Analysis of Student Responses to STEM-Inquiry Learning Using Cloud Classroom (CCR) on Food Loss and Food Waste Topics
DOI:
10.29303/jppipa.v9i5.2347Published:
2023-05-31Issue:
Vol. 9 No. 5 (2023): MayKeywords:
Cloud Classroom (CCR), Food Loss and Food Waste, STEM-Inquiry Learning, Student ResponsesResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The implementation of STEM-Inquiry learning puts forward the process of how students independently acquire knowledge through problem solving and have the ability to use that knowledge. STEM-Inquiry learning supported by the use of the CCR platform can support online learning activities, allow students to work in groups, and help students not only memorize concepts, but can understand and apply the acquired knowledge in everyday life. This study aims to determine student responses to the application of STEM-Inquiry learning on the topic of food loss and food waste. This research is a quantitative descriptive study using a survey method. The subjects of this study were students of Science Education Class of 2019 State University of Surabaya. The research instrument used was a questionnaire form. The questionnaire form provided consisted of 20 questions developed from 7 indicators, namely interest, novelty, convenience, clarity, interest, assessment, and response. The results showed that the average percentage of student questionnaire responses was 84.9% which was categorized as very positive, meaning that students had an interest and were interested in being involved in a meaningful learning experience. Based on this, it can be concluded that the application of STEM-Inquiry learning on the topic of food loss and food waste received a very positive response from students
References
Amin, S. (2019). Peningkatan Profesionalisme Guru melalui Pelatihan Pengembangan Media Pembelajaran Sparkol Videoscribe di Kabupaten Malang. Jurnal Pengabdian Pada Masyarakat, 4(4), 563–572. https://doi.org/10.30653/002.201944.238
Anderson, L. W., Krathwohl Peter W Airasian, D. R., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). Taxonomy for Assessing a Revision of Bloom’s Taxnomy of Educational Objectives. New York: Longman. Retrieved from https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl - A taxonomy for learning teaching and assessing.pdf
Arikunto, S. (2010). Prosedur Penelitian Suatu pendekatan Praktek. Rineka Cipta.
Aulia, E. V., Poedjiastoeti, S., & Agustini, R. (2018). The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills. Journal of Physics: Conference Series, 947(1). https://doi.org/10.1088/1742-6596/947/1/012049
Aulia, E. V., Widodo, W., Subekti, H., Hidayati, S. N., & Sari, D. P. (2022). Pelatihan Pembuatan Media Powerpoint Interaktif Berbasis Project Based Learning Bagi Guru IPA SMP. JMM (Jurnal Masyarakat Mandiri), 6(6), 4700-4713. Retrieved from http://journal.ummat.ac.id/index.php/jmm/article/view/11076
Bappenas. (2021). Pengelolaan Limbah Makanan yang Berkelanjutan Berkontribusi pada Pembangunan Rendah Karbon di Indonesia. Kementerian PPN/Bappenas. Retrieved from http://greengrowth.bappenas.go.id/pengelolaan-limbah-makanan-yang-berkelanjutan-berkontribusi-pada-pembangunan-rendah-karbon-di-indonesia/
Bely, L. N., Bahri, S., & Mustari, M. (2019). Model Pembelajaran Advance Organizer: Dampak Terhadap Hasil Belajar Kognitif Peserta Didik. Indonesian Journal of Science and Mathematics Education, 2(2), 150–161. https://doi.org/10.24042/ijsme.v2i2.4340
Bicer, A., Capraro, R. M., & Capraro, M. M. (2017). Integrated STEM assessment model. Eurasia Journal of Mathematics, Science and Technology Education, 13(7). https://doi.org/10.12973/eurasia.2017.00766a
ÄŒanigová, K. (2022). “Will You Work with Me?â€: Visual Worksheets as Facilitators of Inclusive, Collaborative, and Empowering Interviews with Vulnerable Populations. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069211069444
Chien, Y. T., & Chang, C. Y. (2015). Supporting socio-scientific argumentation in the classroom through automatic group formation based on students’ Real-time responses. Science Education in East Asia: Pedagogical Innovations and Research-Informed Practices, 549–563. https://doi.org/10.1007/978-3-319-16390-1_22
Kementerian Lingkungan Hidup dan Kehutanan. (2021). Grafik Komposisi Sampah. Sistem Informasi Pengelolaan Sampah Nasional (SIPSN), Kementerian Lingkungan Hidup dan Kehutanan Retrieved from https://sipsn.menlhk.go.id/sipsn/
Kuhlthau, C. (2015). Guided Inquiry: Learning in the 21st century. Libraries Unlimited, Inc.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). On Thinking and STEM Education. Journal for STEM Education Research, 2(1). https://doi.org/10.1007/s41979-019-00014-x
Liu, Z. Y., Chubarkova, E., & Kharakhordina, M. (2020). Online technologies in STEM education. International Journal of Emerging Technologies in Learning, 15(15). https://doi.org/10.3991/ijet.v15i15.14677
Means, B., Wang, H., Young, V., Peters, V. L., & Lynch, S. J. (2016). STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs. Journal of Research in Science Teaching, 53(5). https://doi.org/10.1002/tea.21313
Nunaki, J. H., Damopolii, I., Kandowangko, N. Y., & Nusantari, E. (2019). The effectiveness of inquiry-based learning to train the students’ metacognitive skills based on gender differences. International Journal of Instruction, 12(2). https://doi.org/10.29333/iji.2019.12232a
OECD. (2016). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy. OECD Publishing.
Radloff, J., & Guzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology, 25(5). https://doi.org/10.1007/s10956-016-9633-5
Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., Craig Schroeder, D., Delaney, A., Putnam, L., & Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0133-4
Sabirova, F., Vinogradova, M., Isaeva, A., Litvinova, T., & Kudinov, S. (2020). Professional competences in STEM education. International Journal of Emerging Technologies in Learning, 15(4). https://doi.org/10.3991/ijet.v15i14.13527
Saifulloh, A. M., & Darwis, M. (2020). Manajemen Pembelajaran dalam Meningkatkan Efektivitas Proses Belajar Mengajar di Masa Pandemi Covid-19. Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah, 3(2), 285. https://doi.org/10.36835/bidayatuna.v3i2.638
Servitri, M. O., & Trisnawaty, W. (2018). The Development of Inquiry Science Worksheet to Facilitate the Process Skills. Journal of Education and Learning (EduLearn), 12(4). https://doi.org/10.11591/edulearn.v12i4.8937
Shahali, E. H. M., Halim, L., Rasul, M. S., Osman, K., & Zulkifeli, M. A. (2017). STEM learning through engineering design: Impact on middle secondary students’ interest towards STEM. Eurasia Journal of Mathematics, Science and Technology Education, 13(5). https://doi.org/10.12973/eurasia.2017.00667a
Struyf, A., De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2019). Students’ engagement in different STEM learning environments: integrated STEM education as promising practice? International Journal of Science Education, 41(10). https://doi.org/10.1080/09500693.2019.1607983
Swaid, S. I. (2015). Bringing Computational Thinking to STEM Education. Procedia Manufacturing, 3. https://doi.org/10.1016/j.promfg.2015.07.761
Takeuchi, M. A., Sengupta, P., Shanahan, M. C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM education: a critical review. In Studies in Science Education, 56(2). https://doi.org/10.1080/03057267.2020.1755802
Tsakeni, M. (2021). Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 17(1). https://doi.org/10.29333/ejmste/9574
Ural, E. (2016). The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students’ Chemistry Laboratory Attitudes, Anxiety and Achievement. Journal of Education and Training Studies, 4(4). https://doi.org/10.11114/jets.v4i4.1395
Wahono, B., & Chang, C. Y. (2019). Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education. Sustainability (Switzerland), 11(4). https://doi.org/10.3390/su11040950
Yerizon, Y., Putra, A. A., & Subhan, M. (2018). Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence. IOP Conference Series: Materials Science and Engineering, 335(1). https://doi.org/10.1088/1757-899X/335/1/012113
Author Biographies
Ernita Vika Aulia, Universitas Negeri Surabaya
Martini, Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
Siti Nurul Hidayati, Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
Beni Setiawan, Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
Dyah Astriani, Department of Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
License
Copyright (c) 2023 Ernita Vika Aulia, Martini, Siti Nurul Hidayati, Beni Setiawan, Dyah Astriani
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:
- 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.
- 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.
- 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).
