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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Innovative Physics Teaching (JIPT)
Aprina Maharani Zan
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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The Effect of STEM-Based Mathematics and Natural Science Teaching Materials on Students' Critical and Creative Thinking Skills: A Meta-Analysis Aprina Maharani Zan; Korry Nilyani; Riza Azriyanti; Asrizal Asrizal; Festiyed Festiyed
Jurnal Penelitian Pendidikan IPA Vol 9 No 6 (2023): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i6.2678

Abstract

Students must possess 21st century abilities, including the ability to think critically and creatively, in order for education to be developed for this century. Teaching materials are required to support students' learning as they develop these skills. The development of the 21st century cannot be separated from technological developments which are developing rapidly so that Science, Technology, Engineering and Mathematics (STEM) based teaching materials are very popular to use. The goal of the study was to ascertain how STEM-based instructional materials affected students' capacity for critical and creative thought. The research method used is meta-analysis of 22 national and international journal articles. The research results obtained are with variations in the level of educational units, teaching material subjects, critical and creative thinking skills as well as the variety of teaching materials used state that the use of STEM-based teaching materials has a significant influence on students' critical and creative thinking skills. The conclusion from this meta-analysis research is that there is a significant influence from the use of STEM-based teaching materials on students' critical and creative thinking skills
Effects of Inquiry Learning on Students' Science Process Skills and Critical Thinking: A Meta-Analysis Laras Syahgiah; Aprina Maharani ZAN; Asrizal Asrizal
Journal of Innovative Physics Teaching Vol. 1 No. 1 (2023): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol1-iss1/9

Abstract

The skills of a student are needed to achieve success in learning and everyday life. However, their skills were still low. Solution to solve this problem is to apply an inquiry learning model during learning. This research aims to determine the effect of the inquiry learning model on students' science process skills and critical thinking which is reviewed based on the level of education, subject matter and type of inquiry learning model. This type of research is a meta-analysis. Meta-analysis is research conducted by summarizing research data, reviewing and analyzing research data from several pre-existing research results. The articles of this research consisted of 20 articles that already had an ISSN. The instruments used were category codes and effect size calculations. The steps of meta analysis are conducting a literature review, collecting data, researching and assessing articles, analyzing and interpreting articles and compiling report results. The data analysis technique in this study is to calculate the magnitude of the effect using the   formula (1981) based on the mean, standard deviation, and t-test. From the data analysis carried out, it can be stated that four research results. First, the application of the inquiry learning model has a significant effect on science process skills and critical thinking skills based on level education, learning materials, and types of inquiry learning model.  
Development of Ethno-STEM Integrated Digital Teaching Material with Augmented Reality to Promote Students' 21st Century Skills Aprina maharani ZAN; Asrizal
Jurnal Penelitian Pendidikan IPA Vol 10 No 9 (2024): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i9.8249

Abstract

Research into the development of Ethno-STEM integrated digital teaching materials is urgently carried out because of the enormous potential of this approach in holistically improving students' 21st century skills. Ethno-STEM combines local cultural values ​​with STEM concepts, creating a learning context that is relevant to students' everyday lives. The problem with this research is that students' 21st century skills scores are still in the low category, and the application of Information and Communication Technology (ICT) based teaching materials is also still low. The research solution is to develop integrated Ethno-STEM digital teaching materials assisted by Augmented Reality to improve students' 21st century skills. The research method is development research using the Ploomp model. Development research consists of 3 stages, namely the preliminary stage, development stage and assessment stage. The results of the research are that Etno-STEM integrated digital teaching materials have valid and practical criteria for use in physics learning. Ethno-STEM integrated digital teaching materials assisted by augmented reality are valid for aspects of material substance, learning design, visual communication and software utilization. Ethno-STEM integrated teaching materials assisted by Augmented Reality received practicality scores with good criteria in the aspects of useful, easy to use, interesting, clear, cost-effective and ETno-STEM.
Co-Authors Asrizal Asrizal Asrizal Festiyed Korry Nilyani Laras Syahgiah Riza Azriyanti