boat prototype as teaching material on stem based ...€¦ · level thinking skills. keywords: stem...

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International Journal of Advanced Research in Engineering and Technology (IJARET)

Volume 11, Issue 4, April 2020, pp. 390-404, Article ID: IJARET_11_04_038

Available online athttp://www.iaeme.com/IJARET/issues.asp?JType=IJARET&VType=11&IType=4

ISSN Print: 0976-6480 and ISSN Online: 0976-6499

© IAEME Publication Scopus Indexed

BOAT PROTOTYPE AS TEACHING MATERIAL

ON STEM BASED EDUCATION TO ENHANCE

THE HIGH ORDER THINKING SKILLS

Ngadinem, Dwi Sulisworo*, Ishafit

Ahmad Dahlan University

Kampus II, Jalan Pramuka No. 42, Yogyakarta, Indonesia

*Corresponding author’s email: [email protected]

ABSTRACT

This research aims to comprehend the validity and higher-order thinking skills of

learners to develop science teaching materials. The teaching material is a boat

prototype in learning physics for the subject of the application of third-newton law and

the conservation of momentum law – STEM-based using the project-based learning

model for tenth-grade students. The research used the ADDIE model consisting of five

stages, namely Analysis, Design, Development, Implementation, and Evaluation. This

research used descriptive analysis techniques. The higher-order thinking skills

assessment and students' responses instruments were using self-assessment instruments.

Device learning has been through the stages of the validation test. The average

percentage was 92.44% according to the criteria of subject matter experts and media

specialists by 93.54% so that teaching material worthy of use as tools of learning in

class. Average percentage yield student response by 76.54%, while the result of the

average level thinking skills high before and after using teaching materials by 52.5 8%

and 73.64 %. There was an increase in the results before and after using teaching

materials. It means that the STEM prototype-based science teaching materials on boats

developed with the project based learning learning model could improve students' high-

level thinking skills.

Keywords: STEM education, higher order thinking skills, physics learning, design

research, learning assessment

Cite this Article: Ngadinem, Dwi Sulisworo and Ishafit, Boat Prototype as Teaching

Material on STEM Based Education to Enhance the High Order Thinking Skills,

International Journal of Advanced Research in Engineering and Technology (IJARET),

11(4), 2020, pp. 390-404.

http://www.iaeme.com/IJARET/issues.asp?JType=IJARET&VType=11&IType=4

1. INTRODUCTION

A school is a place where formal education takes place and a place to get an education in various

knowledge. Physics is one part of Natural Sciences or known as science. Science is a process.

Boat Prototype as Teaching Material on STEM Based Education to Enhance the High Order

Thinking Skills


It is a series of structured and systematic activities carried out to find concepts, principles, and

laws about natural phenomena, including the ability to think, to compile, and to discover new

concepts. At present, science and technology are being developed so rapidly that it has an

impact on the development of methods and learning media in the world of education, especially

in the development of teaching materials. The education system is increasingly focused on 21st-

century learning that provides educational reform movements, especially in the fields of science

and mathematics.

Science learning with the STEM approach trains students to think critically, creatively,

collaborate, and communicate. Therefore, the learning premises n approach to STEM support

the demands of education in the face of the 21st century that is also the target of competencies

in the curriculum of 2013. The 21st Century Learning is learning that integrates literacy,

knowledge, skills, and attitudes, as well as mastery of technology. The skills needed in the 21st

Century are the Higher Order Thinking Skills (HOTS) that are very much needed in preparing

students to face global challenges.

Thus, the learning process that allows students to have higher-order thinking skills (HOTS),

among others, by using STEM-based science teaching materials on the application of Newton's

third law and the law of conservation of momentum. This teaching material contains guidelines

for teachers in presenting learning material, the application of Newton's third law, and the law

of conservation of momentum. This learning design is using the STEM approach: Science,

Technology, Engineering, and Mathematics. Through learning that uses STEM-based teaching

materials, students learn about science, technology, engineering, and mathematics. Therefore

students become problem solvers, innovators, creators, and collaborators and continue to fill

the critical paths of engineers, scientists, and innovators that are very important for the future.

STEM-based learning trains high-level students' thinking skills (HOTS).

According to Minister of Education and Culture (Kompas, 09 November 2018), urges

teachers to continue developing learning in schools with higher-order thinking skills (HOTS)

models. The development of this model will foster children to think critically, communicate

well, collaborate, think creatively, and be confident in preparing for the millennium era.

Teaching Materials developed by teachers at this time include modules and worksheets

learners ( LKPD ) are arranged separately. Most teaching materials developed have not

integrated or combined science, technology, engineering, and mathematics. Recently, teaching

materials are still dominated by teaching materials in the form of models or practice books.

These books are packaged in the form of a summary of material for one semester. Teaching

materials that train students in critical thinking, creative, collaborating, communicating (4C),

and 21st-century skills are still rare both in their use and development.

Based on the above background, researchers create the development of STEM - based

science teaching materials. The researchers hope that students will quickly understand the

material and have high-level thinking skills (HOTS), empower them to think critically,

creatively, collaborate, communicate, and 21st-century skills. The innovation of this study is

"Science-Based Instructional Materials Development STEM to Improve the Higher-Order

Thinking Skills (HOTS) by using Boat Prototype."

2. THEORETICAL FRAMEWORK

2.1. STEM Based - Science Teaching Materials

Teaching materials are all forms of materials that help teachers/ instructors in carrying out

activities to learn to teach in the classroom. (Ministry of National Education, 2008). In other

words, the material taught is a tool or a means of learning which contains the materials,

methods, limitations, and how to evaluate which designed as a systematic and attractive to

Ngadinem, Dwi Sulisworo and Ishafit


achieve competency goals. Teaching materials will decrease the burden of teachers in

presenting the material (face to face) so that the teacher has much time to guide and assist the

participant students in the process of learning. Teaching materials are useful to help educators

in carrying out learning activities. (Nurdyansyah, 2015)

Teaching materials of science wth STEM - based provides opportunities for teachers to

demonstrate to students how the concepts, principles, and techniques of science, technology,

engineering, and mathematics used in an integrated way in the development of products,

processes, and systems in their daily lives. Therefore, adopting the definition of education

STEM as an interdisciplinary approach to learning, in which students use science, technology,

engineering, and mathematics in real contexts that connect between school, work, and global

world, thus developing literacy, STEM gives the ability of students to compete in a new

economic era based on knowledge. (according to Reeve, 2013 quoted by Harry Firman, 2015).

2.2. STEM Learning Model PJBL

The characteristics of STEM learning are integrating science, technology, engineering, and

mathematics in solving real problems. However, there are a variety of ways used in practice to

integrate STEM disciplines, and the pattern and degree of cohesiveness depend on many factors.

Presentation of learning with the STEM approach must meet several aspects of Scientific,

Engineering Practice, and illustrate the existence of Crosscutting Concepts or slices of concepts

among scientific knowledge, technology, engineering, and mathematics. Learning Design with

topics Newton's Law III and the Law of Conservation of Momentum done with the STEM

approach.

The Project-Based Learning (PjBL) model is a recommended model for implementing the

2013 Curriculum, while STEM is a learning strategy. STEM learning emphasizes the process of

designing, engineering, or engineering. Stages of the process/step learning STEM PPP

presented in Table 1:

Table 1 Stages of the STEM PjBL learning process/step

STEM PjBL Steps Description

Reflection

The First Stage is to bring students into the problem and provide

inspiration to the students in order to be able to begin to

investigate immediately. This phase intended to connect what is

known and what to learn.

Research

A second stage is a form of student research. Teachers provide

learning materials, selecting readings, or methods other to collect

relevant source information. The learning process occurs more

and more during this stage, the progress of student learning

concretizes a conceptual understanding of the problem. During

the research phase, teachers more often guide discussions to

determine whether students have developed conceptual and

relevant understanding based on projects.

Discovery

Stage invention generally involves the process of bridging the

research and information that known in the preparation of the

project, when students begin to learn independently and

determine what are still not known. Model of STEM PPA divides

the students into groups to present a possible solution for

problems, collaboration, and cooperation among friends in

developing the ability to build a habit of mind of the process of

designing.

Application The application aims to test the product/solution in solving

problems. In some cases, students test a product made of the


Thinking Skills


provisions set in advance. The results obtained to fix the step

before. Stages The students learn the context of the more

comprehensive in the outer STEM or connect between

disciplinary fields of STEM.

Communication

The final stage of each project is making products/solutions by

communicating between friends and the scope of the class. The

presentation is an essential step in the process of learning to

develop communication and collaboration skills, as well as the

ability to accept and implement feedback through the

construction.

( Source: There is a selection from Laboy- Rush (2010 )).

Also, Higher Order Thinking Skills become a necessity in both learning and assessment.

The essential competency achievement through this learning is KD. 3.7 Analyzing the

interaction of forces and the relationship between force, mass, and the movement of objects in

straight motion and KD. 4.7 experiment and present the results related to the interaction of

forces and the relationship of force, mass, and acceleration in straight motion and their physical

meaning. KD. 3.10 Applying the concept of momentum and impulses, and the law of

conservation of momentum in everyday life and KD. 4.10 Presents the results of testing the

application of the law of conservation of momentum, for example, a free-falling ball to the floor

and a simple rocket. Before learning approach STEM, learners must master the prerequisite

concepts such as expansion, Newton Law, and the law of conservation of momentum. There is

a positive relationship between knowledge of science, technology, engineering, and

mathematics on the subjects of boat prototypes. It described as follows: science: scientific

knowledge which is obtained by the students consists of a concept third Newton Law and the

law of conservation of momentum. Technology trained with students to building prototypes of

boats by problem-solving needs. Engineering in this learning trains students to engineer simple

boat prototypes with Newton's third law principles. Mathematics: mathematics in this study is

used in the process of engineering boat components so that they are balanced, able to move,

and calculate the mass of candles needed to cover a distance of 1 meter.

This teaching-learning material prepared as a guide for Physics teachers in high school

develops learning planning, implementation, and assessment. Teaching materials consist of

three parts: Part I: Introduction: contains a general description, STEM learning on the topic boat

prototyping, a description of the teaching-learning materials in shipbuilding. Part II Study with

STEM approach contains necessary competencies and indicators of achievement of

competencies, learning objectives, material analysis of learning with STEM instructional

design, capability requirements, the development of 21st-century skills, development

strengthening character education, learning scenarios, learning resources, tools, and materials.

Part III Assessment of learning techniques and forms of assessment, assessment tools, and

worksheets for participants.

2.3. High Order Thinking Skills (HOTS)

Higher Order Thinking Skills ( HOTS) ) recognized from Benjamin S. Bloom concept et al. in

the book entitled Taxonomy of Educational Objectives: The Classification of Educational Goals

(1956) to categorize levels of thought called Bloom taxonomy, starts from the lowest to the

highest. The concept of this is the goals of learning divided into three domains, namely

cognitive (knowledge), affective (the emotion surrounding the attitudes and feelings ), and

psychometrics ( ability physical as skills). The concept taxonomy to determine the purpose of

learning this can we refer to as the destination end of a process of learning. After the process of

particular learning, students expected to adopt the skills, knowledge, as well as the attitude.



HOTS itself is part of the realm of cognitive that exist in taxonomy Bloom and aims to

sharpen the knowledge. The realm of a cognitive version of Bloom's later revised by Lorin Ande

and David Karthwohl. The levels of thought transformed into six, namely: remembering,

understanding), applying, analyzing, evaluating, and creating. Levels 1 to 3 are categorized as

low-level thinking ability (LOTS), while levels 4 to 6 categorized as high-level thinking ability

(HOTS).

General Director of Learning and Student Affairs Kemenristekdikti, Prof. Intan Ahmad,

Ph.D., said that the purpose of HOTS is to test students in analyzing, comparing, calculating,

and so on. "So it is the necessary capabilities. Not only just to remember or memorize the

course". Prof. Diamond in Ruangguru said LIVE Special SBMPTN on Tuesday, 30 October

2018.

HOTS Problem is encouraging learners to perform level high reasoning so as not fixated

only on the pattern of answers that resulted from the process of memorization, without knowing

the concept of knowledge. HOTS is one of the skills demands in 21-st century learning, namely

critical thinking, creative.

3. RESEARCH METHODS

The type of research used in this study is research and development, which develops and

perfects a product that already exists so that the product developed becomes more valid. This

research procedure designed refers to the ADDIE development model, which includes five

stages, namely: Analysis, Design, Development, Production, Implementation, Evaluation.

Testing the product can be invalidation by several experts, including two media specialists, two

subject matter experts, and will be tested usage to students.

3.1. Development Procedure

3.1.1. Analysis Phase

At this stage, the researchers conduct various analyses that would be the basis for designing and

developing products. Among them is to analyze the material application of the 3rd law Newton

and the law of conservation of momentum, and a curriculum used is the curriculum in 2013

using the model of learning PPA.

3.1.2. Design Phase

At this stage, the researchers designed the product from the results of the analysis in the previous

stage. Designing consists of material resource determination, which shaped learning devices,

and determination of media formats include LKPD comes to see images that attract, namely,

ship boat.

3.1.3. Development Phase

The product development stage that designed previously is by the material and the purpose of

which delivered in learning.

3.1.4. Implementation phase

Having a revision of the product at the stage of development will be on the implementation of

the right to the user that is one of the high school teachers of Yogyakarta and 33 participants

learners.

3.1.5. Evaluation Phase

The evaluation is the end of material Development made. At the stage of this research do the

revision stage of the end of the material resource that is developed, among other errors writing.


Thinking Skills


3.2. Research Subject

The subjects of this study were teachers and students of grade X SMA / MA in SMA Negeri

Yogyakarta.

3.3. Research Instruments

Data collection methods in this research and development used validation sheet and

questionnaire instruments. The test subjects conducted in this study consisted of media experts,

media experts, and users. The lattice instruments in the study are:

3.4. Lattice Instrument, Validation Sheet of Material Experts and Media Experts

• Material experts consist of aspects of material relevance, organizing material,

evaluation/training questions, language, and effects on learning strategies.

• Media experts consist of aspects of visual appearance, media engineering, effects on

learning strategies, and languages.

3.5. Lattice Material Instrument of High Order thinking Skills (HOTS)

Problem on high order thinking skills (HOTS) with indicators of the level of thought analysis

(C4), evaluation (C5) and Creative (C6)

3.6. Lattice on Student Instrument Responses

Aspects of competency achievement of students are the main questions.

3.7. Data Type

The type of data used in this study is quantitative data obtained through validation sheets and

questionnaires as research instruments. The questionnaire assessment scores presented by using

a Likert scale with the provisions of the score very good / strongly agree (4), good/agree (3),

less / disagree (2), very less / strongly disagree (1).

3.8. Technical Analysis of Data

Technical analysis of the data for downloading determines the validity of the material taught,

the skills to think level high, and the response of the students by using the formula:

%100xreMaximumSco

ScoreePerscentag =

The level of product feasibility of the results of research development identified with the

percentage score. Increasingly significant percentage score results of the analysis of the data,

then getting a good level of feasibility products. The analysis criteria for the products resulting

from the STEM -based teaching material development presented in the following Table 2.

Table 2 Criteria for Eligibility for Percentage Analysis

Percentage Information

80.00-100

60.00-79.99

50.00-59.99

0-49.99

Good / Valid / Eligible

Pretty good / fairly valid / pretty

decent

Less good / less valid / less feasible

Not good ( Replaced )

(Ridwan, 2011)



4. RESULTS AND DISCUSSION

The results obtained in this development are the product of the material taught science - STEM

based PjBL model ( project best learning ), which is designed and developed by the researcher.

Designing learning materials in physics application of the 3rd Newton law and the law of

conservation of momentum creates a stronger concept of 3rd Newton law and the law of

conservation of momentum. Teaching material developed presents learning material about

Newton's third law concepts and the conservation law of momentum, in addition to the

developed teaching material also presents an introduction that contains the importance of STEM

learning, 21st-century skills, strengthening character education, STEM-based learning scenarios,

STEM LKPD and HOTS assessment instruments.

The development of instructional materials begun by analyzing the material and curriculum

used. Then designing and making the appearance of teaching materials and making a

questionnaire to test the validity of media and material experts. The next step is the development

of teaching materials that have been designed previously with STEM-based. After that

proceeding validation test by two material experts, two media experts, and trials to students.

The results of the validation of material experts and media experts shown in Figure 1 and Figure

2 below.

Figure 1 Percentage of results of validation by material experts

The results of the validation of teaching materials by material experts indicate an average

percentage of 92.44 % with a feasible value criterion used to assist the process of learning

physics in the application of Newton's third law and the law of conservation of momentum.

Some of the advice given by subject matter experts, among others: the assessment instruments

HOTS to level evaluation (C5), some spelling errors, and the unit that refers to the international

system.

88%

94%

94%

100%

100%

100%

72%

100%

88%

90%

0% 20% 40% 60% 80% 100% 120%

Material relevance

Material organization

Evaluation

Language

Learning strategy effect

Teaching Materials 1 Teaching Materials 2


Thinking Skills


Figure 2 Percentage of validation test results by media experts

The results of the validation of teaching materials by media experts obtained an average

percentage of 93, 5, 4 % with the value criteria used to help the physics learning process. There

are several suggestions given by media experts, among others: the appearance of images is

unclear and layout.

The result as shown in Figure 3 based on the measurement of high-level thinking skills

(HOTS) of students before and after using teaching materials by using instruments about HOTS

and students' response to the learning in

Figure 3 Percentage of HOTS of Students

Based on research conducted to determine HOTS the self, researchers use knowledge about

the instrument. The average percentage obtained before using teaching materials 52.5 8 % and

after using teaching materials by 73, 64 %. There is an increase in the results before and after

100%

96%

100%

88%

100%

92%

90%

83%

75% 80% 85% 90% 95% 100% 105%

Visual Display

Media Engineering

Learning Strategy Effect

Language

Teaching Material by Media 1 Teaching Material by Media 2

63%

43%

51%

74%69%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Analisis (C4) Evaluasi (C5) Kreasi (C6)

Pre-Test Pos-Test



using the teaching material. The results of the percentage of student responses through the self-

assessment instrument towards learning outcomes are shown in Figure 4 below:

Figure 4 Percentage of Student Responses Through Self-Assessment of Learning Outcomes

The results of student responses about learning obtained by using self-assessment and

analyzed in order to obtain an average percentage of 76.52 % with good criteria.

Based on the results of the validation and the trial shows that the science teaching material

developed can be used as a learning tool for teachers in learning physics at school or students'

learning guides accompanied by the teacher or not.

The following is the display of science teaching materials - STEM based on the boat

prototype, as shown in Figure 5.

Figure 5 The cover of STEM teaching materials

Implementation materials teaching the STEM model of PPA in learning more emphasize

the process of designing, engineering, or reverse. Stages of the process of implementing the

teaching materials - STEM in learning can be seen in Table 3:

100%

67%

88%

52%

0%

20%

40%

60%

80%

100%

120%

Newton's 3 LawConcepts

The concept of theLaw of conservation

of momentum

Benefits ofNewton's 3rd Law

Benefits of the Lawof Conservation of

Momentum


Thinking Skills


Table 3 Implementation Process STEM PPA At Teaching Learning Activities

Stage 1: Reflection

The teacher displays a series of pictures about the launch of a rocket and a boat. Teachers provide

questions ill-defined problems on the principle of work launching rockets and ships boat. Participants

answered questions stimulant. The teacher conveys problems regarding the project of making a simple

boat prototype

Stage 2: Research

Participants gather information about the making of the simple model boat. The teacher guides

students to be able to apply the concept of Newton's third law and the law of conservation of

momentum in the completion of the project with the help of LKPD. Participants students discuss to

find a solution to the problem of the manufacture of the model ship boat

Stage 3: The discovery

Participants students discuss making the design of a model of simple boat, determining the selection of

tools and materials t used in the making of the project. Teachers emphasize the Engineering Design

Process in a project that made participants. A teacher asks participants learners to write down all

which are being planned / ideas from each member that appears. Participants determine the design of

the model boat is simple; the best results of the discussion groups and describe the design by the

guidelines that are in LKPD. Participants students are flocking to present the results of the design of

the model ship boat simple

Stage 4: Application

Participants students create and test the design of the boat at home and school through working groups

according to LKPD that has been distributed. Participants students perform measurements of the mass

of wax that required a boat cover a distance of one meter. Teachers informed students to document the

entire process of manufacture and test try a model of simple boat. Participants students fill out sheets

ratings themselves and ratings among friends when doing work group making of a model ship boat

simple

Stage 5: Communication

Teachers convey the rules of technical presentations. Participants are students presented the results of

a project tested to try and emphasize the persuasive communication. Teachers provide an opportunity

to ask the group of others, monitoring the course of the presentation of the group. If required, the

participant students test to try the product in school. The teacher asks each participant students to

choose products boat the best of the group other.

Implementing teaching materials of STEM in the process of learning is done by a physics

teacher, 33 participants of class X MIPA, in one of the high schools in Yogyakarta. The

allocation of time for learning requires six face-to-face hours of learning and the provision of

duty (project) at home. Implementation of learning begins with the provision of the pre-test.

The objective of implementation is to determine the attainment of skills HOTS before the

implementation of the material taught. The re-test uses the HOTS question instrument, which

contains cognitive levels analyzing (C4), evaluating (C5), and creating (C6). Instruments for

pre-test and post-test have been validated by materials and media experts. Next, the learning

stage is the implementation reflection, research, discovery, communication, ratings themselves,

ratings among friends, and ends with post-test. During the process of learning, the teacher did

a discussion vote, assessment presentation, the assessor 's project, and assessment products. The

post-test aims to determine the achievement of HOTS after the implementation of teaching

materials. The implementation of STEM teaching materials in the learning process is presented

in Figure 6.



Pre-Test dan Fase 1: Reflection

Fase 2: Research

Fase 3: Discovery


Thinking Skills


Fase 4: Application

Fase 5: Communication dan PosTest

Figure 6 Implementation of STEM teaching materials

Based on the results of the research as well as exposure to the above, there is some excess

material resource-based STEM. The positive impact is that the teacher is more comfortable to



guide participants to understand the concepts of physics; the participants were able to apply the

concepts of physics in everyday life.

5. CONCLUSIONS

The research has successfully developed materials based science teaching STEM to the physics

material application of Newton, the third Law, and the law of conservation of momentum.

Under the assessment against teaching materials carried by material and media experts and also

the tryout test for learners can be concluded that the teaching material science-based STEM that

developed fit for use as physics learning materials and can improve the skills of high-level

thinking (HOTS) of learners.

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