Annisa Nurramadhani, Suci Siti Lathifah, Irvan Permana

Judul	:	Students' Generated Questions Quality by Developing STEM-based E-Module in Science Learning
Abstrak	:	Questioning skills, which are identified as higher-order thinking skills, are needed nowadays. In reality, some of the students, including university students, still lacking in confidence to pose their questions. The teaching materials and method that can develop students' questioning skills, such as electronic modules which developed based on industrial revolution 4.0 and adjusted to students' demand as the millennial generation, are necessary. The electronic module integrates with STEM learning is the best way to solve the students' questioning skills problem. The research purpose is to develop a STEM based E-module to investigate the development of students' questions quality. The research method used in this research are R&D with design ADDIE (Analyze, Design, Develop, Implementation, and Evaluation), while the E-Module are implemented to the students, the qualitative descriptive method is used. The instrument used to collect some data on this research are video transcription, application transcription, reading test, and questionnaire. This research has been conducted on 26 university students who took Science Environmental Technology and Social (SETS) course. Questions' quality rubrics are used to analyze the data. As a result of this research, the implementation of developed STEM-based E-Modules is achievable. After implementation, the result of the student's question quality in general, including both pojok inquiry and pojok eksplorasi activity, is attained. There are improvements shown from activity 1 and activity 2 on pojok inquiry activity but decreased in activity 3. As for pojok eksplorasi, students’ generated question quality is improved gradually. It can be concluded that students’ generated questions quality is slightly developed, which means that it is attained at the beginning of the open question category as higher-level quality. The novel finding of this research is the question’s quality from the lecturer might have some influence on the quality of students’ questions.
Tahun	:	2020	Media Publikasi	:	Jurnal Nasional Terakreditasi A
Kategori	:	Jurnal	No/Vol/Tahun	:	02 / 09 / 2020
ISSN/ISBN	:	2303-1530
PTN/S	:	Universitas Pakuan	Program Studi	:	PENDIDIKAN BIOLOGI
Bibliography	:	Açışlı, S., Yalçın, S. A., & Turgut, Ü. (2011). Effects of the 5E learning model on students’ academic achievements in movement and force issues. Procedia-Social and Behavioral Sciences, 15, 2459-2462. Almeida, P. A. (2010). Classroom questioning: teachers’ perceptions and practices. ProcediaSocial and Behavioral Sciences, 2(2), 305-309. Herawati, D., & Ardianto, D. (2017). Pre-Service science teachers socioscientific argumentation: A decision regarding nuclear power Plant. In 2nd Asian Education Symposium (AES 2017) (pp. 390-394). Bates, S. P., Galloway, R. K., Riise, J., & Homer, D. (2014). Assessing the quality of a student-generated question repository. Physical Review Special Topics-Physics Education Research, 10(2), 020105-1-020105-11. Becker, R. R. (2000). The critical role of students' questions in literacy development. The Educational Forum, 64(3), 261-271. Bottomley, S., & Denny, P. (2011). A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions. Biochemistry and Molecular Biology Education, 39(5), 352-361. Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. Coutinho, M. J., & Almeida, P. A. (2014). Promoting student questioning in the learning of natural sciences. Procedia-Social and Behavioral Sciences, 116, 3781-3785. Chin, C., & Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in science education, 44(1), 1-39. Chin, C., & Brown, D.E. (2000). Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of Grade 8 students. Research in Science Education, 30(2), 173–197. Chin, C., & Kayalvizhi, G. (2005). What do pupils think of open science investigations? A study of Singaporean primary 6 pupils. Educational Research, 47(1), 107–126. Chin, C. (2001). Learning in science: what do students’ questions tell us about their thinking?. Education Journal, 29(2), 85-103. Collins, A. A., Lindström, E. R., & Compton, D. L. (2018). Comparing students with and without reading difficulties on reading comprehension assessments: A metaanalysis. Journal of Learning Disabilities, 51(2), 1-16. Daghan, G. (2017). Views of students about technology, effects of technology on daily living and their professional preferences. TOJET: The Turkish Online Journal of Educational Technology, 16(4), 187-194. Daryanto. (2013). Menyusun modul: Bahan ajar untuk persiapan guru dalam mengajar. Gava Media. Domínguez, C., & Jaime, A. (2010). Database design learning: A project-based approach organized through a course management system. Computers & Education, 55(3), 1312- 1320. Gilson, C. M., Little, C. A., Ruegg, A. N., & Bruce-Davis, M. (2014). An investigation of elementary teachers’ use of follow-up questions for students at different reading levels. Journal of Advanced Academics, 25(2), 101-128. Hashim, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 1(2), 1-5. Huang, Y. M., Liang, T. H., & Chiu, C. H. (2013). Gender differences in the reading of ebooks: Investigating children's attitudes, reading behaviors and outcomes. Journal of Educational Technology & Society, 16(4), 97-110. Istuningsih, W., Baedhowi, B., & Sangka, K. B. (2018). The effectiveness of scientific approach using e-module based on learning cycle 7e to improve students’ learning outcome. International Journal of Educational Research Review, 3(3), 75-85. Kaberman, Z., & Dori, Y. J. (2009). Question posing, inquiry, and modeling skills of chemistry students in the case-based computerized laboratory environment. International Journal of Science and Mathematics Education, 7(3), 597-625. Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: Effects on pupils' learning and attitudes. Education 3–13, 39(1), 35-47. Kalolo, J. F. (2019). Digital revolution and its impact on education systems in developing countries. Education and Information Technologies, 24(1), 345-358. Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258. Kintsch, W., Rawson, K. A. (2005). The Science of Reading: A Handbook, Chapter Comprehension, Snowling, M. J., & Hulme, C. E. (Eds.). Blackwell Publishing. Kizilaslan, A., Zorluoglu, S. L., & Sozbilir, M. (2020). Improve learning with hands-on classroom activities: Science instruction for students with visual impairments. European Journal of Special Needs Education, 1-22. León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. Liu, Z. M., & Huang, X. B. (2008). Gender differences in the online reading environment. Journal of Documentation, 64(4), 616-626. Mardliyah, A. A. (2019, February). Budaya Literasi Sebagai Upaya Peningkatan Keterampilan Berpikir Kritis di Era Industri Revolusi 4.0. In Prosiding SNP2M (Seminar Nasional Penelitian dan Pengabdian Masyarakat) UNIM (No. 1, pp. 171-176). McQueen, H. A., Shields, C., Finnegan, D. J., Higham, J., & Simmen, M. W. (2014). PeerWise provides significant academic benefits to biological science students across diverse learning tasks, but with minimal instructor intervention. Biochemistry and Molecular Biology Education, 42(5), 371-3 Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40-42. Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of pre-college engineering education research (J-PEER), 4(1), 2-13. Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institute for Excellence in STEM), 20, 2-7. Nugraha, D. A., Binadja, A., & Supartono. (2013). Pengembangan bahan ajar reaksi redoks bervisi SETS, berorientasi konstruktivistik. Journal of Innovative Science Education, 2(1), 27-34. Nurramadhani, A., & Permana, I. (2020). Kualitas keterampilan bertanya mahasiswa dalam kegiatan laboratorium sains melalui tugas membaca (reading assignment): Prosiding Seminar Nasional Online (Webinas) 16 Juni 2020. Nurramadhani, A. (2019). Profil kualitas keterampilan bertanya mahasiswa calon guru dalam pembelajaran sains. Pedagonal: Jurnal Ilmiah Pendidikan, 3(2), 1-9. Papinczak, T., Peterson, R., Babri, A. S., Ward, K., Kippers, V., & Wilkinson, D. (2012). Using student-generated questions for student-centred assessment. Assessment & Evaluation in Higher Education, 37(4), 439-452. Refirman, Supriyatin, Suprapto, M., & Jajang Miharja, J. (2017). Developing module integrated multimedia with laboratory guidelines for high school students on human circulation system (research and development). Proceeding International Seminar on Science Education, (Vol. 3, pp. 287-292) Saykili, A. (2019). Higher education in the digital age: The impact of digital connective technologies. J. Educ. Technol. Online Learn, 2(1), 1-15. Serevina, V., Sunaryo, Raihanati, Made, A. I., Juwita, S. I. (2018). Development of E-module based on Problem Based Learning (PBL) on heat and temperature to improve student's science process skill. Turkish Online Journal of Educational Technology-TOJET, 17(3), 26-36. Song, D. (2016). Student-generated questioning and quality questions: A literature review. Research Journal of Educational Studies and Review, 2(5), 58-70. Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (JPEER), 2(1), 28-34. Sugihartini, N., & Jayanta, N. (2017). Pengembangan e-modul mata kuliah strategi pembelajaran. Jurnal Pendidikan Teknologi dan Kejuruan, 14(2), 221-230 Supranto, J. (2000). Statistik: Teori dan aplikasi edisi keenam. Erlangga. Teixeira‐Dias, J. J., Pedrosa de Jesus, H., Neri de Souza, F., & Watts, M. (2005). Teaching for quality learning in chemistry. International Journal of Science Education, 27(9), 1123- 1137. Uusen, A., & Müürsepp, M. (2012). Gender differences in reading habits among boys and girls of basic school in Estonia. Procedia-Social and Behavioral Sciences, 69, 1795-1804. Voithofer, R. (2005). Designing new media education research: The materiality of data, representation, and dissemination. Educational Researcher, 34(9), 3-14. Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102(4), 860-871. Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56. Wood, C., Pillinger, C., & Jackson, E. (2010). Understanding the nature and impact of young readers’ literacy interactions with talking books and during adult reading support. Computers & Education, 54(1), 190-198. Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945-948. Yeh, Y. C. (2009). Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction. Instructional Science, 37(2), 185-203. Yuriza, P. E., Adisyahputra, A., & Sigit, D. V. (2018). Correlation between higher-order thinking skills and level of intelligence with scientific literacy on junior high school students. Biosfer: Jurnal Pendidikan Biologi, 11(1), 13-21
URL	: