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All Journal Momentum: Physics Education Journal
Irma Rahma Suwarma
Universitas Pendidikan Indonesia, Indonesia
Physics

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Analysis of physics learning in elementary schools and the need for professional development: Is STEM education training necessary for elementary school teachers? Didit Ardianto; Tustiyana Windiyani; Irma Rahma Suwarma; Karmilasari Karmilasari; Najla Nurul
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9105

Abstract

This study aims to explore pedagogical approaches and students’ engagement during STEM teaching. As many as 215 elementary school teachers in West Java were involved in this research. Those involved consisted of 161 women and 49 men. The majority of teachers have an elementary school teacher education background (87%), 7% have other educational backgrounds (Science Education/Mathematics Education/Social Education/Language Education), and the remaining 6% are in the sciences. The instrument used in this study was a closed questionnaire with 20 items from a Likert scale survey. The results of the study show that 50% of elementary school teachers very rarely use experimental approaches and problem-based learning when teaching STEM content. More than 60% of teachers also very rarely use the inquiry approach in teaching the four contents. The approach that is often used by teachers in teaching STEM is a collaborative and integrated approach. In addition, the survey results also show that more than 50% of students are very rarely involved in inquiry and engineering practice activities when learning about STEM content. The analysis of professional development needs showed that the majority of elementary school teachers have never received a professional development program regarding STEM education. In fact, the majority of teachers have a positive attitude towards the coaching program, which has an impact on increasing their competence. Apart from that, the results of this research also show that there is a lack of external support (from universities, educational practitioners, and researchers) for teachers in coaching programs. These findings provide evidence that teachers still need to receive training on pedagogical approaches that are relevant to integrated STEM education. The existence of training on STEM education is expected to improve the quality of STEM learning in the classroom. Thus, students' involvement in scientific and engineering practice when learning STEM becomes more dominant.
Characteristic of critical thinking test instrument and analysis students’ ability using Rasch model Siti Saffanah Apriliani; Duden Saepuzaman; Irma Rahma Suwarma
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.13455

Abstract

This study aims to analyze the characteristics of the instrument and students' critical thinking skills on the topic of work and energy using Rasch Model. The analysis conducted includes instrument quality, instrument characteristics as indicated by person-item fit to Rasch Model, and the distribution of students' critical thinking skills. The results of the critical thinking skills test of 82 students were analyzed using Winsteps software version 3.73. The results show that the instrument used is reliable and valid, meeting the criteria for good values for both persons and items. The instrument quality analysis shows that items and persons fit Rasch Model. The Wright Map shows the pattern of students' ability distribution and the difficulty level of items, which align with the analysis of students' abilities categorized as very high, high, low, and very low, and item difficulty levels categorized as very difficult, difficult, easy, and very easy. Item Q9 is the most difficult item, and Q6 is the easiest item. The pattern of students' responses to items is shown in the Scalogram, where there are persons who provide anomalous response patterns. Overall, the instrument used has good quality for measuring students' critical thinking skills and emphasizes the importance of having a range of question difficulties.
Co-Authors Didit Ardianto Duden Saepuzaman Karmilasari Karmilasari Najla Nurul Siti Saffanah Apriliani Tustiyana Windiyani