Orjinal Araştırma Makalesi | Anadolu Türk Eğitim Dergisi 2024, Cil. 6(3) 298-312
The Impact of a Problem-Based Learning Model Combined With a Stem Approach on the Critical Thinking Abilities of High School in Buffer Solution
Mizzan Ayubi, Yuni Hartati Eliya Rosa & Vegha Dwi Arthamena
ss. 298 - 312 | Makale No: MANU-2409-28-0002.R3
Yayın tarihi: Aralık 31, 2024 | Okunma Sayısı: 10 | İndirilme Sayısı: 16
Özet
STEM-based Problem-Based Learning (PBL) is a student-centered learning process designed to enhance critical thinking skills within the framework of 21st-century skillsThis research seeks to examine the differences in critical thinking and collaboration skills between students using STEM-integrated Problem-Based Learning and those engaged in Discovery Learning in the context of buffer solutions. The research subjects consisted of four classes (N=130) of students at SMAN 2 Muara Beliti. This study involved two treatment groups, with the experimental group utilizing the STEM-based Problem-Based Learning (PBL) model and the control group employing the Discovery Learning (DL) model. Critical thinking skills instruments were used as relevant data collection tools. The obtained data were analyzed using ANOVA. The results showed an effect of the PBL model on critical thinking skills, evidenced by a significance value of <0.05. Considering these average scores, there is a difference between students participating in PBL and those participating in DL. The use of the PBL model in the experimental class enhanced critical thinking skills more effectively compared to the control class. The result collected through discussion with literature review and suggestions provided. The STEM-integrated PBL approach is found to be more effective in boosting critical thinking skills compared to the DL model. The contribution of the STEM-integrated PBL to critical thinking skills is 14%, indicating a moderate level of effectiveness.
Anahtar Kelimeler: Buffer Solution, Critical Thinking Ability, Cheistry Learning, Problem-Based Learning, STEM
| Bu makaleye nasıl atıf yapılır? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| Kaynakça |
|---|
|
Admiraal, W., Post, L., Guo, P., Saab, N., Makinen, S., Rainio, O., . . . Danford, G. (2019). Students as Future Workers: Cross-border Multidisciplinary Learning Labs in Higher Education. International Journal of Technology in Education, 3(2), 85-94. Akpan, B., & Kennedy, T. (2020). Science Education in Theory and Practice An Introductory Guide to Learning Theory: An Introductory Guide to Learning Theory. Texas: Springer. Anesa, D., & Ahda, Y. (2021). The Effectiveness of Problem Based Learning (PBL) Based EModule on the Classic Genetic Materials to Improve the Student's Critical Thinking Skills . International Journal of Social Science and Human Research, 4(7), 1785-1789. doi:https://doi.org/10.47191/ijsshr/v4-i7-30 Anggraeni, D., Prahani, B., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fosteringcritical thinking skills . Thinking Skills and Creativity, 49, 1-13. doi:https://doi.org/10.1016/j.tsc.2023.101334 Bakirci, H., & Kutlu, E. (2018). Determination of Science Teachers’ views on STEM Approach. Turkish Journal of Computer and Mathematics Education, 9(2), 367-389. doi:http://dx.doi.org/10.16949/turkbilmat.417939 Barron, B., Schwartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., & Bransford, J. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3), 271-311. doi:https://doi.org/10.1080/10508406.1998.9672056 Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. (2021). Critical thinking in practice: The priorities and practices of instructors teaching in higher education. Thinking Skills and Creativity, 41, 21-24. doi:https://doi.org/10.1016/j.tsc.2021.100856 Buchs, C., & Butera, F. (2015). COOPERATIVE LEARNING AND SOCIAL SKILLS DEVELOPMENT. Collaborative Learning: Developments in Research and Practice, 201-238. doi:http://hdl.handle.net/20.500.12162/5567 Carnevale, A., Smith, N., & Melton, M. (2011). STEM (Science, Technology, Engineering and Mathematics). Washington: georgetown University Center on Education and the Workforce. Chan, S., Gondhalekar, A., Choa, G., & Rashid, M. (2022). Adoption of Problem-Based Learning in Medical Schools in Non-Western Countries: A Systematic Review. Teaching and Learning in Medicine, 36(2), 111-122. doi:https://doi.org/10.1080/10401334.2022.2142795 Chine, D., & Larwin, K. (2022). Using HLM to Determine a STEM Programs Impact on Middle School Academic Achievement . International Journal of Research in Education and Science (IJRES), 8(1), 1-17. doi:https://doi.org/10.46328/ijres.2607 Cottrell, S. (2023). Critical Thinking Skills (4th ed). London: Bloomsbury Publishing Plc. Creswell, J. W. (2011). Educational research : planning, conducting, and evaluating quantitative and qualitative research. Boston: Perason Education. D'Alessio, F., Avolio, B., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA students. Thinking Skills and Creativity, 31, 275-283. doi:https://doi.org/10.1016/j.tsc.2019.02.002 Darling-Hammond, L., Flook, L., Cook_harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. doi:https://doi.org/10.1080/10888691.2018.1537791 DeChenne, S., Koziol, N., Needham, M., & Enochs, L. (2017). Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants. Life Science Education, 14, 1-14. doi:https://doi.org/10.1187/cbe.14-09-0153 Dervic, D., Glamocic, D., Gazibegovic-Busuladzic, A., & Mesic, V. (2018). Teaching physics with simulations: Teacher-centered versus student-centered approaches. Journal of Baltic Science Education, 17(2), 288-299. doi:http://dx.doi.org/10.33225/jbse/18.17.288 Donohue, K., Buck, G., & Akerson, v. (2020). Where’s the Science? Exploring a New Science Teacher Educator’s Theoretical and Practical Understandings of Scientific Inquiry. International Journal of Reserach in Education and Science, 6(1'), 1-13. doi:https://doi.org/10.46328/ijres.v6i1.571 Eldy, E., & Sulaiman, F. (2013). The Capability of Integrated Problem-Based Learning in Improving Students‟ Level of Creative-Critical Thinking. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(4), 347-350. Elmouhtarim, S. (2018). Integrating Critical Thinking Skills in Reading Courses at the University Level. Arab World English Journal, 9(3), 331-344. doi:https://dx.doi.org/10.24093/awej/vol9no3.22 Ennis, R. (1991). Critical Thinking: A Streamlined Conception. Teaching Philosophy, 5-24. Ennis, R. (2018). Critical Thinking Across the Curriculum: A Vision. Topoi, 37, 165-184. doi:https://doi.org/10.1007/s11245-016-9401-4 Erdogan, N., Navruz, B., Younes, R., & Capraro, R. (2016). Viewing How STEM Project-Based Learning Influences Students’ Science Achievement Through the Implementation Lens: A Latent Growth Modeling. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2139-2154. doi:http://dx.doi.org/10.12973/eurasia.2016.1294a Fadilla, N., Nurlaela, L., Rijanto, T., Ariyanto, S., Rahmah, L., & Huda, S. (2021). Effect of problem-based learning on critical thinking skills . Journal of Physics.1810, s. 1-5. Surabaya: IOP Publishing. doi:10.1088/1742-6596/1810/1/012060 Fitriani, A., Zubaidah, S., Susilo, H., & Al-Muhdhar, M. (2020). PBLPOE: A Learning Model to Enhance Students’ Critical Thinking Skills and Scientific Attitudes . International Journal of Instruction, 13(2), 89-106. doi:https://doi.org/10.29333/iji.2020.1327a Fong, C., Kim, Y., Davis, C., Hoang, T., & Kim, Y. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71-83. doi:https://doi.org/10.1016/j.tsc.2017.06.002 Geisinger, K. (2016). 21st Century Skills: What Are They and How Do We Assess Them? Applied Measuremenet in Education, 29(4), 245-249. doi:https://doi.org/10.1080/08957347.2016.1209207 Gullen, S., & Yaman, S. (2019). The Effect of Integration of STEM Disciplines into Toulmin's Argumentation Model on Students' Academic Achievement, Reflective Thinking, and Psychomotor Skills*. Journal of Science Education, 16(2), 216-230. doi:http://dx.doi.org/10.12973/tused.10276a) Han, S., Rosli, R., Capraro, M., & Capraro, R. (2016). The effect of Science, technology, engineering and mathematics (STEM) project based learning (PBL) on students' Achievement in four mathematics topics. Journal of Turkish Science Education, 13, 3-29. doi:http://dx.doi.org/10.12973/tused.10168a Hart, C., Da Costa, C., D'Souza, D., Kimpton, A., & Ljbusic, J. (2021). Exploring higher education students’ critical thinking skills through content analysis. Thinking Skills and Creativity, 41, 100877. doi:https://doi.org/10.1016/j.tsc.2021.100877 Hidayati, N., Zubaidah, S., & Amnah, S. (2022). The PBL vs. Digital Mind Maps Integrated PBL: Choosing Between the two with a view to Enhance Learners’ Critical Thinking. Participatory Educational Research, 9(3), 330-343. doi:https://doi.org/10.17275/per.22.69.9.3 Hyytinen, H., Nissinen, K., Ursin, J., Toom, A., & Lindblom-Ylanne, S. (2015). Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students. Studies in Educational Evaluation, 44, 1-8. doi:https://doi.org/10.1016/j.stueduc.2014.11.001 Lou, S.-J., Liu, Y.-H., Shih, R., Chuang, S.-Y., & Tseng, K. (2011). Effectiveness of On-line STEM Project-Based Learning for Female Senior High School Students. International Journal of Engineering Education, 27(2), 399-410. Magwilang, E. B. (2016). Teaching Chemistry in Context: Its Effects on Students’ Motivation, Attitudes and Achievement in Chemistry. International Journal of Learning, Teaching and Educational Research, 15(4), 60-68. Makhrus, M., Harjono, A., Syukur, A., Bahri, S., & Muntari. (2018). ANALISIS RENCANA PELAKSANAAN PEMBELAJARAN (RPP) TERHADAP KESIAPAN GURU SEBAGAI ROLE MODEL KETERAMPILAN ABAD 21 PADA PEMBELAJARAN IPA SMP. Jurnal Penelitian Pendidikan IPA, 5(1), 66-72. doi:https://doi.org/10.29303/jppipa.v5i1.171 Marino, M., Black, A., Hayes, M., & Beecher, C. (2010). An analysis of factors that affect struggling readers’ comprehension during a technology-enhanced STEM astronomy curriculum. Journal of Special Education Technology, 25(3), 35-48. doi:http://dx.doi.org/10.1177/016264341002500305 Marsita, R. A., Priatmoko, S., & Kusuma, E. (2010). ANALISIS KESULITAN BELAJAR KIMIA SISWA SMA DALAM MEMAHAMI MATERI LARUTAN PENYANGGA DENGAN MENGGUNAKAN TWO-TIER MULTIPLE CHOICE DIAGNOSTIC INSTRUMENT. Jurnal Inovasi Pendidikan Kimia, 4(1), 512-520. Martinez-Borreguero, G., Naranjo-Correa, F., & Mateos-Nunez, M. (2022). Cognitive and Emotional Development of STEM Skills in Primary School Teacher Training through Practical Work. Education Science, 12(7), 1-21. doi:https://doi.org/10.3390/educsci12070470 Memis, E., & Cevik, E. (2018). Argumentation based inquiry applications: Small group discussions of students with different levels of success. Journal of Turkish Science Education, 15(1), 25-42. doi:http://dx.doi.org/10.12973/tused.10219a Mutakinati, L., Anwari, I., & Kumano, Y. (2018). Analysis of Students’ Critical Thinking Skill of Middle School through STEM Education Project-Based Learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54-65. doi:https://doi.org/10.15294/jpii.v7i1.10495 Nisa, E., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students' critical thinking skills at senior high school. Journal of Physics.997, s. 1-6. Surabaya: IOP Science. doi:10.1088/1742-6596/997/1/012049 Odebiyi, O., & Odebiyi, A. (2021). Critical thinking in social contexts: A trajectory analysis of states’ K-5 social studies content standards. The Journal of Social Studies Research, 45(4), 277-288. doi:https://doi.org/10.1016/j.jssr.2021.05.002 Onen, A. S., & Ulusoy, F. M. (2014). DEVELOPING THE CONTEXTBASED CHEMISTRY MOTIVATION SCALE: VALIDITY AND RELIABILITY ANALYSIS. Journal of Baltic Science Education, 13(6), 809-820. Paul, R., & Elder, L. (2007). Consequential validity: using assessment to drive instruction, foundation for critical thinking. Berkeley: University of California. Polat, O., & Aydin, E. (2020). The effect of mind mapping on young children’s critical thinking skills. Thinking Skills and Creativity, 38, 100743. doi:https://doi.org/10.1016/j.tsc.2020.100743 Pramesti, D., Probosari, R., & Indriyanti, N. (2022). Effectiveness of Project Based Learning Low Carbon STEM and Discovery Learning to Improve Creative Thinking Skills. Journal of Innovation in Educational and Cultural research, 3(3), 445-456. doi:https://doi.org/10.46843/jiecr.v3i3.156 Pramestika, N., Wulandari, I., & Sujana, I. (2020). Enhancement of Mathematics Critical Thinking Skills through Problem Based Learning Assisted with Concrete Media. Journal of Education, 4(3), 254-263. doi:https://doi.org/10.23887/jet.v4i3.25552 Rati, N., & Rediani, N. (2020). E-learning Assissted by Finger Printing on Students’ Critical Thinking and Creativity. Journal of Education Technology, 4(4), 433-440. doi:https://doi.org/10.23887/jet.v4i4.30214 Reynders, G., Lantz, J., Ruder, S. M., Stanford, C., & Cole, R. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. Interntaional Journal of STEM Education, 7(9), 1-15. doi:https://doi.org/10.1186/s40594-020-00208-5 Ridho, S., Ruwiyatun, Subali, B., & Marwoto, P. (2020). Analisis Kemampuan Berpikir Kritis Siswa Pokok Bahasan Klasifikasi Materi dan Perubahannya. Jurnal Penelitian Pendidikan IPA, 6(1), 10-15. doi:https://doi.org/10.29303/jppipa.v6i1.194 Rogers, J., & Revesz, A. (2019). Experimental and quasi-experimental designs. In The Routledge handbook pf research methods in applied linguistics. London: Routledge. Rusilowati, A., Nugroho, S., & Susilowati, S. (2016). DEVELOPMENT OF SCIENCE TEXTBOOK BASED ON SCIENTIFIC LITERACY FOR SECONDARY SCHOOL. Jurnal Pendidikan Fisika Indonesia, 12(2), 98-105. doi:https://doi.org/10.15294/jpfi.v12i2.4252 S. Barrows, H., & M.Tamblyn, R. (1980). Problem-Based Learning: An Approach to Medical Education. New York: Springer Publishing Company. Santyasa, I., Santyadiputra, G., & Juniantari, M. (2019). Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics. Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019).335, s. 633-644. Indonesia: Atlantis Press. doi:http://dx.doi.org/10.2991/icesshum-19.2019.101 Seibert, S. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16, 85-88. doi:https://doi.org/10.1016/j.teln.2020.09.002 Seilbert, S. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16, 85-88. doi:https://doi.org/10.1016/j.teln.2020.09.002 Silberman, D., Carpenter, R., takemoto, J., & Coyne, L. (2021). The impact of team-based learning on the critical thinking skills of pharmacy students. Currents in Pharmacy Teaching and Learning, 13(2), 116-121. doi:https://doi.org/10.1016/j.cptl.2020.09.008 Silviariza, W., Sumarni, & Handoyo, B. (2021). Improving Critical Thinking Skills of Geography Students with SpatialProblem Based Learning (SPBL) . International Journal of Instruction, 14(3), 133-152. doi:https://doi.org/10.29333/iji.2021.1438a Song, M. (2020). Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea. International Journal of Comparatibe Education and Development, 22(2), 131-146. doi:https://doi.org/10.1108/IJCED-02-2019-0016 Soros, P., Ponkham, K., & Ekkapim, S. (2018). The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level. AIP Conference Proceedings (s. 030045). AIP Publishing. doi:https://doi.org/10.1063/1.5019536 Suhirman, Prayogi, S., & Asy'ari, M. (2021). Problem-Based Learning with Character-Emphasis and Naturalist Intelligence: Examining Students Critical Thinking and Curiosity . International Journal of Instruction, 14(2), 217-232. doi:https://doi.org/10.29333/iji.2021.14213a Suryanti, N., & Nurhuda. (2021). The Effect of Problem-Based Learning with an Analytical Rubric on the Development of Students’ Critical Thinking Skills . International Journal of Instruction, 14(2), 665-684. doi:https://doi.org/10.29333/iji.2021.14237a Torres, N., & Cristancho, J. (2018). Analysis of the forms of argumentation of teachers in training in the context of a socio-scientific issue. Journal of Turkish Science Education, 15(1), 57-79. doi:http://dx.doi.org/10.12973/tused.10221a Trilling, B., & Fadel, C. (2012). 21st Century Skills: Learning for Life in Our Times 1st Edition. England: John Wiley And Sons Inc; 1st edition. Tudu, U., Ali, M., & Ahmad, M. (2023). Effectiveness of STEM problem-based learning on the achievement of biology among secondary school students in Nigeria. Journal of Turkish Science Education, 20(3), 453-467. doi:http://dx.doi.org/10.36681/tused.2023.026 Veliz, L., & Veliz-Campos, M. (2019). An interrogation of the role of critical thinking in English language pedagogy in Chile. Teaching in Higher Education, 24(1), 47-62. doi:https://doi.org/10.1080/13562517.2018.1456424 Wahyu, Y., Suastra , I., Sadia, I., & Suarni, N. (2020). The Effectiveness of Mobile Augmented Reality Assisted STEM-Based Learning on Scientific Literacy and Students’ Achievement . International Journal of Instruction, 13(3), 343-356. doi:https://doi.org/10.29333/iji.2020.13324a Wan, Z., Jiang, Y., & Zhan, Y. (2021). STEM Education in Early Childhood: A Review of Empirical Studies. Early Education and Development, 32(7), 940-962. doi:https://doi.org/10.1080/10409289.2020.1814986 Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis. International Journal of STEM Education, 9(26), 1-13. doi:https://doi.org/10.1186/s40594-022-00344-0 Yang, D., & Baldwin, S. (2020). Using Technology to Support Student Learning in an Integrated STEM Learning Environment . International Journal of Technology in Education and Science, 4(1), 1-11. Yilmaz, A., Gulgun, C., Cetinkaya, M., & Doganay, K. (2018). Initiatives and New Trends Towards Stem Education in Turkey. Journal of Education and Training Studies, 6(11), 1-10. doi:http://dx.doi.org/10.11114/jets.v6i11a.3795 Yu, Z., Hu, R., Ling, S., Zhuang, J., Chen, Y., Chen, M., & Lin, Y. (2021). Effects of blended versus offline case-centred learning on the academic performance and critical thinking ability of undergraduate nursing students: A cluster randomised controlled trial. Nurse Education in Practice, 53, 103080. doi:https://doi.org/10.1016/j.nepr.2021.103080 Zubaidah, S., Corebima, A., Mahanal, S., & Mistinah. (2018). Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw . International Journal of Instruction, 11(2), 41-56. doi:https://doi.org/10.12973/iji.2018.1124a
|
