Physics Problem Solving Skills with IBL-STEMWeb: Students on Small Islands in Maluku

Authors

John Rafafy Batlolona , Jamaludin Jamaludin

DOI:

10.29303/jppipa.v8i2.1344

Published:

2022-04-30

Issue:

Vol. 8 No. 2 (2022): April

Keywords:

Problem solving skills, IBL, STEM, Web, Small Islands

Research Articles

Downloads

How to Cite

Batlolona, J. R., & Jamaludin, J. (2022). Physics Problem Solving Skills with IBL-STEMWeb: Students on Small Islands in Maluku. Jurnal Penelitian Pendidikan IPA, 8(2), 592–598. https://doi.org/10.29303/jppipa.v8i2.1344

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Learning on small islands in Maluku still has many obstacles. It is limited by inadequate supporting facilities and infrastructure in the form of internet availability in accessing learning materials. Maluku's natural resources, both biological and non-biological, are very abundant. However, they have not been managed properly in improving the community's welfare. Therefore, education is one of the spearheads in improving the quality of students so that they can manage the existing nature well in the future. One of the recommended lessons is IBL-STEWeb to improve the academic quality of students. The use of IBL-STEWeb can take into account the involvement of students' preconceptions, provide in-depth basic knowledge, help students make connections within the context of a conceptual framework, and can map students' knowledge in a way that facilitates the search and application of information

References

Akben, N. (2020). Effects of the Problem-Posing Approach on Students’ Problem Solving Skills and Metacognitive Awareness in Science Education. Research in Science Education, 50(3), 1143–1165. https://doi.org/10.1007/s11165-018-9726-7

Alonso, F., López, G., Manrique, D., & Viñes, J. M. (2005). An instructional model for web-based e-learning education with a blended learning process approach. British Journal of Educational Technology, 36(2), 217–235. https://doi.org/10.1111/j.1467-8535.2005.00454.x

Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–12. https://doi.org/10.1186/s43031-019-0007-8

Becerra-Labra, C., Gras-Martí, A., & Martínez Torregrosa, J. (2012). Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems. International Journal of Science Education, 34(8), 1235–1253. https://doi.org/10.1080/09500693.2011.619210

Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377. https://doi.org/10.1080/09500690802582241

Capaldi, M. (2015). Including inquiry-based learning in a flipped class. Primus, 25(8), 736–744. https://doi.org/10.1080/10511970.2015.1031303

Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers and Education, 54(4), 1222–1232. https://doi.org/10.1016/j.compedu.2009.11.008

Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678

Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701–1720. https://doi.org/10.1080/09500693.2019.1638531

DeCoito, I. (2016). STEM Education in Canada: A Knowledge Synthesis. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 114–128. https://doi.org/10.1080/14926156.2016.1166297

Ekici, C., & Gard, A. (2017). Inquiry-Based Learning of Transcendental Functions in Calculus. Primus, 27(7), 681–692. https://doi.org/10.1080/10511970.2016.1214654

Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics - Physics Education Research, 6(2), 1–26. https://doi.org/10.1103/PhysRevSTPER.6.020110

Fernandez, F. B. (2017). Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics. Asia-Pacific Science Education, 3(1), 1–20. https://doi.org/10.1186/s41029-017-0014-z

Glaze, A. L. (2018). Teaching and learning science in the 21st century: Challenging critical assumptions in post-secondary science. Education Sciences, 8(1), 1–8. https://doi.org/10.3390/educsci8010012

Gök, T., & Sýlay, I. (2010). The Effects of Problem Solving Strategies on Students’ Achievement, Attitude and Motivation. Latin-American Journal of Physics Education, 4(1), 7–21.

Goldstein, O. (2016). A project-based learning approach to teaching physics for pre-service elementary school teacher education students. Cogent Education, 3(1), 1–12. https://doi.org/10.1080/2331186X.2016.1200833

Gordon, N., & Brayshaw, M. (2008). Inquiry based Learning in Computer Science teaching in Higher Education. Innovation in Teaching and Learning in Information and Computer Sciences, 7(1), 22–33. https://doi.org/10.11120/ital.2008.07010022

Guisasola, J., Almudí, J. M., & Furió, C. (2005). The nature of science and its implications for physics textbooks: The case of classical magnetic field theory. Science and Education, 14(3–5), 321–328. https://doi.org/10.1007/s11191-004-7936-z

Hackman, S. T., Zhang, D., & He, J. (2021). Secondary school science teachers’ attitudes towards STEM education in Liberia. International Journal of Science Education, 43(2), 223–246. https://doi.org/10.1080/09500693.2020.1864837

Harney, O. M., Hogan, M. J., & Quinn, S. (2017). Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning. International Journal of Computer-Supported Collaborative Learning, 12(3), 307–336. https://doi.org/10.1007/s11412-017-9263-9

Hegde, B., & Meera, B. N. (2012). How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving. Physical Review Special Topics - Physics Education Research, 8(1), 1–9. https://doi.org/10.1103/PhysRevSTPER.8.010109

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368

Hobson, A. (2008). The Surprising Effectiveness of College Scientific Literacy Courses. The Physics Teacher, 46(7), 404–406. https://doi.org/10.1119/1.2981285

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347–1362. https://doi.org/10.1080/09500690601007549

Kähler, J., Hahn, I., & Köller, O. (2020). The development of early scientific literacy gaps in kindergarten children. International Journal of Science Education, 42(12), 1988–2007. https://doi.org/10.1080/09500693.2020.1808908

Kaufmann, F. (1959). Journal of Philosophy. Journal of Philosophy, Inc., XXXVI(143), 388–390. https://doi.org/10.1093/mind/xxxvi.143.388

Klegeris, A., Gustafsson, E., & Hurren, H. (2018). Comparison of student marks obtained by an assessment panel reveals generic problem-solving skills and academic ability as distinct skill sets. Compare, 48(5), 674–685. https://doi.org/10.1080/03057925.2017.1339261

Kolovou, M., & Kim, N. J. (2020). Effects of implementing an integrative drama-inquiry learning model in a science classroom. Journal of Educational Research, 113(3), 191–203. https://doi.org/10.1080/00220671.2020.1771673

Lämsä, J., Hämäläinen, R., Koskinen, P., Viiri, J., & Lämsä, J. (2018). Visualising the temporal aspects of collaborative inquiry-based learning processes in technology- enhanced physics learning learning. International Journal of Science Education, 0(0), 1–21. https://doi.org/10.1080/09500693.2018.1506594

Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environment factors in an extended community of inquiry model of e-learning. Asia Pacific Journal of Education, 41(1), 1–15. https://doi.org/10.1080/02188791.2020.1758032

Lin, S. Y., & Singh, C. (2013). Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem. Physical Review Special Topics - Physics Education Research, 9(2), 11–19. https://doi.org/10.1103/PhysRevSTPER.9.020114

Love, B., Hodge, A., Corritore, C., & Ernst, D. C. (2015). Inquiry-based learning and the flipped classroom model. Primus, 25(8), 745–762. https://doi.org/10.1080/10511970.2015.1046005

Martinez-Maldonado, R., Dimitriadis, Y., Martinez-Monés, A., Kay, J., & Yacef, K. (2013). Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop. International Journal of Computer-Supported Collaborative Learning, 8(4), 455–485. https://doi.org/10.1007/s11412-013-9184-1

Mun, K., Shin, N., Lee, H., Kim, S. W., Choi, K., Choi, S. Y., & Krajcik, J. S. (2015). Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire. International Journal of Science Education, 37(11), 1739–1766. https://doi.org/10.1080/09500693.2015.1045956

Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014

Ni, A. Y. (2013). Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods. Journal of Public Affairs Education, 19(2), 199–215. https://doi.org/10.1080/15236803.2013.12001730

Orion, N., & Kali, Y. (2005). The effect of an earth-science learning program on students’ scientific thinking skills. Journal of Geoscience Education, 53(4), 387–393. https://doi.org/10.5408/1089-9995-53.4.387

Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 173–184. https://doi.org/10.12973/ejmste/75396

Park, M. (2020). Seeing the Forest through the Trees Using Network Analysis: Exploring Student Responses to Conceptual Physics Questions. Journal of Science Education and Technology, 29(5), 605–621. https://doi.org/10.1007/s10956-020-09840-w

Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444–467. https://doi.org/10.1080/1046560X.2017.1356671

Rogers, R. R. (2001). Reflection in Higher Education: A Concept Analysis. Innovative Higher Education, 26(1), 37–57. https://doi.org/10.1023/A:1010986404527

Salta, K., & Koulougliotis, D. (2020). Domain specificity of motivation: chemistry and physics learning among undergraduate students of three academic majors. International Journal of Science Education, 42(2), 253–270. https://doi.org/10.1080/09500693.2019.1708511

Sezgin Selçuk, G., & Çalýskan, S. (2008). The effects of problem solving instruction on physics achievement, problem solving performance and strategy use. Latin-American Journal of Physics Education, 2(3), 151–166.

Suprapto, N. (2016). Students' attitudes towards STEM education: Voices from Indonesian junior high school. Journal of Turkish Science Education, 13(Special Issue), 75-87

Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723–740. https://doi.org/10.1080/03075070903315502

Tarhini, A., Hone, K., & Liu, X. (2013). User acceptance towards web-based learning systems: Investigating the role of social, organizational and individual factors in european higher education. Procedia Computer Science, 17, 189–197. https://doi.org/10.1016/j.procs.2013.05.026

Tian, Y., Xiao, W., Li, C., Liu, Y., Qin, M., Wu, Y., Xiao, L., & Li, H. (2014). Virtual microscopy system at Chinese medical university: An assisted teaching platform for promoting active learning and problem-solving skills. BMC Medical Education, 14(1), 1–8. https://doi.org/10.1186/1472-6920-14-74

Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences, 59(1), 110–116. https://doi.org/10.1016/j.sbspro.2012.09.253

Turşucu, S., Spandaw, J., & de Vries, M. J. (2020). Search for Symbol Sense Behavior: Students in Upper Secondary Education Solving Algebraic Physics Problems. In Research in Science Education (Vol. 50, Issue 5, pp. 2131–2157). https://doi.org/10.1007/s11165-018-9766-z

Tuwoso. (2016). The implementation of constructivism approach for physics learning in vocational high school. AIP Conference Proceedings, 1778(1), 1. https://doi.org/10.1063/1.4965791

Udompong, L., & Wongwanich, S. (2014). Diagnosis of the Scientific Literacy Characteristics of Primary Students. Procedia - Social and Behavioral Sciences, 116, 5091–5096. https://doi.org/10.1016/j.sbspro.2014.01.1079

Vakil, S., & Ayers, R. (2019). The racial politics of STEM education in the USA: interrogations and explorations. Race Ethnicity and Education, 22(4), 449–458. https://doi.org/10.1080/13613324.2019.1592831

Voet, M., & De Wever, B. (2017). Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program. Teaching and Teacher Education, 63(1), 206–217. https://doi.org/10.1016/j.tate.2016.12.019

von Renesse, C., & Ecke, V. (2015). Inquiry-Based Learning and the Art of Mathematical Discourse. Primus, 25(3), 221–237. https://doi.org/10.1080/10511970.2014.921799

Wartono, W., Hudha, M. N., & Batlolona, J. R. (2018). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 691–697. https://doi.org/10.12973/ejmste/80632

Wilson, H. E. (2018). Integrating the Arts and STEM for Gifted Learners. Roeper Review, 40(2), 108–120. https://doi.org/10.1080/02783193.2018.1434712

Zohar, B. R., & Trumper, R. (2020). The Influence of Inquiry-Based Remote Observations via Powerful Optic Robotic Telescopes on High School Students’ Conceptions of Physics and of Learning Physics. Journal of Science Education and Technology, 29(5), 635–645. https://doi.org/10.1007/s10956-020-09842-8

Author Biographies

John Rafafy Batlolona, Universitas Pattimura

Jamaludin Jamaludin, Pattimura University

License

Copyright (c) 2022 John Rafafy Batloloba, Jamaludin Jamaludin

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).