This research aims were to: (1) produce a PhET simulation-based learning device that who being used in physics learning activities by using Problem Based Learning (PBL) model to improve critical thinking skills of students MAN 3 Sleman in chapter work and energy, (2) knowing the effectiveness of learning medium in the form of PhET simulation in physics learning activity using PBL model, and (3) knowing the improvement of critical thinking skills of students in MAN 3 Sleman. This research is a development research with 4D model. The define stage, defines the problem. The design stage, developing physics-based learning device PhET simulation using PBL Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 1, Article 3, p.2 (Aug., 2019) Himawan PUTRANTA, JUMADI, and Insih WILUJENG Physics learning by PhET simulation-assisted using problem based learning (PBL) model to improve students' critical thinking skills in work and energy chapters in MAN 3 Slemank Copyright (C) 2019 EdUHK APFSLT. Volume 20, Issue 1, Article 3 (Aug., 2019). All Rights Reserved. model. The development stage, resulting in PhET simulation based physics learning device using the revised PBL model. The disseminate stage, the dissemination of PhET simulation based physics learning device using PBL model. The research results, (1) The PhET simulation based physics learning device using PBL model feasible use in physics learning activity. This is evidenced from the acquisition of Aiken's V validity score through validation result, students's response result, and valid and reliable assessor approval level, (2) Learning medium in the form of PhET simulation is effectively used in physics learning activities. This is evidenced by the sig value. of 0.00 in the modeling class and implementation class, meaning the PhET simulation application allows students to improve their critical thinking skills, and (3) Improvement of critical thinking skills of students MAN 3 Sleman in modeling class and implementation class that are 23.84% and 41.90% respectively with value of standard gain of 0.35 and 0.61 which are included in medium category.
The abstractness of certain chemistry concepts demands the use of appropriate teaching strategies to enable students to construct mental images of the concepts. The concepts include understanding the effects of concentration and catalyst on the rate Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 2, Article 3 (Dec., 2018) Mageswary KARPUDEWAN and Kumareson MATHANASEGARAN Exploring the use of context-based green chemistry experiments in understanding the effects of concentration and catalyst on the rate of reaction Copyright (C) 2018 EdUHK APFSLT. Volume 19, Issue 2, Article 3 (Dec., 2018). All Rights Reserved. of reaction. The reactions at the molecular level are not visible to human eyes and the use of hazardous chemicals to teach the reactions further had made the learning irrelevant to the students. As an alternative to the existing curriculum, through this study, context-based green chemistry experiments (CBGCEs) were introduced as a laboratory curriculum. Teaching using CBGCEs began with unfolding a relevant context and followed with an investigation using benign green chemistry experiments. The qualitative interviews and responses to the issue-based open-ended questions show that students exposed to CBGCEs and existing curriculum attained better understanding about the effects of concentration and catalyst on the rate of reaction. However, the themes emerged from the responses of students learned with CBGCEs portray that this group of students has attained more specific and scientifically adequate understanding. The quantitative findings substantiated the findings obtained from the qualitative data.
The aim of this study was to examine the effectiveness of science-technologysociety (STS) approach based worksheets on improving Indonesian students' scientific literacy of ‘environmental pollution’ topic. Through quasi-experimental research method (nonequivalent pre-post control group design), the sample of the study comprised of 64 junior high school students in Lampung Province, Indonesia. The sample was assigned to two groups, namely experimental and control classes. An independent samples t-test and ANCOVA were rectruited to reveal any difference between the experimental and control groups’ learning effectiveness and effect sizes. The results showed that the STS approach-based worksheets increased the students’ scientific literacy levels. Given the values of nGain for the experimental (0.66) and control classes (0.48), the experimental class performed a higher value than the control one. The experimental group’s eta square value was found to be p.η2 = 0.767.
Identifying the factors that contribute to interest in STEM will provide guidance for successful interventions as well as contribute to our understanding of how students learn STEM content and how STEM career trajectories are developed. Thus, this study aimed to develop an instrument of STEM career interest. The process of the instrument development involved four stages, namely establishing content validity, conducting a pre-test, conducting exploratory factor analysis, and performing construct reliability. In this study, an 80-item questionnaire was administered to 354 middle secondary school students (14 years of age). Exploratory factor analysis indicated that the 80 items were grouped into four main factors, namely environmental factors, STEM self-efficacy, perception of STEM careers and interest in STEM careers. Four sub-constructs were grouped under environmental factors and these are activities in the classroom, activities outside the classroom, social influences and media influences. STEM self-efficacy consisted of abilities in science, technology, engineering and mathematics while perception of STEM careers consisted of two sub-constructs i.e., job prospects and skills needed in STEM careers. STEM career fields were divided into two sub-constructs i.e., life sciences and physical sciences. It is expected that this instrument would be helpful in research and evaluation that is aimed at measuring STEM career interest in students.
