Enhancing Students’ Nature of Science Using STEM Engineering Design Process in Elements, Compounds, and Mixtures Topic
Abstract
A scientifically educated culture is the ultimate goal of science education worldwide, and one of the key elements in acquiring scientific literacy is comprehending the nature of science (NOS). This study aimed to enhance the views of Junior High School students of nature of science (NOS) in Elements, Compounds, and Mixtures Topic using the STEM engineering design process. The method applied in this research is quasi-experiment. The sampling technique used was convenience sampling, which was taken from grade 9 in one of the junior high schools in Bandung, Jawa Barat, Indonesia, with the age range 14-15 years old. The sample consisted of 38 students in total, consisting of the experimental class (n=19 students) and control class (n=19 students). The experimental class is taught using the STEM engineering design process, while the control class is conducted using conventional learning. The result of this research was that the N-gain students’ Nature of Science of experiment class shows the number of 0.4051, which is categorized as moderate improvement, whereas the control class shows the number of 0.0151, which is categorized as low improvement. The hypothesis test using an independent sample t-test for Nature of science shows that there is a difference between the experimental class and control class, where the experimental class gain higher achievement. Based on this research, the STEM engineering design process could be considered to an alternative to improve students’ nature of science.
Metrics
References
Akerson, V. L., Carter, I., Pongsanon, K., & Nargund-Joshi, V. (2019). Teaching and Learning Nature of Science in Elementary Classrooms: Research-Based Strategies for Practical Implementation. Science and Education, 28(3–5), 391–411. https://doi.org/10.1007/s11191-019-00045-1
Allison, E., & Goldston, M. J. (2018). Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom. Journal of Science Education and Technology, 27(3), 270–283. https://doi.org/10.1007/s10956-017-9723-z
Almiasih, S., & Winarto, W. (2022). Efektivitas Model Pembelajaran Pjbl Berbasis Stem-Nos Terhadap Literasi Sains Siswa Kelas V Sd Negeri Kalierang 01. Jurnal Dialektika Jurusan Pgsd, 12(2).
Andrews, D., van Lieshout, E., & Kaudal, B. B. (2023). How, Where, And When Do Students Experience Meaningful Learning? International Journal of Innovation in Science and Mathematics Education, 31(3), 28–45. https://doi.org/10.30722/IJISME.31.03.003
Asunda, P. A. (2014). A Conceptual Framework for STEM Integration Into Curriculum Through Career and Technical Education. Journal of STEM Teacher Education, 49(1). https://doi.org/10.30707/jste49.1asunda
Bampasidis, G., Piperidis, D., Papakonstantinou, V., Stathopoulos, D., Troumpetari, C., & Poutos, P. (2021). Hydrobots, an Underwater Robotics STEM Project: Introduction of Engineering Design Process in Secondary Education. Advances in Engineering Education, 8(3), 1–24.
Chen, S. (2006). Development of an instrument to assess views on nature of science and attitudes toward teaching science. Science Education, 90(5), 803–819. https://doi.org/10.1002/sce.20147
CNA Tarte. (2022). Pengaruh Model Pembelajaran Science Technology Engineering Mathematics ( STEM ) Terhadap Keterampilan Proses Sains Siswa pada Tema Lingkungan Sahabat Kita di Sekolah Dasar. Jurnal Pendidikan Indonesia.
Creswell, J. W., & Clark, V. L. P. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications.
Das, P. M., Faikhamta, C., & Punsuvon, V. (2019). Bhutanese Students’ Views of Nature of Science: a Case Study of Culturally Rich Country. Research in Science Education, 49(2), 391–412. https://doi.org/10.1007/s11165-017-9611-9
Dockrell, J. E., Bakopoulou, I., Law, J., Spencer, S., & Lindsay, G. (2015). Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy, 31(3), 271–286. https://doi.org/10.1177/0265659015572165
Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112. https://doi.org/10.1002/tea.20243
Eroğlu, S., & Bektaş, O. (2022). The effect of 5E-based STEM education on academic achievement, scientific creativity, and views on the nature of science. Learning and Individual Differences, 98(October 2021). https://doi.org/10.1016/j.lindif.2022.102181
Habiby, I., & Suwandi, T. (2020). Jurnal Pendidikan Progresif Junior High School Students ’ Understanding of The Nature of Science. 10(2), 154–161. https://doi.org/10.23960/jpp.v10.i
Hailey, C. E. (2012). DigitalCommons @ USU Incorporating Engineering Design Challenges into STEM Courses Incorporating Engineering Design Challenges into STEM Courses Daniel L . Householder and Christine E . Hailey , Editors.
Hammack, R., Ivey, T. A., Utley, J., & High, K. A. (2015). Effect of an engineering camp on students’ perceptions of engineering and technology. Journal of Pre-College Engineering Education Research, 5(2), 10–21. https://doi.org/10.7771/2157-9288.1102
Han, H. J., & Shim, K. C. (2019). Development of an engineering design process-based teaching and learning model for scientifically gifted students at the Science Education Institute for the Gifted in South Korea. Asia-Pacific Science Education, 5(1), 1–18. https://doi.org/10.1186/s41029-019-0047-6
Huang, N. tang, Chang, Y. shan, & Chou, C. hui. (2020). Effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering design creativity. Thinking Skills and Creativity, 37(July), 100695. https://doi.org/10.1016/j.tsc.2020.100695
Ilmi, S. A., Ratnawati, R., & Subhan, M. (2021). Pengaruh Pendekatan Science, Technology, Engineering, Mathematics (STEM) terhadap Hasil Belajar Tematik Peserta Didik di Sekolah Dasar. Jurnal Basicedu, 5(6), 5976–5983. https://doi.org/10.31004/basicedu.v5i6.1839
Irez, S. (2006). Are we prepared?: An assessment of preservice science teacher educators’ beliefs about nature of science. Science Education, 90(6), 1113–1143. https://doi.org/10.1002/sce.20156
Karsli Baydere, F., & Bodur, A. M. (2022). 9th Grade Students’ Learning of Designing an Incubator through Instruction Based on Engineering Design Tasks. Journal of Science Learning, 5(3), 500–508. https://doi.org/10.17509/jsl.v5i3.47226
Khishfe, R. (2012). Nature of Science and Decision-Making. International Journal of Science Education, 34(1), 67–100. https://doi.org/10.1080/09500693.2011.559490
Khishfe, R. (2014). Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016. https://doi.org/10.1080/09500693.2013.832004
Khishfe, R. (2017). Consistency of nature of science views across scientific and socio-scientific contexts. International Journal of Science Education, 39(4), 403–432. https://doi.org/10.1080/09500693.2017.1287976
Khishfe, R., Alshaya, F. S., BouJaoude, S., Mansour, N., & Alrudiyan, K. I. (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299–334. https://doi.org/10.1080/09500693.2017.1280741
Khishfe, R., & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29(8), 939–961. https://doi.org/10.1080/09500690601110947
Kimball, M. E. (1967). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110–120. https://doi.org/10.1002/tea.3660050204
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359. https://doi.org/10.1002/tea.3660290404
Lestari, H., & Rahmawati, I. (2020). Pemahaman Nos Peserta Didik Sekolah Dasar. Indonesian Journal of Science, 1(1), 18–26.
Marsari, H., & Rifma, R. (2023). The Development of STEM-Based Teaching Materials to Improve Science Literacy for Grade III Elementary School Students. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1297–1309. https://doi.org/10.35445/alishlah.v15i2.2809
Mccomas, W. F. (2017). Understanding how science work: The nature of science as they foundation for science teaching and learning Science Fairs View project STEM Education View project. ResearchGate, August.
Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American Journal of Physics, 70(12), 1259–1268. https://doi.org/10.1119/1.1514215
Michel, H., & Neumann, I. (2016). Nature of Science and Science Content Learning: The Relation Between Students’ Nature of Science Understanding and Their Learning About the Concept of Energy. Science and Education, 25(9–10), 951–975. https://doi.org/10.1007/s11191-016-9860-4
Mohd Razali, N., & Bee Wah, Y. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33.
Mueller, S., & Reiners, C. S. (2023). Pre-service Chemistry Teachers’ Views about the Tentative and Durable Nature of Scientific Knowledge. In Science and Education (Vol. 32, Issue 6). Springer Netherlands. https://doi.org/10.1007/s11191-022-00374-8
OECD. (2023). PISA 2022 Results Factsheets Indonesia. Organisation for Economic Co-Operation and Development, 1, 1–9.
Permendikbud. (2016). Standar Kompetensi Lulusan No. 20 Tahun 2016. Kemendikbud, 3(2), 13–22.
Rahayu, S. (2020). The views of nature of science (VNOS) expressed by junior high school students from East Java, Indonesia. AIP Conference Proceedings, 2215(April). https://doi.org/10.1063/5.0000528
Rai, A. (2017). Tentativeness of Scientific Theory : What Do. December 2012.
Resnick, L. B., Michaels, S., & O’Connor, M. (2010). How (well-structured) talk builds the mind. Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development, 163–194.
Safitri, N., & Tanjung, I. F. (2023). Development of STEM-Based Student Worksheets on Virus Material to Improve Student Science Literacy. Jurnal Penelitian Pendidikan IPA, 9(3), 1457–1464. https://doi.org/10.29303/jppipa.v9i3.3288
Setiawaty, S., Fatmi, N., Rahmi, A., Unaida, R., Fakhrah, Hadiya, I., Muhammad, I., Mursalin, Muliana, Rohantizani, Alchalil, & Sari, R. P. (2018). Science, technology, engineering, and mathematics (Stem) learning on student’s science process skills and science attitudes. Emerald Reach Proceedings Series, 1, 575–581. https://doi.org/10.1108/978-1-78756-793-1-00036
Shukla, T., Dosaya, D., Nirban, V. S., & Vavilala, M. P. (2020). Factors extraction of effective teaching-learning in online and conventional classrooms. International Journal of Information and Education Technology, 10(6), 422–427. https://doi.org/10.18178/ijiet.2020.10.6.1401
Siew, N. M. (2017). Integrating STEM in an Engineering Design Process: The Learning Experience. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 6(4), 128–141.
Siew, N. M., Goh, H., & Sulaiman, F. (2016). Integrating stem in an engineering design process: The learning experience of rural secondary school students in an outreach challenge program. Journal of Baltic Science Education, 15(4), 477–493. https://doi.org/10.33225/jbse/16.15.477
Sudarsono, S., Abdurrahman, A., & Rosidin, U. (2020). Pengembangan Cerita Bergambar Fisika Berbasis STEM untuk Menumbuhkan Literasi Sains pada Siswa SMP. Jurnal Pendidikan Fisika, 8(1), 11. https://doi.org/10.24127/jpf.v8i1.2202
Sulistiyowati, S., Abdurrahman, A., & Jalmo, T. (2018). The Effect of STEM-Based Worksheet on Students’ Science Literacy. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1), 89. https://doi.org/10.24042/tadris.v3i1.2141
Taherdoost, H. (2019). What Is the Best Response Scale for Survey and Questionnaire Design. International Journal of Academic Research in Management (IJARM), 8(1), 1–10.
Tursinawati, T., & Widodo, A. (2019). Pemahaman Nature of Science (NoS) Di Era Digital: Perspektif Dari Mahasiswa PGSD. Jurnal IPA & Pembelajaran IPA, 3(1), 1–9. https://doi.org/10.24815/jipi.v3i1.13294
Unlu, Z. K., Dokme, I., & Unlu, V. (2016). Adaptation of the Science, Technology, Engineering, and Mathematics Career Interest Survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63(21–36), 36. https://doi.org/10.1016/S0987-7053(04)00065-6
Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration : Teacher Perceptions and Practice STEM Integration : Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1–13. https://doi.org/10.5703/1288284314636
Wati, F., Sinaga, P., & Priyandoko, D. (2017). Science Literacy: How do High School Students Solve PISA Test Items? Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012166
Wi̇narno, N., Rusdi̇ana, D., Samsudi̇n, A., Susi̇lowati̇, E., Ahmad, N., & Afi̇fah, R. M. A. (2020). The steps of the Engineering Design Process (EDP) in science education: A systematic literature review. Journal for the Education of Gifted Young Scientists, 8(4), 1345–1360. https://doi.org/10.17478/jegys.766201
Yasin, R. M., Halim, L., & Ishar, A. (2012). Effects of problem-solving strategies in the teaching and learning of engineering drawing subject. Asian Social Science, 8(16), 65–79. https://doi.org/10.5539/ass.v8n16p65
Yuanita, Y., & Kurnia, F. (2019). Pengembangan Bahan Ajar Berbasis Stem (Science, Technology, Engineering, and Mathematics) Materi Kelistrikan Untuk Sekolah Dasar. Profesi Pendidikan Dasar, 1(2), 199–210. https://doi.org/10.23917/ppd.v1i2.9046
Copyright (c) 2024 Fitriyyatul Muslihah, Nanang Winarno, Andini Fajarwati, Sujito Sujito
This work is licensed under a Creative Commons Attribution 4.0 International License.
Dengan mengirimkan naskah artikel, berarti penulis setuju dengan segala kebijakan yang ditetapkan oleh jurnal dan penerbit.
Penulis menyatakan bahwa:
- kebijakan ini telah diketahui dan disetujui bersama oleh semua penulis;
- naskah artikel belum dipublikasikan secara resmi sebelumnya di media ber-ISSN atau ber-ISBN yang terdaftar, kecuali dalam bentuk abstrak atau sebagai bagian dari materi kuliah, atau skripsi/tesis/disertasi yang tidak diterbitkan;
- naskah tidak sedang dalam proses editorial dan dipertimbangkan untuk publikasi di tempat lain;
- publikasi naskah ini telah disetujui oleh semua penulis, institusi afiliasi penulis, otoritas yang bertanggung jawab, dan lembaga di mana kegiatan telah dilakukan;
- naskah berisi materi yang aman dari pelanggaran hak cipta;
Perjanjian Hak Cipta dan Lisensi
- Penulis memiliki hak cipta dan hak kepemilikan lainnya yang terkait dengan artikel.
- Penulis memiliki hak dan diizinkan untuk menggunakan substansi artikel untuk karya-karya penulis berikutnya, termasuk untuk keperluan bahan/materi kuliah dan buku.
- Penulis menyerahkan hak publikasi pertama kepada jurnal dengan di bawah Lisensi Creative Commons (CC BY 4.0).
Pernyataan Lisensi CC BY 4.0
Anda diperbolehkan:
- Berbagi — menyalin dan menyebarluaskan kembali materi ini dalam bentuk atau format apapun;
- Adaptasi — menggubah, mengubah, dan membuat turunan dari materi ini untuk kepentingan apapun, termasuk kepentingan komersial.
Pemberi lisensi tidak dapat mencabut ketentuan di atas sepanjang Anda mematuhi ketentuan lisensi berikut ini.
- Atribusi — Anda harus mencantumkan nama yang sesuai, mencantumkan tautan terhadap lisensi, dan menyatakan bahwa telah ada perubahan yang dilakukan. Anda dapat melakukan hal ini dengan cara yang sesuai, namun tidak mengisyaratkan bahwa pemberi lisensi mendukung Anda atau penggunaan Anda.
- Tidak ada pembatasan tambahan — Anda tidak dapat menggunakan ketentuan hukum atau sarana kontrol teknologi yang secara hukum membatasi orang lain untuk melakukan hal-hal yang diizinkan lisensi ini.