The Improvement of Higher-Order Thinking Skills Through Project-Based Learning on STEM Education Settings
Ngadinem, Dwi Sulisworo
Available Online 20 October 2020.
- https://doi.org/10.2991/assehr.k.201017.111How to use a DOI?
- project-based learning, STEM education, higher-order thinking skills, learning strategy, learning achievement
- This study aims to determine the effect of applying the project-based learning in the STEM education setting to enhance students’ higher-order thinking skills. The design used in this study is a non-equivalent (pretest-posttest) controlled group design. The population of this research is the 10th-grade students of Mathematics and Natural Sciences State High School in Yogyakarta, Indonesia. The research sample technique was an accidental sampling technique. The experimental group was guided to do project-based learning in the STEM education setting, while the controlled group was addressed to scientific learning. Two instruments used were multiple-choice questions to measure the higher-order thinking skills score, and questionnaires to collect the scientific attitudes data. The statistical analysis was d paired-sample T-Test. The learning effectiveness was interpreted from the N-Gain score. The result shows that there is a positive impact on the tudents’ higher-order thinking skills. The other finding was that prior knowledge and scientific attitude contributed to increasing higher-order thinking skills. The impact of the finding is the possibility of this model contributing to physics learning, especially on the students’ higher-order thinking skills.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Ngadinem AU - Dwi Sulisworo PY - 2020 DA - 2020/10/20 TI - The Improvement of Higher-Order Thinking Skills Through Project-Based Learning on STEM Education Settings BT - International Conference on Community Development (ICCD 2020) PB - Atlantis Press SP - 504 EP - 507 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201017.111 DO - https://doi.org/10.2991/assehr.k.201017.111 ID - Ngadinem2020 ER -