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All Journal Journal of Computer for Science and Mathematics Learning
Simamora, Aprianta Magdalena
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Journal : Journal of Computer for Science and Mathematics Learning

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A Decade of Science Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL): A Systematic Literature Review Simamora, Aprianta Magdalena
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/pn3nek61

Abstract

The fields of Science, Technology, engineering, and mathematics (STEM) have advanced significantly in Education. In various research in the world of education, STEM growth is frequently associated with project-based learning (PjBL). Combining STEM learning with PjBL is worth researching. This study’s objective is to comprehensively investigate the link between STEM and PjBL, which covers the most advanced PjBL-STEM idea in academic units, implementation in various nations and educational levels, and the impact of STEM and PjBL relationships on the caliber of students. This analysis identified up to 168 Scopus-recognized papers between 2007 and 2022. This study used a systematic review with a four-step PRISMA-P. Finally, there were 35 articles included in this research. The analysis’s findings demonstrate that STEM PjBL has successfully fostered active learning and student-centered instruction while enhancing 21st-century abilities (creativity, collaboration, problem-solving, creative use of technology, and higher-order thinking). The notion of STEM Subject, or the incorporation of STEM PjBL into activities, is the one that is researched the most in schools. The country that used PjBL STEM learning the most was the United States. In 2018, mixed research methodologies were used to study STEM-PjBL research the most. Secondary education STEM-PjBL studies and teachers are critical for children to become more interested in a STEM profession.
Analysis of Students’ Misconceptions on Acid-Base Topic Using the Two-Tier Diagnostic Test Rakhmalinda, Fika; Arifiani, Risna; Puspawati, Woro; Simamora, Aprianta Magdalena
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 1 (2024): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/9xp1nt17

Abstract

This case study aims to explore the misconceptions surrounding acid-base concepts. It utilizes a qualitative descriptive research design to examine students’ comprehension of the acid-base concept. The sample includes 231 students from grades XI and XII in the science stream who have studied acid-base, selected randomly from SMAN 54 Jakarta and SMAN 14 Bekasi schools. The methodology involves the use of a two-tier diagnostic test tool, interviews, and reflective journals. The research tool consists of a two-tier diagnostic test with 10 hierarchical questions - multiple-choice at the first level and reasons for the first-level answers at the second level, totaling 20 questions adapted from a previous study (Ibrahim, 2016) to ensure validity and reliability. The diagnostic test tool was administered to students through Google Forms. The study findings from 231 participants showed that 44% of students grasped the acid-base concept, 19% had a partial understanding, 17% held misconceptions, 20% did not understand, and 19% did not provide a response. The research results were corroborated by interviews and reflective journals with students who took part in the two-tier diagnostic test. The identification of misconceptions in acid-base material highlights the necessity to enhance teaching approaches, stressing the significance of teachers recognizing the individual learning styles of their students.
Co-Authors Arifiani, Risna Puspawati, Woro Rakhmalinda, Fika