namely: (a) changes in the behavior of students who are more comfortable in class; (b) increased knowledge of students in critical thinking, discussing, and collaborating in learning; and (c) a new habit pattern is formed for the students to have an Islamic personality, have manners, the students are more active, and the students are capable in debating and arguing.

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The Effect of the STEM-PBL Learning on Students’ Learning Outcomes on Optical Concepts

Cited by 4 publications

References 14 publications

Students’ Achievement Emotions Towards Teaching and Learning Between Physical Classes and Online Distance Learning (ODL)

Students’ Achievement Emotions Towards Teaching and Learning Between Physical Classes and Online Distance Learning (ODL)

Interaktif Digital Modul Berbasis Stem - Problem Based Learning (Pbl) Pada Materi Energi Terbarukan Untuk Siswa Sma

The Active Learning Approach to SMP Bayt Al-Hikmah Students : A Case Study of Learning Islamic Religious Education in Islamic Boarding Schools

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