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All Journal Bincang Sains dan Teknologi Research in Physics Education
Arif Jamali
arifjamali_76@yahoo.com
Computer Science & IT Electrical & Electronics Engineering Energy Engineering Physics Transportation

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Exciting science learning in elementary schools with the STREM model: innovative integration for students. Pribadi, Pandu; Jamali, Arif; Nurahman, Arip; Jufriansah, Adi; Kartika , Ika
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

Science learning in elementary schools often faces challenges in student engagement and conventional teaching methods. The STREM model offers an interdisciplinary approach that not only improves science understanding but also integrates Islamic values. Therefore, this study aims to analyse the effectiveness of applying the STREM model in improving students' understanding and engagement in science learning at one private elementary school in the West Java province. This study used the Kemmis and McTaggart CAR model with 2-3 cycles, consisting of the stages of planning, implementation, observation, and reflection. Data were collected through observation, interviews, learning outcome tests (pre-test and post-test), and student response questionnaires, then analysed descriptively quantitatively and qualitatively. The results showed that the application of the STREM model improved student learning outcomes, with the average score increasing from 68 to 87, and a decrease in students in the "Needs Guidance" category from 45% to 10%. In addition, students' involvement in exploration increased from 55% to 92%, indicating that project-based learning and experimentation in the STREM model can increase students' interest and understanding of science. Thus, the STREM model proved effective in improving students' understanding of science, strengthening the integration between science and Islamic values, and increasing engagement in scientific exploration. However, teacher adaptation to exploratory methods and project time management are challenges that need to be refined. Therefore, additional training for teachers and flexibility in managing learning time are needed to optimize the implementation of the STREM model.
The Influence of PhET-Assisted STEM Learning Model on Understanding the Concept of Motion Transformation in Physics Pribadi, Pandu; Jamali, Arif; Nurahman, Arip; Anwar, Khairil; Fiqry, Rizalul
Bincang Sains dan Teknologi Vol. 4 No. 02 (2025): Bincang Sains dan Teknologi
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bst.v4i02.1118

Abstract

This study aims to analyze the effect of the PhET-assisted STEM learning model on the understanding of motion transformation concepts among students at Muhammadiyah Langkaplancar Junior High School. The concept of motion transformation includes translation, rotation, and acceleration, which are abstract and often difficult for students to understand. To overcome this, PhET is used as an interactive simulation medium that allows students to manipulate variables directly and observe their effects in real time. The research method uses an experimental design with pre-tests and post-tests. The research sample consisted of 20 ninth-grade students selected at random. The research instruments were concept comprehension tests, observations, and student learning experience questionnaires. The results showed an increase in the average comprehension score of 20 points in the experimental group, while the control group only increased by 4 points. Although the ANOVA test did not show a statistically significant difference between the two groups (p-value 0.95), PhET-assisted learning was proven to increase interactivity and the quality of physics learning. In conclusion, the application of the PhET-assisted STEM learning model can be an alternative innovative strategy to strengthen the understanding of complex physics concepts at the junior high school level, while encouraging student motivation and engagement in the learning process.
Co-Authors Adi Jufriansah Fiqry, Rizalul Kartika , Ika Khairil Anwar Nurahman, Arip Pribadi, Pandu