The Effect of STEM-ThingLink Learning Design on Students' Conceptual Understanding of Nutrition

Inayah Al Fatihah, Murni Ramli, Dwi Teguh Rahardjo

Abstract


This study aims to determine the effect of the Science, Technology, Engineering, and Mathematics (STEM)-ThingLink learning design on students' conceptual understanding. Thinglink.com is used as a platform to present problems and set STEM projects, on the topic of nutrition. This research is a quasiexperimental research with One-Shot Case Pretest-Posttest Design. Data was collected by means of pre-test and post-test to assess the improvement of students' conceptual understanding. The hypothesis test used is the paired sample t test. The results showed that there was an increase in students' understanding of the material concepts, which was marked by an increase in the pre-test score (M=54.26, SD=14.73) to post-test scores (M=72.93, SD=12.63). Paired sample t-test also showed significant results, sig. < (0.03 <0.05) which means H0 is rejected. It can be concluded that the STEM-ThingLink learning design has a positive effect on students' understanding of nutrition concepts.

ABSTRAK: Penelitian ini bertujuan untuk mengetahui pengaruh desain pembelajaran Science, Technology, Engineering, and Mathematics (STEM)-ThingLink terhadap pemahaman konsep siswa. Model STEM-ThingLink menerapkan Engineering Design Process (EDP) dalam sintaksnya. Thinglink.com digunakan sebagai platform untuk menyajikan masalah dan menetapkan proyek STEM. Aplikasi difokuskan pada topik gizi yang diajarkan kepada siswa kelas delapan IPA di sekolah menengah pertama. Penelitian ini merupakan penelitian eksperimen semu dengan desain One-Shot Case Pretest-Posttest Design. Model pembelajaran STEM-ThingLink diterapkan pada kelas eksperimen. Pengumpulan data dilakukan dengan pre-test dan post-test untuk menilai peningkatan pemahaman konsep siswa. Uji hipotesis yang digunakan adalah uji t sampel berpasangan. Hasil penelitian menunjukkan adanya peningkatan pemahaman konsep materi siswa yang ditandai dengan peningkatan nilai pre-test (M=54.26, SD=14.73) menjadi nilai post-test (M=72.93, SD=12.63). Uji-t sampel berpasangan juga menunjukkan hasil yang signifikan, sig. < (0,03 < 0,05) yang berarti H0 ditolak. Dapat disimpulkan bahwa desain pembelajaran STEM-ThingLink berpengaruh positif terhadap pemahaman konsep gizi siswa.


Keywords


Concept understanding; Engineering design process; Nutrition STEM-ThingLink learning.

Full Text:

PDF

References


Allanta, T. R., & Puspita, L. (2021). Analisis keterampilan berpikir kritis dan self efficacy peserta didik: Dampak PjBL-STEM pada materi ekosistem. Jurnal Inovasi Pendidikan IPA, 7(2).

Anderson, L. W., DR, K. P. W. A., & Cruikshank, K. A. (2001). Taxonomy for Assessing a Revision of Bloom’s Taxonomy of Educational Objectives.

Ardianti, S. (2020). The impact of the STEM education approach on the blended learning is to improve student's critical thinking skills. Universal Journal of Educational Research, 8(3), 24–32. https://doi.org/10.13189/ujer.2020.081503

Arisanti, W. O. L., Sopandi, W., & Widodo, A. (2016). Analisis penguasaan konsep dan keterampilan berpikir kreatif siswa SD melalui project based learning. EduHumaniora| Jurnal Pendidikan Dasar Kampus Cibiru, 8(1), 82–95.

Arivina, A. N., & Jailani, J. (2020). Development of trigonometry learning kit with a STEM approach to improve problem solving skills and learning achievement. Jurnal Riset Pendidikan Matematika, 7(2), 178–194.

Berland, L., Steingut, R., & Ko, P. (2014). High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content. Journal of Science Education and Technology, 23(6), 705–720.

Buckner, T., & Boyd, B. (2015). STEM Leadership: How Do I Create a STEM Culture in My School?(ASCD Arias). ASCD.

Celik, T. (2020). Examination of sample course design studies performed by pre-service social studies teachers by using digital technologies. Turkish Online Journal of Distance Education, 22(1), 209–228.

Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: A typology and four models of integration. International Journal of Educational Management, 34(6), 1063–1078.

Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215–226.

Ejiwale, J. A. (2012). Facilitating teaching and learning across STEM fields. Journal of STEM Education: Innovations and Research, 13(3).

Fan, S.-C., & Yu, K.-C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27(1), 107–129.

Febriyanti, D., Sjaifuddin, S., & Biru, L. T. (2022). Analisis Proses Pembelajaran IPA Terpadu Dalam Pelaksanaan Kurikulum 2013 Di SMP Kecamatan Sumur-Banten. PENDIPA Journal of Science Education, 6(1), 218–225.

Georgieva, D., Koleva, G., & Hristova, I. (2021). Virtual Technologies in the Medical Professions-Creation of 360-Degree Environments for Health Care Training. TEM Journal, 10(3).

Hidayanti, W. I., Rochintaniawati, D., & Agustin, R. R. (2018). The Effect of Brainstorming on Students’ Creative Thinking Skill in Learning Nutrition. Journal of Science Learning, 1(2), 44–48.

Inozemtseva, K., Kirsanova, G., Troufanova, N., & Semenova, Y. (2018). Using thinglink digital posters in teaching esp to business and economics students: A case study of bauman moscow state technical university. ICERI 2018 Proceedings, 3487–3492.

Jeffery, A. J., Rogers, S. L., Jeffery, K. L., & Hobson, L. (2021). A flexible, open, and interactive digital platform to support online and blended experiential learning environments: Thinglink and thin sections. Geoscience Communication, 4(1), 95–110.

Jolly, A. (2016). STEM by design: Strategies and activities for grades 4-8. Routledge.

Komarudin, Komarudin, Puspita, L., Suherman, S., & Fauziyyah, I. (2020). Analisis Pemahaman Konsep Matematis Peserta Didik Sekolah Dasar: Dampak Model Project Based Learning Model. DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar, 7(1), 43–53.

Komarudin, Komarudin, Suherman, S., & Anggraini, A. (2021). Analysis of Mathematical Concept Understanding Capabilities: The Impact of Makerspae STEM Learning Approach Models and Student Learning Activities. Journal of Innovation in Educational and Cultural Research, 2(1), 35–43.

Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. NSTA Press, National Science Teachers Association Arlington.

Lavanya, G. K. (2020). Enriching education through E-Learning. International Journal of Science and Research, 9(5), 270–273.

Leslie, O. W. (2016). Anderson and Krathwohl–Bloom’s Taxonomy Revised: Understanding the New Version of Bloom’s Taxonomy.

Linh, N. Q., Duc, N. M., & Yuenyong, C. (2019). Developing critical thinking of students through STEM educational orientation program in Vietnam. Journal of Physics: Conference Series, 1340(1), 012025. IOP Publishing.

Lukum, A. (2015). Evaluasi program pembelajaran IPA SMP menggunakan model countenance stake. Jurnal penelitian dan evaluasi pendidikan, 19(1), 25–37.

Nurjannah, S., Wicaksono, I., & Budiarso, A. S. (2018). Kajian Pembelajaran IPA dengan Model Pengintegrasian. FKIP e-PROCEEDING, 3(1), 341–346.

Nurjhani, M., Rustaman, N. Y., & Redjeki, S. (2012). Kajian Tentang Penguasaan Konsep Gizi Siswa SMP. Jurnal Pendidikan IPA Indonesia, 1(2).

Ozkan, G., & Umdu Topsakal, U. (2021). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. Research in Science & Technological Education, 39(4), 441–460.

Priatna, N. (2020). STEM education at junior high school mathematics course for improving the mathematical critical thinking skills. Journal for the Education of Gifted Young Scientists, 8(3), 1173–1184. https://doi.org/10.17478/JEGYS.728209

Pursitasari, I. D., Nuryanti, S., & Rede, A. (2015). Promoting of Thematic-Based Integrated science Learning on the Junior High School. Journal of Education and Practice, 6(20), 97–101.

Puspita, L. (2019). Pengembangan modul berbasis keterampilan proses sains sebagai bahan ajar dalam pembelajaran biologi. Jurnal Inovasi Pendidikan IPA, 5(1), 79–88.

Qadir, J., Yau, K.-L. A., Imran, M. A., & Al-Fuqaha, A. (2020). Engineering education, moving into 2020s: Essential competencies for effective 21st century electrical & computer engineers. 2020 IEEE Frontiers in Education Conference (FIE), 1–9. IEEE.

Safaruddin, S., Degeng, I. N. S., Setyosari, P., & Murtadho, N. (2020). The Effect of PjBL with WBL Media and Cognitive Style on Studentsâ€TM Understanding and Science-Integrated Concept Application. Jurnal Pendidikan IPA Indonesia, 9(3), 384–395.

Sari, D. P., Puspita, L., & Handoko, A. (2021). Contextual Teaching and Learning Model Assisted by Zoom Cloud Meetings: The Impact on Students’ Critical Thinking Skills. Biosfer: Jurnal Tadris Biologi, 12(1), 32–39.

Sasmita, Z. A. G., Widodo, W., & Indana, S. (2021). Contextual Based Learning Media Development to Train Creative Thinking Skill in Primary School. IJORER: International Journal of Recent Educational Research, 2(4), 468–476.

Sayekti, A. M. (2020). Development of PJBL-based LKPD with STEM approach design to improve critical thinking skills. International Journal of Scientific and Technology Research, 9(3), 3390–3394.

Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(1), 1–20.

Suherman, S., Komarudin, K., Rosyid, A., Aryanita, S., Asriyanto, D., Aradika Putra, T., & Anggoro, T. (2018). Improving trigonometry concept through STEM (Science, Technology, Engineering, and Mathematics) learning. International Conference on Multidisciplinary Academic (ICMA).

Suherman, S., Vidákovich, T., & Komarudin, K. (2020). STEM-E: Fostering Mathematical Creative Thinking Ability in The 21st Century. The 1st South East Asia-Science, Technology, Engineering and Mathematics International Conference 2020.

Sutaphan, S., & Yuenyong, C. (2019). STEM Education Teaching approach: Inquiry from the Context Based. Journal of Physics: Conference Series, 1340(1), 012003. IOP Publishing.

Syukri, M., Halim, L., Mohtar, L. E., & Soewarno, S. (2018). The impact of engineering design process in teaching and learning to enhance studentsâ€TM science problem-solving skills. Jurnal Pendidikan IPA Indonesia, 7(1), 66–75.

Ulum, M. B., Putra, P. D. A., & Nuraini, L. (2021). Identify use of EDP to strengthen student’s critical thinking ability through LKS. ScienceEdu: Jurnal Pendidikan IPA, 4(1), 50–55.

Uzuntiryaki-Kondakci, E., & Capa-Aydin, Y. (2013). Predicting critical thinking skills of university students through metacognitive self-regulation skills and chemistry self-efficacy. Educational Sciences: Theory and Practice, 13(1), 666–670.

Vidákovich, T. (2021). STEM-E: Fostering mathematical creative thinking ability in the 21st Century. Journal of Physics: Conference Series, 1882(1), 012164. IOP Publishing.

Warrick, A., & Woodward, H. (2021). Reflections on 21st century skill development using interactive posters and virtual reality presentations. CALL and professionalisation: short papers from EUROCALL 2021, 290.

White, D. M. (2016). Connecting STEM with design thinking.




DOI: http://dx.doi.org/10.24042/biosfer.v13i1.11920

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2022 Biosfer: Jurnal Tadris Biologi

License URL: https://creativecommons.org/licenses/by-sa/4.0