Development of STEM-Based Physics Module with Self-Regulated Learning to Train Students Critical Thinking Skills
DOI:
10.29303/jppipa.v9i6.3578Published:
2023-06-25Issue:
Vol. 9 No. 6 (2023): JuneKeywords:
Critical thinking skills, Physics module, Self-regulated learning, STEMResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
One of the 21st century skills is critical thinking skills. However, according to several research results, it shows that students’ critical thinking skills in Indonesia are still low. This is caused by inappropriate learning process, so that it has an impact on the effectiveness of achieving competence in learning. Teaching materials are one of the most important parts that support the learning process. A module is a form of teaching material that is structured to help students master learning objectives. Modules to practice critical thinking skills according to 21st century skills, which are integrated with the STEM approach. Therefore, this study aims to develop a STEM-based physics module with self-regulated learning to train students critical thinking skills. The SRL agent will assist students in studying the material in the module. The method used is a mixed method, with an exploratory sequential design. Mixed method is a combination of qualitative and quantitative research methods in a study. Qualitative data is needed in designing physics modules, while quantitative data is needed to determine the validity of the modules feasibility in practicing critical thinking skills. The critical thinking skills instrument was developed based on aspects of critical thinking skills according to Ennis. Data collection comes from expert validation result sheets. The results of this development indicate that STEM-based modules with SRL agents are feasible to use properly. And during the learning process is expected to improve students critical thinking skills. Therefore, students critical thinking skills still need to be studied in learning.
References
Basri, H., Purwanto, As’ari, A. R., & Sisworo. (2019). Investigating critical thinking skill of junior high school in solving mathematical problem. International Journal of Instruction, 12(3), 745–758. https://doi.org/10.29333/iji.2019.12345a
Cicchinelli, A., Veas, E., Pardo, A., Pammer-Schindler, V., Fessl, A., Barreiros, C., & Lindstädt, S. (2018). Finding traces of self-regulated learning in activity streams. Proceedings of the 8th International Conference on Learning Analytics and Knowledge, 191–200. https://doi.org/10.1145/3170358.3170381
Ennis, R. H. (1993). Critical thinking assessment. In Theory Into Practice (Vol. 32, Issue 3, pp. 179–186). https://doi.org/10.1080/00405849309543594
Estapa, A. T., & Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge. International Journal of STEM Education, 4(1). https://doi.org/10.1186/s40594-017-0058-3
Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71–83. https://doi.org/10.1016/j.tsc.2017.06.002
Haseli, Z., & Rezaii, F. (2013). The Effect of Teaching Critical thinking on Educational Achievement and Test Anxiety among Junior High School Students in Saveh. European Online Journal of Natural and Social Sciences, 2(2), 168–175. Retrieved from https://european-science.com/eojnss/article/view/151
Hidayati, Y., & Sinaga, P. (2019). The profile of critical thinking skills students on science learning. Journal of Physics: Conference Series, 1402(4), 8–13. https://doi.org/10.1088/1742-6596/1402/4/044075
Jacob, S. M. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia - Social and Behavioral Sciences, 31(2011), 800–804. https://doi.org/10.1016/j.sbspro.2011.12.144
Khine, M. S. (2013). Analysis of Science Textbooks for Instructional Effectiveness. In Critical Analysis of Science Textbooks (pp. 303–310). https://doi.org/10.1007/978-94-007-4168-3_15
Kusasi, M., Fahmi, F., Sanjaya, R. E., Riduan, M., & Anjani, N. (2021). Feasibility of STEM-based basic chemistry teaching materials to improve students’ science literature in wetland context. Journal of Physics: Conference Series, 2104(1). https://doi.org/10.1088/1742-6596/2104/1/012022
León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156–163. https://doi.org/10.1016/j.lindif.2015.08.017
MariÄić, S., & Å pijunović, K. (2015). Developing Critical Thinking in Elementary Mathematics Education through a Suitable Selection of Content and Overall Student Performance. Procedia - Social and Behavioral Sciences, 180, 653–659. https://doi.org/10.1016/j.sbspro.2015.02.174
Muianga, X., Klomsri, T., Tedre, M., & Mutimucuio, I. (2018). From Teacher-Oriented to Student-Centred Learning: Developing an ICT-Supported Learning Approach at the Eduardo Mondlane University, Mozambique. Turkish Online Journal of Educational Technology-TOJET, 17(2), 46–54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1176163.pdf
OECD. (2019). PISA 2018 Results (Volume I): Vol. I. https://doi.org/10.1787/5f07c754-en
Pane, A. N., Andra, D., & Wayan Distrik, I. (2021). The development physics e-module based PBL-Integrated STEM to improve higher-order thinking skills on static fluid material. IOP Conference Series: Earth and Environmental Science, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012086
Peter, E. E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39–43. https://doi.org/10.5897/ajmcsr11.161
Pratama, M. A. R., Cahyono, E., & Aggraito, Y. U. (2019). Implementation of Problem Based Learning Model to Measure Communication Skills and Critical Thinking Skills of Junior High School Students. Journal of Innovative Science Education, 8(3), 324–331. https://doi.org/10.15294/JISE.V8I1.30788
Rahmania, I. (2021). Project Based Learning (PjBL) Learning Model with STEM Approach in Natural Science Learning for the 21st Century. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 1161–1167. https://doi.org/10.33258/birci.v4i1.1727
Rizki, P. N. M., Handoko, I., Purnama, P., & Rustam, D. (2022). Promoting Self-Regulated Learning for Students in Underdeveloped Areas: The Case of Indonesia Nationwide Online-Learning Program. Sustainability, 14(7), 4075. https://doi.org/10.3390/su14074075
Saphira, H. V., & Prahani, B. K. (2022). Profile of Senior High School Students’ Critical Thinking Skills and The Need of Implementation PBL Model Assisted by Augmented Reality Book. Jurnal Pendidikan Sains Indonesia, 10(3), 579–591. https://doi.org/10.24815/jpsi.v10i3.25031
Schunk, D. H., & Zimmerman, B. J. (2011). Handbook of Self-Regulation of Learning. In Educational Psychology Handbook Series (p. 530).
Siang, J. L., Ibrahim, N., & Situmorang, R. (2019). Development of Hypercontent Module using Jonnuro Model Learning Desain for Candidates Master Guide. International Journal of Recent Technology and Engineering, 8(2S9), 70–78. https://doi.org/10.35940/ijrte.B1016.0982S919
Sukmayadi, V., & Yahya, A. H. (2020). Indonesian education landscape and the 21st century challenges. Journal of Social Studies Education Research, 11(4), 219–234. Retrieved from https://www.learntechlib.org/p/218538/
Suwarma, I. R., & Kumano, Y. (2019). Implementation of STEM education in Indonesia: Teachers’ perception of STEM integration into curriculum. Journal of Physics: Conference Series, 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052052
Widya, Rifandi, R., & Laila Rahmi, Y. (2019). STEM education to fulfil the 21st century demand: A literature review. Journal of Physics: Conference Series, 1317(1). https://doi.org/10.1088/1742-6596/1317/1/012208
Zamista, A. A. (2018). Increasing Persistence of Collage Students in Science Technology Engineering and Mathematic (STEM). Curricula, 3(1), 22–31. https://doi.org/10.22216/jcc.2018.v3i1.1308
Author Biographies
Tiastuti Putri Heryani, Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Irma Rahma Suwarma, Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Didi Teguh Chandra, Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
License
Copyright (c) 2023 Tiastuti Putri Heryani, Irma Rahma Suwarma, Didi Teguh Chandra
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).
