MAPPING STUDENTS' THINKING SYSTEMS IN CRITICAL THINKING BASED ON STEM PROJECT-BASED LEARNING EXPERIENCES

Nehru Nehru; Sri Purwaningsih; Cicyn Riantoni; Doni Ropawandi; Devie Novallyan

doi:10.22437/jiituj.v8i1.32027

Authors

Nehru Nehru Universitas Jambi https://orcid.org/0000-0002-1166-5732
Sri Purwaningsih Universitas Jambi https://orcid.org/0000-0002-1368-999X
Cicyn Riantoni Universitas Jambi https://orcid.org/0000-0001-9336-3780
Doni Ropawandi National University of Malaysia https://orcid.org/0000-0001-5760-9640
Devie Novallyan UIN Sulthan Thaha Saifuddin Jambi

DOI:

https://doi.org/10.22437/jiituj.v8i1.32027

Keywords:

Critical Thinking, Project, STEM, System

Abstract

Critical thinking is an essential skill for students to develop. The objective of this research is to map students' thinking systems in critical thinking based on STEM project-based learning experiences. The method used is a mixed-method approach with an Embedded Experimental Model. The research subjects are undergraduate students in basic physics at the University of Jambi. Data collection is conducted through tests and interviews. The test instrument employs structured critical thinking questions based on the Halpern Critical Thinking Assessment (HCTA) indicators, while the interview instrument utilizes open-ended questions. Data analysis utilizes paired t-tests and coding to map students' thinking systems. The research results indicate an influence of STEM-PjBL learning on students' critical thinking abilities, supported by the analysis showing a moderate increase in students' critical thinking abilities. Additionally, based on mapping students' thinking systems, there is an increase in thinking system 2 by 56 answers. Moreover, thinking system 2 is nearly equivalent to thinking system 1 except in reasoning. In the fourth question and other aspects of critical thinking abilities, thinking system 2 is comparable to thinking system 1 and even more dominant in question number 3. This demonstrates an enhancement in students' critical thinking abilities after STEM project-based learning. This research provides new insights into the development of student's critical thinking skills, which can be beneficial for curriculum development and teaching practices in the STEM education field.

Downloads

Download data is not yet available.

References

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267. https://doi.org/10.15294/jpii.v5i2.5493

Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213–227. https://doi.org/10.1080/10382046.2014.927167

Al-Salmani, F., & Thacker, B. (2021). Rubric for assessing thinking skills in free-response exam problems. Physical Review Physics Education Research, 17(1), 10135. https://doi.org/10.1103/PhysRevPhysEducRes.17.010135

Anazifa, R. D., & Djukri. (2017). Project-Based learning and problem-based learning: Are they effective to improve student’s thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100

Arifin, Z., Sukarmin, S., Sarwanto, S., & Sani, D. M. (2021). Analysis of the need to development an assessment integrated with STEM literacy. Journal of Physics: Conference Series, 2098(1). https://doi.org/10.1088/1742-6596/2098/1/012036

Barak, M., & Assal, M. (2018). 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, 28(1), 121–144. https://doi.org/10.1007/s10798-016-9385-9

Chen, H., & Yang, J. (2021). Application of IT-Integrated project-based learning in the teaching reform of undergraduate education. International Journal of Emerging Technologies in Learning, 16(5), 248–260. https://doi.org/10.3991/ijet.v16i05.21085

Etkina, E., & Planinsic, G. (2015). Defining and developing “Critical Thinking” through devising and testing multiple explanations of the same phenomenon. The Physics Teacher, 53(7), 432–437. https://doi.org/10.1119/1.4931014

Ferty, Z. N., Wilujeng, I., Jumadi, & Kuswanto, H. (2019). Enhancing students’ critical thinking skills through physics education technology simulation assisted of scaffolding approach. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012062

Iqbal, M., Farida, L. Z. N., & Win, K. T. (2023). The influence of student attitudes on learning achievement. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(2), 92–98. https://doi.org/10.22437/jiituj.v7i2.26697

Ismail, I., Permanasari, A., & Setiawan, W. (2016). Stem virtual lab: An alternative practical media to enhance student’s scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 239–246. https://doi.org/10.15294/jpii.v5i2.5492

Jang, H. (2016). Identifying 21st Century STEM Competencies Using Workplace Data. Journal of Science Education and Technology, 25(2), 284–301. https://doi.org/10.1007/s10956-015-9593-1

Liu, O. L., Mao, L., Frankel, L., & Xu, J. (2016). Assessing critical thinking in higher education: the HEIghtenTM approach and preliminary validity evidence. Assessment and Evaluation in Higher Education, 41(5), 677–694. https://doi.org/10.1080/02602938.2016.1168358

Maison, M., Hidayat, M., Kurniawan, D. A., Yolviansyah, F., Sandra, R. O., & Iqbal, M. (2022). How critical thinking skills influence misconception in electric field. International Journal of Educational Methodology, 8(2), 377–390.

Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-018-0151-2

Martin-Hansen, L. (2018). Examining ways to meaningfully support students in STEM. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0150-3

Mulyani, T. (2019). The Movement of STEM Education in Indonesia: Science Teachers’ Perspectives. Jurnal Pendidikan IPA Indonesia, 8(3), 453–460. https://doi.org/10.15294/jpii.v8i3.19252

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495

Nani, K. La, & Kusumah, Y. S. (2015). The effectiveness ofict-assisted project- based learning in enhancing students’ statistical communication ability. International Journal of Education and Research, 3(8), 187–196. http://www.ijern.com/

Ngabekti, S., Prasetyo, A. P. B., Hardianti, R. D., & Teampanpong, J. (2019). The development of stem mobile learning package ecosystem. Jurnal Pendidikan IPA Indonesia, 8(1), 81–88. https://doi.org/10.15294/jpii.v8i1.16905

Noh, A. M., & Khairani, A. Z. (2020). Validating the S-stem among malaysian pre-university students. Jurnal Pendidikan IPA Indonesia, 9(3), 421–429. https://doi.org/10.15294/jpii.v9i3.24109

Nugroho, O. F., Permanasari, A., & Firman, H. (2019). The movement of stem education in Indonesia: Science teachers’ perspectives. Jurnal Pendidikan IPA Indonesia, 8(3), 417–425. https://doi.org/10.15294/jpii.v8i3.19252

Oktavia, S. W., Septiani, N., Sinaga, F., & Qoidah, N. N. (2023). Analysis of the relationship in learning interest to learning outcomes static fluid material in senior high school. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(1), 22–26. https://doi.org/10.22437/jiituj.v7i1.26696

Park, L. (2016). A study of integration: The role of sensus communis in integrating disciplinary knowledge. In Interdisciplinary Pedagogy for STEM: A Collaborative Case Study (pp. 19–36). https://doi.org/10.1057/978-1-137-56745-1_2

Piergiovanni, P. R. (2014). Creating a Critical Thinker. College Teaching, 62(3), 86–93. https://doi.org/10.1080/87567555.2014.896775

Purwaningsih, E., Sari, S. P., Sari, A. M., & Suryadi, A. (2020). The effect of stem-pjbl and discovery learning on improving students’ problem-solving skills of the impulse and momentum topic. Jurnal Pendidikan IPA Indonesia, 9(4), 465–476. https://doi.org/10.15294/jpii.v9i4.26432

Putra, F., Nur Kholifah, I. Y., Subali, B., & Rusilowati, A. (2018). 5E-Learning cycle strategy: Increasing conceptual understanding and learning motivation. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 7(2), 171–181. https://doi.org/10.24042/jipfalbiruni.v7i2.2898

Sanusi, I. T., Oyelere, S. S., Vartiainen, H., Suhonen, J., & Tukiainen, M. (2022). A systematic review of teaching and learning machine learning in K-12 education. In Education and Information Technologies (Issue Ml). Springer US. https://doi.org/10.1007/s10639-022-11416-7

Siew, N. M., & Ambo, N. (2018). Development and evaluation of an integrated project-based and stem teaching and learning module on enhancing scientific creativity among fifth graders. Journal of Baltic Science Education, 17(6), 1017–1033. https://doi.org/10.33225/jbse/18.17.1017

Sumarni, W., & Kadarwati, S. (2020). Ethno-Stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11–21. https://doi.org/10.15294/jpii.v9i1.21754

Suradika, A., Dewi, H. I., & Nasution, M. I. (2023). Project-Based learning and problem-based learning models in critical and creative students. Jurnal Pendidikan IPA Indonesia, 12(1), 153–167. https://doi.org/10.15294/jpii.v12i1.39713

Surjanti, J., Prakoso, A. F., Kurniawan, R. Y., Sakti, N. C., & Nurlaili, E. I. (2022). Development of high order thinking skills in indonesian teachers. Obrazovanie i Nauka, 24(3), 104–125. https://doi.org/10.17853/1994-5639-2022-3-104-125

Tecson, C. M. B., Salic-Hairulla, M. A., & Soleria, H. J. B. (2021). Design of a 7e model inquiry-based stem (istem) lesson on digestive system for grade 8: An open-inquiry approach. Journal of Physics: Conference Series, 1835(1). https://doi.org/10.1088/1742-6596/1835/1/012034

Tiruneh, D. T., De Cock, M., Weldeslassie, A. G., Elen, J., & Janssen, R. (2017). Measuring critical thinking in physics: Development and validation of a critical thinking test in electricity and magnetism. International Journal of Science and Mathematics Education, 15(4), 663–682. https://doi.org/10.1007/s10763-016-9723-0

Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., De Cock, M., & Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Educational Technology Research and Development, 64(3), 481–505. https://doi.org/10.1007/s11423-015-9417-2

Tupas, F. P., & Matsuura, T. (2019). Moving forward in stem education, challenges and innovations in senior high school in the Philippines: The case of Northern Iloilo polytechnic state college. Jurnal Pendidikan IPA Indonesia, 8(3), 407–416. https://doi.org/10.15294/jpii.v8i3.19707

Viennot, L., & Décamp, N. (2018). Activation of a critical attitude in prospective teachers: From research investigations to guidelines for teacher education. Physical Review Physics Education Research, 14(1), 1–19. https://doi.org/10.1103/PhysRevPhysEducRes.14.010133

Walsh, C., Quinn, K. N., Wieman, C., & Holmes, N. G. (2019). Quantifying critical thinking: Development and validation of the physics lab inventory of critical thinking. Physical Review Physics Education Research, 15(1), 10135. https://doi.org/10.1103/physrevphyseducres.15.010135

Widarti, H. R., Rokhim, D. A., & Syafruddin, A. B. (2020). The development of electrolysis cell teaching material based on stem-pjbl approach assisted by learning video: A need analysis. Jurnal Pendidikan IPA Indonesia, 9(3), 309–318. https://doi.org/10.15294/jpii.v9i3.25199

Wirayuda, R, P. (2023). Science process skills: Analysis of students’ observational ability on material changes in substance forms. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(1), 88–100. https://doi.org/10.22437/jiituj.v7i1.26647

Yuliati, L., Riantoni, C., & Mufti, N. (2018). Problem solving skills on direct current electricity through inquiry-based learning with PhET simulations. International Journal of Instruction, 11(4), 123–138. https://doi.org/10.12973/iji.2018.1149a

Yusnidar, Y., Epinur, E., & Nadila, N. A. (2023). Analysis of student responses to student worksheets based on project based learning models. Integrated Science Education Journal, 4(3), 111-116. https://doi.org/10.37251/isej.v4i3.718

Zaniewski, A. M., & Reinholz, D. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0043-2