STEM problem-based learning module: a solution to overcome elementary students’ poor problem-solving skills
DOI:
https://doi.org/10.47750/pegegog.12.04.35Keywords:
STEM, Problem-based Learning, Science education, problem-solving skillsAbstract
Problem-solving skills are required to solve difficulties encountered in daily life. These skills are important but rarely mastered by fourth grade elementary school students. One explanation for this is that the learning tools have not been specifically designed to help pupils develop their problem-solving skills. The purpose of this research and development project was to generate a valid STEM-PBL module using the ADDIE procedure (analysis, design, development, implementation, and evaluation). The content validity was evaluated by a science learning expert, a learning technology expert, and a language expert. Construct validity was determined through an experimental study conducted with a group of students. The Likert scale was used to assess the product and the Content Validity Index (CVI) of the instrument was analyzed. The students’ problem-solving skills were examined using a multiple choice test. The paired sample t-test was used to determine the differences in students’ problem-solving skills following the module’s implementation. The STEM-PBL module was successfully developed for fourth graders of elementary school. This module integrates the STEM’s components as well as problem-based learning syntax. The module is arranged according to the characteristics of elementary school students, namely self-instruction, self-contained, stand alone, adaptive, and users friendly. The module was declared valid in terms of content by a science learning expert, a educational technology expert, and a linguist. The application of the module indicates differences in the research participants’ pretest and post-test scores. The module includes practical tasks and problem-solving discussions that aid in the development of problem-solving skills.
Downloads
References
Abidin, Z. S. E. W., & Walida, S. E. (2019). Interactive E-Module Model of Transformation Geometry Based on Case (Creative, Active, Systematic, Effective) as A Practical and Effective Media to Support Learning Autonomy and Competence. Brazilian Journal of Implantology and Health Sciences , 1(7), 206–223. https://doi.org/10.36557/2674-8169.2019v1n7p206-223
Adel Al-khatib Assistant Professor, B. (2012). The Effect of Using Brainstorming Strategy in Developing Creative Problem Solving Skills among Female Students in Princess Alia University College. American International Journal of Contemporary Research, 2(10). www.aijcrnet.com
Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88. https://doi.org/10.1007/S10798-015-9341-0/TABLES/11
Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research, 6(2015), 68–72.
Alfi, C., Sumarmi, S., & Amirudin, A. (2016). Pengaruh pembelajaran geografi berbasis masalah dengan blended learning terhadap kemampuan berpikir kritis siswa SMA. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(4), 597–602. https://doi.org/10.17977/JP.V1I4.6203
Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & Ibrohim, I. (2016). Improving critical thinking skills through the integration of problem based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36–44. https://doi.org/10.1108/IJLLS-10-2014-0042/FULL/XML
Barak, M., & Assal, M. (2016). Robotics and STEM learning: students’ achievements in assignments according to the P3 Task Taxonomy—practice, problem solving, and projects. International Journal of Technology and Design Education 2016 28:1, 28(1), 121–144. https://doi.org/10.1007/S10798-016-9385-9
Basham, J. D., & Marino, M. T. (2013). Understanding STEM Education and Supporting Students through Universal Design for Learning: Teaching Exceptional Children, 45(4), 8–15. https://doi.org/10.1177/004005991304500401
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer Science & Business Media. https://doi.org/10.1007/978-0-387-09506-6
Cooper, R., & Heaverlo, C. (2013). Problem Solving and Creativity and Design: What Influence Do They Have on Girls’ Interest in STEM Subject Areas?. American Journal of Engineering Education, 4(1), 27–38.
Coyne, E., Rands, H., Frommolt, V., Kain, V., Plugge, M., & Mitchell, M. (2018). Investigation of blended learning video resources to teach health students clinical skills: An integrative review. Nurse Education Today, 63, 101–107. https://doi.org/10.1016/J.NEDT.2018.01.021
Cramer, W., Guiot, J., Fader, M., Garrabou, J., Gattuso, J. P., Iglesias, A., Lange, M. A., Lionello, P., Llasat, M. C., Paz, S., Peñuelas, J., Snoussi, M., Toreti, A., Tsimplis, M. N., & Xoplaki, E. (2018). Climate change and interconnected risks to sustainable development in the Mediterranean. Nature Climate Change 2018 8:11, 8(11), 972–980. https://doi.org/10.1038/s41558-018-0299-2
Daryono, R. W., & Rochmadi, S. (2020). Development of learning module to improve competency achievement in the department of civil engineering education in Indonesia. Psychology, Evaluation, and Technology in Educational Research, 3(1), 34–43. https://doi.org/10.33292/PETIER.V3I1.54
Dobson, H. E., & Tomkinson, C. B. (2012). Creating sustainable development change agents through problem-based learning: Designing appropriate student PBL projects. International Journal of Sustainability in Higher Education, 13(3), 263–278. https://doi.org/10.1108/14676371211242571/FULL/XML
Du, X., & Chaaban, Y. (2020). Teachers’ readiness for a statewide change to PJBL in primary education in Qatar. Interdisciplinary Journal of Problem-Based Learning, 14(1), 1–15. https://doi.org/10.14434/ijpbl.v14i1.28591
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Farihah, M. J., Mohd Norawi, A., & Nur Jahan, A. (2021). Game-Based STEM Module Development for KSSM Science Teachers. Journal of Turkish Science Education, 18(2), 249–262. https://doi.org/10.36681/tused.2021.63
Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87–97. https://doi.org/10.1016/J.COMPEDU.2012.11.016
Guilford, J. . (1956). Fundamental Statistic in Psychology and Education (3rd ed.). McGraw-Hill Book Company, Inc.
Hairida, H. (2016). The effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 209–215. https://doi.org/10.15294/jpii.v5i2.7681
Hamdani, S. B. M. (2011). Strategi Belajar Mengajar. CV.Pustaka Setia.
Handayani, D., Elvinawati, E., Isnaeni, I., & Alperi, M. (2021). Development Of Guided Discovery Based Electronic Module For Chemical Lessons In Redox Reaction Materials. Article in International Journal of Interactive Mobile Technologies, 15(7). https://doi.org/10.3991/ijim.v15i07.21559
Handayani, E. S., Yuberti, Saregar, A., & Wildaniati, Y. (2021). Development of STEM-integrated physics e-module to train critical thinking skills: The perspective of preservice teachers. Journal of Physics: Conference Series, 1796(1), 012100. https://doi.org/10.1088/1742-6596/1796/1/012100
Hasanah, A., Handayati, P., & Susilowibowo, J. (2020). Development of Student Worksheets based on Problem-Based Learning. Proceedings Ofthe 2nd International Research Conference on Economics and Business (IRCEB 2018), 128–135. https://doi.org/10.5220/0008783601280135
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A Framework for Teachable Collaborative Problem Solving Skills. Assessment and Teaching of 21st Century Skills, 37–56. https://doi.org/10.1007/978-94-017-9395-7_2
Howard, D. R., & Miskowski, J. A. (2005). Using a module-based laboratory to incorporate inquiry into a large cell biology course. Cell Biology Education, 4(FALL), 249–260. https://doi.org/10.1187/CBE.04-09-0052/ASSET/IMAGES/LARGE/249-F05.JPEG
Hudha, M. N., Triwahyuningtyas, D., Rafikayati, A., Fajaruddin, S., Maryani, I., Widiaty, I., Nandiyanto, A. B. D., Hamidah, I., & Permanasari, A. (2019). How is STEM learning for children with special needs in Indonesia? Journal of Physics: Conference Series, 1402(4), 044104. https://doi.org/10.1088/1742-6596/1402/4/044104
Hung, W., Jonassen, D., & Liu, R. (2008). Problem-Based Learning. In Handbook of Research on Educational Communications and Technology (pp. 485–506). https://doi.org/10.1007/978-1-4419-1428-6_210
Jones, R. W. (2006). Problem-based learning: Description, advantages, disadvantages, scenarios and facilitation. Anaesthesia and Intensive Care, 34(4), 485–488. https://doi.org/10.1177/0310057x0603400417
Kasim, N. H., Nidzam, C., & Ahmad, C. (2018). PRO-STEM Module: The Development and Validation. International Journal of Academic Research in Business and Social Science, 8(1), 728–739. https://doi.org/10.6007/IJARBSS/v8-i1/3843
Khalil, N. M., & Osman, K. (2017). STEM-21CS Module : Fostering 21st Century Skills through Integrated STEM. K-12 STEM Education, 3(3), 225–233.
Kurniawan, R., & Syafriani. (2021). The validity of e-module based on guided inquiry integrated ethnoscience in high school physics learning to improve students’ critical thinking. Journal of Physics: Conference Series, 1876(1), 012067. https://doi.org/10.1088/1742-6596/1876/1/012067
Le, Q., Le, H., Vu, C., Nguyen, N., Nguyen, A., & Vu, N. (2015). Integrated Science, Technology, Engineering and Mathematics (STEM) Education through Active Experience of Designing Technical Toys in Vietnamese Schools. https://papers.ssrn.com/abstract=2644104
Lestari, I. A. P. D., & Mertasari, N. M. S. (2019). The Effect of Online Problem Posing on Students’ Problem-Solving Abilitiy in Mathematics. International Journal of Instruction, 12(1), 809–820. www.e-iji.net
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 1–16. https://doi.org/10.1186/S40594-018-0151-2/TABLES/4
Maryani, I., & Amalia, L. (2018). The development of science comic to improve student’s understanding in elementary school. The Development of Science Comic to Improve Studentâs Understanding in Elementary School, 4(1), 75–82. https://doi.org/10.21831/jipi.v4i1.21076
Murdianto, P., Aunurrahman, A., & Astuti, I. (2021). Development of Descriptive Text Learning E-Module with a Constructivistic... Journal of Education, Teaching and Learning, 6(2), 154–162. https://www.learntechlib.org/p/219940/
Nadila, P. (2021). Pentingnya melatih problem solving pada anak usia dini melalui bermain. Pedagogi: Jurnal Ilmu Pendidikan, 21(1), 51–55. https://doi.org/10.24036/pedagogi.v21i1.965
Oktavia, R. (2019). Bahan Ajar Berbasis Science , Technology , Engineering , Mathematics ( Stem ) untuk Mendukung Pembelajaran IPA Terpadu. SEMESTA Pendidikan IPA, 2(1), 32–36.
Olusegun, S. (n.d.). Constructivism Learning Theory: A Paradigm for Teaching and Learning. 5(6), 66–70. https://doi.org/10.9790/7388-05616670
Purwono, U. (2008). Standar Penilaian Buku Teks Pelajaran.
Reddy, R., Appannagari, R., & Ramamohana, D. R. (2017). Environmental Pollution Causes and Consequences: A Study. North Asian International Research Journal of Social Science & Humanities North Asian International Research Journal Consortiums Www.Nairjc.Com, 3, 2454–9827. https://www.researchgate.net/publication/323944189
Retnowati, S., Riyadi, & Subanti, S. (2020). The STEM approach: the development of rectangular module to improve critical thinking skill. International Online Journal of Education and Teaching (IOJET), 7(1), 2–15. http://iojet.org/index.php/IOJET/article/view/704
Santoso, D., & Albaniah, S. (2020). Development of an Electrical Engineering Module for the Expertise Program of Industrial Electronics Engineering. Journal of Physics: Conference Series, 1456(1), 012060. https://doi.org/10.1088/1742-6596/1456/1/012060
Saptarani, D., Widodo, A., & Purwianingsih, W. (2019). Biology teachers and high school students perceptions about STEM learning. Journal of Physics: Conference Series, 1157(42007), 1–6. https://doi.org/10.1088/1742-6596/1157/4/042007
Sarah Kartini, F., Widodo, A., Winarno, N., & Astuti, L. (2021). Promoting Student’s Problem-Solving Skills through STEM Project-Based Learning in Earth Layer and Disasters Topic. J.Sci.Learn, 2021(3), 257–266. https://doi.org/10.17509/jsl.v4i3.27555
Sauter, M., Uttal, D. H., Rapp, D. N., Downing, M., & Jona, K. (2013). Getting real: the authenticity of remote labs and simulations for science learning. Distance Education, 34(1), 37–47. https://doi.org/10.1080/01587919.2013.770431
Serevina, V., & Sari, I. J. (2018). Development of E-Module Based on Problem Based Learning (PBL) on Heat and Temperature to Improve Student’s Science Process Skill. TOJET: The Turkish Online Journal of Educational Technology, 17(3).
Shahali, E. H. M., Halim, L., Rasul, M. S., Osman, K., & Zulkifeli, M. A. (2016). STEM Learning through Engineering Design: Impact on Middle Secondary Students’ Interest towards STEM. Eurasia Journal of Mathematics, Science and Technology Education, 13(5), 1189–1211. https://doi.org/10.12973/EURASIA.2017.00667A
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. http://library.uprm.edu:2404/ehost/detail/detail?vid=4&sid=2263ee5a-20f2-4b8c-af4e-6a8f58b789e9@sessionmgr101&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=118132072&db=a9h
Singh, R. L., & Singh, P. K. (2017). Global Environmental Problems. Principles and Applications of Environmental Biotechnology for a Sustainable Future, 13–41. https://doi.org/10.1007/978-981-10-1866-4_2
Torlakson, T. (2014). Innovate A Blueprint for STEM Education - Science (CA Dept of Education). Californians Dedicated to Education Foundation, May, 52.
Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2011). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education 2011 23:1, 23(1), 87–102. https://doi.org/10.1007/S10798-011-9160-X
Vossen, T. E., Tigelaar, E. H., Henze, I., De Vries, M. J., & Van Driel, J. H. (2020). Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module. International Journal of Technology and Design Education, 30(4), 657–686. https://doi.org/10.1007/S10798-019-09523-7/TABLES/3
Welty, G. (2007). The ‘Design’phase of the ADDIE model. Journal of GXP Compliance, 11(4), 40–52. https://www.ivtnetwork.com/sites/default/files/AddieModel_01.pdf
Yayuk, E., Rahman, A., & Ari, A. ’. (2020). European Journal of Educational Research Primary School Students’ Creative Thinking Skills in Mathematics Problem Solving. https://doi.org/10.12973/eu-jer.9.3.1281
Yulando, S., & Franklin Chi, T. (2019). Electronic Module Design and Development: An Interactive Learning. American Journal of Educational Research, 7(10), 694–698. https://doi.org/10.12691/education-7-10-4
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
