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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan IPA Indonesia
Irma Rahma Suwarma
Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Development of STEM-Based Physics Module with Self-Regulated Learning to Train Students Critical Thinking Skills Tiastuti Putri Heryani; Irma Rahma Suwarma; Didi Teguh Chandra
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.v9i6.3578

Abstract

One of the 21st century skills is critical thinking skills. However, according to several research results, it shows that students’ critical thinking skills in Indonesia are still low. This is caused by inappropriate learning process, so that it has an impact on the effectiveness of achieving competence in learning. Teaching materials are one of the most important parts that support the learning process. A module is a form of teaching material that is structured to help students master learning objectives. Modules to practice critical thinking skills according to 21st century skills, which are integrated with the STEM approach. Therefore, this study aims to develop a STEM-based physics module with self-regulated learning to train students critical thinking skills. The SRL agent will assist students in studying the material in the module. The method used is a mixed method, with an exploratory sequential design. Mixed method is a combination of qualitative and quantitative research methods in a study. Qualitative data is needed in designing physics modules, while quantitative data is needed to determine the validity of the modules feasibility in practicing critical thinking skills. The critical thinking skills instrument was developed based on aspects of critical thinking skills according to Ennis. Data collection comes from expert validation result sheets. The results of this development indicate that STEM-based modules with SRL agents are feasible to use properly. And during the learning process is expected to improve students critical thinking skills. Therefore, students critical thinking skills still need to be studied in learning.
STEM-Based Professional Development Model to Improve Teachers' Perceptions and Students' STEM Literacy: A Mixed Research Approach Didit Ardianto; Tustiyana Windiyani; Anisa Puteri; Helmi Aziz; Irma Rahma Suwarma; Sitti Rahma Yunus
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.32491

Abstract

This study examines the effect of a structured professional development model on enhancing primary teachers' understanding and their capacity to promote students' STEM literacy. A mixed-methods design was employed to capture both quantitative outcomes and qualitative insights. Pre-test and post-test intervention surveys were used to measure shifts in teachers' perceptions, while students' literacy was assessed through structured essay tasks. Complementing this, open-ended questionnaires and interviews with selected teachers and students were conducted to explore their experiences and the perceived impact of the programme. The results demonstrate significant improvements in teachers' perceptions of STEM education and students' STEM literacy following the program's implementation. Quantitative findings indicate a substantial increase in teachers' self-efficacy and confidence in implementing STEM-based instruction, accompanied by measurable gains in students' STEM literacy across participating schools. These improvements are further explained and supported by qualitative findings, which reveal that teachers perceived the program as effective in strengthening their STEM content knowledge, pedagogical competence, and instructional confidence through hands-on learning activities, collaborative practices, and sustained professional support. In addition, qualitative evidence highlights contextual challenges, including limited instructional time and insufficient resources, which help explain variations in implementation effectiveness among schools. Overall, the findings suggest that a well-designed, contextually responsive STEM professional development model can enhance teacher capacity and meaningfully improve student STEM literacy in primary education, while underscoring the importance of ongoing support for sustainable implementation.
Co-Authors Anisa Puteri Didi Teguh Chandra Didit Ardianto Helmi Aziz Sitti Rahma Yunus Tiastuti Putri Heryani Tustiyana Windiyani