The Effectiveness of Science, Technology, Engineering, and Mathematics Inquiry Learning for 15-16 Years Old Students Based on K-13 Indonesian Curriculum: The Impact on the Critical Thinking Skills

Autor/inn/en	Pahrudin, Agus; Misbah; Alisia, Gita; Saregar, Antomi; Asyhari, Ardian; Anugrah, Adyt; Susilowati, Nur Endah
Titel	The Effectiveness of Science, Technology, Engineering, and Mathematics Inquiry Learning for 15-16 Years Old Students Based on K-13 Indonesian Curriculum: The Impact on the Critical Thinking Skills
Quelle	In: European Journal of Educational Research, 10 (2021) 2, S.681-692 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Instructional Effectiveness; Science Instruction; Physics; Scientific Concepts; STEM Education; Active Learning; Inquiry; Adolescents; High School Students; Grade 10; National Curriculum; Critical Thinking; Thinking Skills; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; STEM; Aktives Lernen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kritisches Denken; Denkfähigkeit; Ausland; Indonesien
Abstract	Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01