Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Annisa Nurramadhani, Irvan Permana

Judul : STUDENTS' GENERATED QUESTION QUALITY THROUGH STEM BASED PROJECT LEARNING IN SCIENCE ACTIVITY

Abstrak :
STEM based project learning also capable triggering student to express another higher order thinking skill, such as inquiry
by posing question. Generating questions, making comparisons, dealing with contradictions, and scientific inquiry skills are an
example of cognitive activities that are classified as higher-order thinking skills. Those skills are including in 21st century skills that
needed by the students to face the workspaces demanding in this revolution industry 4.0 and future. The purposes of this research is to
investigate students’ question quality through STEM based project learning in science activity. The method that is used in this
research is descriptive. The subject in this research are the students of preservice teacher biology and science education for about 21
students. The research needs an analysis of students’ generated question quality when they are in basic physics laboratory activity.
This laboratory activity used STEM based project learning approach with reading assignment in the early meeting before each
laboratory activity. The technique to take the data that is used in this research are video recording, observation, and informal interview.
The research instrument to take the data that is used are observation sheet for student’s generated question quality. The result of this
research is from the science laboratory activity, students’ generated question quality that has the most are understanding and
relationship which is in the beginning of open question quality and information category gained lower than both of category. It means
that, students promoting the improvement of their question quality. It also proved that evaluating, finding and solution category has
expressed by the students in both of laboratory activities. It can be concluded that that the quality of students generated question has
slightly improved to open question quality through STEM based project learning in science activity.
Keywords: STEM education; science learning; generating question; project based learning

Tahun : 2020 Media Publikasi : Jurnal Nasional Terakreditasi A

Kategori : Jurnal No/Vol/Tahun : 02 / 04 / 2020

ISSN/ISBN : 2598-117X

PTN/S : Universitas Pakuan Program Studi : PENDIDIKAN BIOLOGI

Bibliography :
Setiawaty,et.al. 2017. Science, Technology,
Engineering, and Mathematics (STEM) Learning on
Students’ Science Process Skills and Science
Attitudes. Emerald Research Proceeding Series.
1:575-581.
[2] 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. Retrieved from
EBSCOhost.
[3] Leon, J, Nunez, J, L., & Liew, J. 2015. Selfdetermination and STEM Education: Effect of
Autonomy, Motivation, and Self-regulated Learning
on High School Math Achievement. Learning and
Individual Differences. Retrieved: journal homepage:
www.elsevier.com/locate/lindif.
science.eu/c/document_library/get_file?uuid=3252e8
5a-125c-49c2-a090-eaeb3130737a&groupId=10136
[4] Moore TJ.; Glancy AW.; Tank, KM, Kersten, JA,
Smith KA, and Stohlmann MS. 2014. A framework
for quality k-12 engineering education: Research and
development. (J-PEER), 4 (2). “PDCA12-70 data
sheet,” Opto Speed SA, Mezzovico, Switzerland.
[5] Stohlmann, M.; Moore, T. J.; & Roehrig, G. H. 2012.
Considerations for Teaching Integrated STEM
Education. Journal of Pre-College Engineering
Education Research (J-PEER), 2 (1), 4.
[6] Morrison, J. 2006, Attributes of STEM Education:
The Student, The School, The Classroom
[Monograph]. Baltimore, MD: Teaching Institute for
Excellence in STEM, available at:
http://www.tiesteach.org.
[7] Domínguez, C. & Jaime, A. 2010. Database design
learning: A project-based approach organized through
a course management system. Computers &
Education, 55(3), 1312– 1320.
[8] Kaldi, S., Filippatou, D. & Govaris, C. 2011. Projectbased learning in primary schools: Effects on pupils’
learning and attitudes. Education 3–13, 39(1), 35–47.
[9] Van Rooij, S. W. 2009. Scaffolding project-based
learning with the project management body of
knowledge (PMBOK®). Computers & Education,
52(1), 210–219.
[10] Veenman, S., Kenter, B. & Post, K. 2000.
Cooperative learning in Dutch primary classrooms.
Educational Studies, 26(3), 281–302.
doi:10.1080/03055690050137114.
[11] Baran, M. & Maskan, A. 2010. The effect of projectbased learning on pre-service physics teachers’
electrostatic achievements. Cypriot Journal of
Educational Sciences, 5(4), 243–257.
[12] Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore,
A., Petrosino, A., Zech, L.,Bransford, J. D. & The
Cognition and Technology Group at Vanderbilt. 1998.
Doing with understanding: Lessons from research on
problem- and project-based learning. The Journal of
the Learning Sciences, 7(3&4), 271–311.
[13] Boaler, J. 1997. Experiencing school mathematics:
Teaching styles, sex, and settings. Buckingham: Open
University Press.
[14] Zohar, A. & Dori, Y.J. 2003. Higher order thinking
skills and low achieving students: Are they mutually
exclusive? The Journal of the Learning Sciences, 12,
145–182.
[15] 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. 7:597-625.
[16] Nurramadhani, A. 2019. Profil Kualitas Keterampilan
Bertanya Mahasiswa Calon Guru Dalam
Pembelajaran Sains. Pedagonal: Jurnal Ilmiah
Pendidikan. 3 (2): 01-09.
[17] Becker, R. 2000. The critical role of students’
questions in literacy development. The Educational
Forum, 64, 261–271.
[18] Bodner, G. M.; Klobucher, M. & Geelan, D. R. 2001.
The many forms of constructivism, Journal of
Chemical Education, 78(8) 1107.
[19] Yu, F.Tsai, H. & Wu, H. 2013. Effect of online
procedural scaffolds and the timing of scaffolding
provision on elementary Taiwanese
students’question-generation, 56(2).484-494.
[20] Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers,
C., Hammer, D. and Carberry, A. 2011. Infusing
Engineering Design into High School STEM Courses.
Retrieved from
http://ncete.org/flash/pdfs/Infusing%20Engineering%
20Hynes.pdf.
[21] Cautinho,M,J., dan Almeida,P,A.2014. Promoting
Student Questioning in The Learning of Natural
Science. Procedia-Social and Behavioral Science.
3781-3785.
[22] Chin, C. 2002. Student generated questions:
Encouraging inquisitive minds in learning. Science
Teaching and Learning, 23(1), 59-67.
[23] Mantzicopoulos, P & Patrick, H. 2013. Reading
Picture Books and Learning Science: Engaging
Young Children with Informational Text. Theory into
Practice. 50: 269-276.

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Detail Karya Ilmiah Dosen

Annisa Nurramadhani, Irvan Permana

Judul	:	STUDENTS' GENERATED QUESTION QUALITY THROUGH STEM BASED PROJECT LEARNING IN SCIENCE ACTIVITY
Abstrak	:	STEM based project learning also capable triggering student to express another higher order thinking skill, such as inquiry by posing question. Generating questions, making comparisons, dealing with contradictions, and scientific inquiry skills are an example of cognitive activities that are classified as higher-order thinking skills. Those skills are including in 21st century skills that needed by the students to face the workspaces demanding in this revolution industry 4.0 and future. The purposes of this research is to investigate students’ question quality through STEM based project learning in science activity. The method that is used in this research is descriptive. The subject in this research are the students of preservice teacher biology and science education for about 21 students. The research needs an analysis of students’ generated question quality when they are in basic physics laboratory activity. This laboratory activity used STEM based project learning approach with reading assignment in the early meeting before each laboratory activity. The technique to take the data that is used in this research are video recording, observation, and informal interview. The research instrument to take the data that is used are observation sheet for student’s generated question quality. The result of this research is from the science laboratory activity, students’ generated question quality that has the most are understanding and relationship which is in the beginning of open question quality and information category gained lower than both of category. It means that, students promoting the improvement of their question quality. It also proved that evaluating, finding and solution category has expressed by the students in both of laboratory activities. It can be concluded that that the quality of students generated question has slightly improved to open question quality through STEM based project learning in science activity. Keywords: STEM education; science learning; generating question; project based learning
Tahun	:	2020	Media Publikasi	:	Jurnal Nasional Terakreditasi A
Kategori	:	Jurnal	No/Vol/Tahun	:	02 / 04 / 2020
ISSN/ISBN	:	2598-117X
PTN/S	:	Universitas Pakuan	Program Studi	:	PENDIDIKAN BIOLOGI
Bibliography	:	Setiawaty,et.al. 2017. Science, Technology, Engineering, and Mathematics (STEM) Learning on Students’ Science Process Skills and Science Attitudes. Emerald Research Proceeding Series. 1:575-581. [2] 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. Retrieved from EBSCOhost. [3] Leon, J, Nunez, J, L., & Liew, J. 2015. Selfdetermination and STEM Education: Effect of Autonomy, Motivation, and Self-regulated Learning on High School Math Achievement. Learning and Individual Differences. Retrieved: journal homepage: www.elsevier.com/locate/lindif. science.eu/c/document_library/get_file?uuid=3252e8 5a-125c-49c2-a090-eaeb3130737a&groupId=10136 [4] Moore TJ.; Glancy AW.; Tank, KM, Kersten, JA, Smith KA, and Stohlmann MS. 2014. A framework for quality k-12 engineering education: Research and development. (J-PEER), 4 (2). “PDCA12-70 data sheet,” Opto Speed SA, Mezzovico, Switzerland. [5] Stohlmann, M.; Moore, T. J.; & Roehrig, G. H. 2012. Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research (J-PEER), 2 (1), 4. [6] Morrison, J. 2006, Attributes of STEM Education: The Student, The School, The Classroom [Monograph]. Baltimore, MD: Teaching Institute for Excellence in STEM, available at: http://www.tiesteach.org. [7] Domínguez, C. & Jaime, A. 2010. Database design learning: A project-based approach organized through a course management system. Computers & Education, 55(3), 1312– 1320. [8] Kaldi, S., Filippatou, D. & Govaris, C. 2011. Projectbased learning in primary schools: Effects on pupils’ learning and attitudes. Education 3–13, 39(1), 35–47. [9] Van Rooij, S. W. 2009. Scaffolding project-based learning with the project management body of knowledge (PMBOK®). Computers & Education, 52(1), 210–219. [10] Veenman, S., Kenter, B. & Post, K. 2000. Cooperative learning in Dutch primary classrooms. Educational Studies, 26(3), 281–302. doi:10.1080/03055690050137114. [11] Baran, M. & Maskan, A. 2010. The effect of projectbased learning on pre-service physics teachers’ electrostatic achievements. Cypriot Journal of Educational Sciences, 5(4), 243–257. [12] Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L.,Bransford, J. D. & The Cognition and Technology Group at Vanderbilt. 1998. Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7(3&4), 271–311. [13] Boaler, J. 1997. Experiencing school mathematics: Teaching styles, sex, and settings. Buckingham: Open University Press. [14] Zohar, A. & Dori, Y.J. 2003. Higher order thinking skills and low achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12, 145–182. [15] 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. 7:597-625. [16] Nurramadhani, A. 2019. Profil Kualitas Keterampilan Bertanya Mahasiswa Calon Guru Dalam Pembelajaran Sains. Pedagonal: Jurnal Ilmiah Pendidikan. 3 (2): 01-09. [17] Becker, R. 2000. The critical role of students’ questions in literacy development. The Educational Forum, 64, 261–271. [18] Bodner, G. M.; Klobucher, M. & Geelan, D. R. 2001. The many forms of constructivism, Journal of Chemical Education, 78(8) 1107. [19] Yu, F.Tsai, H. & Wu, H. 2013. Effect of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students’question-generation, 56(2).484-494. [20] Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. and Carberry, A. 2011. Infusing Engineering Design into High School STEM Courses. Retrieved from http://ncete.org/flash/pdfs/Infusing%20Engineering% 20Hynes.pdf. [21] Cautinho,M,J., dan Almeida,P,A.2014. Promoting Student Questioning in The Learning of Natural Science. Procedia-Social and Behavioral Science. 3781-3785. [22] Chin, C. 2002. Student generated questions: Encouraging inquisitive minds in learning. Science Teaching and Learning, 23(1), 59-67. [23] Mantzicopoulos, P & Patrick, H. 2013. Reading Picture Books and Learning Science: Engaging Young Children with Informational Text. Theory into Practice. 50: 269-276.
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