Improving Student Learning Outcomes Through Stem-Based Magic Box Medium in The Concept of Addition Theory
DOI:
https://doi.org/10.33830/ijrse.v2i1.183Keywords:
Keywords, learning outcomes, magic box medium, STEM-Based, addition theoryAbstract
The objective of the study is to determine the improvement of student learning outcomes through the media Magic Box (Magic Box) Based on STEM (Science, Technology, Engineering, Mathematics) on the concept of addition. The subject of the research was class I students in one of the Public Schools in Surakarta City Semester I of 2018/2019 Academic Year as many as 24 students, consisting of 7 male students and 17 female students. The method of the study was Classroom Action Research (CAR) with patterns: planning, implementing, observing, reflecting, and revising. The data were collected by using discussion, observation, tests, field notes, and documentation. Based on the results of the study, it was found that student learning outcomes had increased from cycle I to cycle II. The cycle I was 70.83%, and cycle II was 91.66%. The conclusion of the study is by using instructional media teaching aids Magic Box (Magic Box) Based on STEM (Science, Technology, Engineering, Mathematics) on the concept of addition theory can improve student learning outcomes in first-grade elementary schools in Surakarta City Semester I in the Academic Year of 2018/2019.
References
Ahrari, S., Samah, B. A., Hassan, M. S. H. Bin, Wahat, N. W. A., & Zaremohzzabieh, Z. (2016). Deepening critical thinking skills through civic engagement in Malaysian higher education. Thinking Skills and Creativity, 22, 121–128. https://doi.org/10.1016/j.tsc.2016.09.009
Bahrum, S., Wahid, N., & Ibrahim, N. (2018). Integration of STEM Education in Malaysia and Why to STEAM. International Journal of Academic Research in Business and Social Sciences, 7(6), 645–654. https://doi.org/10.6007/ijarbss/v7-i6/3027
Bati, K., Yetişir, M. I., Çalişkan, I., Güneş, G., & Saçan, E. G. (2018). Teaching the concept of time: A steam-based program on computational thinking in science education. Cogent Education, 5(1), 1–16. https://doi.org/10.1080/2331186X.2018.1507306
Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26, 24–37. https://doi.org/10.1016/j.tsc.2017.05.005
Carlisle, D. L., & Weaver, G. C. (2018). STEM education centers: catalyzing the improvement of undergraduate STEM education. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0143-2
Chiang, C. L., & Lee, H. (2015). The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology, 6(9), 709–712. https://doi.org/10.7763/ijiet.2016.v6.779
Chiu, M. S. (2018). Effects of early numeracy activities on mathematics achievement and affect: Parental value and child gender conditions and socioeconomic status mediation. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/97191
Chukwuyenum, A. N. (2013). Impact of Critical thinking on Performance in Mathematics among Senior Secondary School Students in Lagos State. Journal of Research & Method in Education, 3.5(5), 18–25.
Erwin, H. E. (2017). Full STEAM Ahead in Physical Education. Journal of Physical Education, Recreation & Dance, 88(1), 3–4. https://doi.org/10.1080/07303084.2016.1249759
Fathulla, K. (2019). Towards A STEAM Underpinned Industrial Digitalisation Curriculum. Steam, 3(2), 1–10. https://doi.org/10.5642/steam.20180302.09
Goldstein, L. B., Burke, B. L., Getz, A., & Kennedy, P. A. (2011). Ideas in practice: Collaborative problem-based learning in intermediate algebra. Journal of Developmental Education, 35(1), 26–37.
Habimana, O., & Stambach, A. (2015). Kung Fu as critical thinking. Journal of Philosophy in Schools, 2(1), 56–70.
Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507
Jauhariyyah, F. R., Hadi Suwono, & Ibrohim. (2017). Science , Technology , Engineering and Mathematics Project Based Learning ( STEM-PjBL ) pada Pembelajaran Sains. Pros. Seminar Pend. IPA Pascasarjana UM, 2, 432–436.
Jho, H., Hong, O., & Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1843–1862. https://doi.org/10.12973/eurasia.2016.1538a
Katz-Buonincontro, J. (2018). Gathering STE(A)M: Policy, curricular, and programmatic developments in arts-based science, technology, engineering, and mathematics education Introduction to the special issue of Arts Education Policy Review: STEAM Focus. Arts Education Policy Review, 119(2), 73–76. https://doi.org/10.1080/10632913.2017.1407979
Kemdikbud (2017). Materi Pendukung Literasi Numerasi. Jakarta : 2017
Khaeroningtyas, N., Permanasari, A., & Hamidah, I. (2016). Jurnal Pendidikan IPA Indonesia TO IMPROVE SCIENTIFIC LITERACY OF JUNIOR HIGH SCHOOL. Jurnal Pendidikan IPA Indonesia, 5(1), 94–100. https://doi.org/10.15294/jpii.v5i1.5797
Kurup, P. M., Li, X., Powell, G., & Brown, M. (2019). Building future primary teachers’ capacity in STEM: based on a platform of beliefs, understandings and intentions. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0164-5
Lei, Q., Xu, A., Gou, C., Wen, Y., He, D., Wu, J., … Wu, Z. (2018). Dosimetric study of GZP6 60Co high dose rate brachytherapy source. Journal of Applied Clinical Medical Physics, 19(4), 313–318. https://doi.org/10.1002/acm2.12362
Levels, M., Dronkers, J., & Jencks, C. (2017). Contextual explanations for numeracy and literacy skill disparities between native and foreign-born adults in western countries. Plos ONE, 12(3), 1-25. doi:10.1371/journal.pone.0172087, 1–25.
Liliawati, W., Rusnayati, H., Purwanto, & Aristantia, G. (2018). Implementation of STEAM Education to Improve Mastery Concept. IOP Conference Series: Materials Science and Engineering, 288(1). https://doi.org/10.1088/1757-899X/288/1/012148
Mosher, H. R., Desrochers, M., Mosher, H. R., & Desrochers, M. (2014). International Journal of Sustainability in Higher Education Article information :
Mutakinati, L., & Anwari, I. (2018). Jurnal Pendidikan IPA Indonesia ANALYSIS OF STUDENTS ’ CRITICAL THINKING SKILL OF MIDDLE SCHOOL THROUGH STEM EDUCATION PROJECT-BASED LEARNING, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495
Nargundkar, S., Samaddar, S., & Mukhopadhyay, S. (2014). A guided problem-based learning (PBL) approach: Impact on critical thinking. Decision Sciences Journal of Innovative Education, 12(2), 91–108. https://doi.org/10.1111/dsji.12030
Ngabekti, S., Prasetyo, A. P. B., Hardianti, R. D., & Teampanpong, J. (2019). The Development of STEM Mobile Learning Package Ekosistem. Jurnal Pendidikan IPA Indonesia, 8(1), 81–88. https://doi.org/10.15294/jpii.v8i1.16905
Noprianda, M., Noor, M. F., & Zulfiana. (2016). Keterampilan Berpikir Kritis Siswa Model Pembelajaran Problem Based Learning Dan Sains Teknologi Masyarakat Pada Konsep Virus. Keterampilan Berpikir Kritis Siswa Model Pembelajaran Problem Based Learning Dan Sains Teknologi Masyarakat Pada Konsep Virus, 8(2), 182–191.
Ntobuo, N. E., Arbie, A., & Amali, L. N. (2018). The Development of Gravity Comic Learning Media Based on Gorontalo Culture. Jurnal Pendidikan IPA Indonesia, 7(2), 246–251. https://doi.org/10.15294/jpii.v7i2.14344
Qomariyah, E. N. (2016). Pengaruh Problem Based Learning terhadap Kemampuan Berpikir Kritis IPS, 23(2009), 132–141.
Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B.,
Maiorca, C., Cavalcanti, M., … Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0133-4
Sari, A. P., & Setiawan, A. (2018). International Journal of Active Learning The Development of Internet-Based Economic Learning Media using Moodle Approach. International Journal of Active Learning, 3(2), 100–109.
Schoenberger-Orgad, M., & Spiller, D. (2014). Critical thinkers and capable practitioners. Journal of Communication Management, 18(3), 210–221. https://doi.org/10.1108/JCOM-11-2012-0085
Suwandi, F., & Istiyono, E. (2017). The Development of Performance Assessment of Stem- Based Critical Thinking Skill in the High School Physics Lessons, 12(5), 1269–1281.
Wulandari, B., Surjono, H. D., Sudarman, Simone, C. De, Lussier, J., Hall, L., … I.O’kwu, E. (2014). Problem-based learning in teacher education : Trajectories of change Faculty of Education. International Review of Social Sciences and Humanities, 2(1), 657–662. https://doi.org/0949-149X/91
Downloads
Published
Issue
Section
License
Copyright (c) 2020 ANIK TWIN TWININGSIH
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
International Journal of Research in STEM Education (IJRSE) adopts the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0) as the optimal license for the publication, distribution, use, and reuse of scholarly works for non-commercial purposes.
The non-commercial use of the article will be governed by this license, which allows others to share and adapt the work provided proper attribution is given to the author(s) and the journal.
Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons License: CC BY-NC 4.0
2. Author's Warranties
The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright vested exclusively in the author, is free of any third-party rights, and that all necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
The International Journal of Research in STEM Education aims to disseminate published articles as freely as possible. Under the Creative Commons license, users are permitted to copy, distribute, display, and perform the work for non-commercial purposes only, provided that proper attribution is given to the author(s) and this journal.
4. Rights of Authors
Authors retain the following rights:
- Copyright and proprietary rights related to the article, such as patent rights.
- The right to use the substance of the article in future works (e.g., lectures, books).
- The right to reproduce the article for personal purposes.
- The right to self-archive the article.
- The right to enter into separate, additional non-exclusive contractual arrangements for the distribution of the article’s published version (e.g., posting to an institutional repository or publishing it in a book), with acknowledgment of its initial publication in IJRSE.
If the author has a non-exclusive publishing contract with another publisher under a more restrictive license, the author still retains all rights to republish or distribute the work elsewhere, including commercially, as the author is not bound by the license conditions imposed on the journal.
5. Co-Authorship
If the article has multiple authors, the signatory of this agreement warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf and agrees to inform all co-authors of the terms of this agreement.
6. Termination
This agreement may be terminated by either the author or IJRSE with two months’ notice if the other party has materially breached this agreement and failed to remedy such breach within one month after receiving written notice.
No breach or violation of this agreement will cause automatic termination or affect the license granted to IJRSE.
7. Royalties
This agreement entitles the author to no royalties or other fees. To the extent legally permissible, the author waives the right to collect royalties in respect of any use of the article by IJRSE or its sublicensees.
8. Miscellaneous
IJRSE will publish the article (or have it published) once the editorial process has been successfully completed.
The journal reserves the right to edit the article for style, punctuation, spelling, capitalization, referencing, and consistency as deemed appropriate.
The author acknowledges that the article will be made publicly accessible, and such access will be free of charge for readers.
