Energizing Education: Fostering Interactive Engagement in Basic Electronics through STEM-Project Based Learning

Authors

  • Nehru Nehru Universitas Jambi, Indonesia
  • Sri Purwaningsih Universitas Jambi, Indonesia
  • Cicyn Riantoni Physics Education Programs, Universitas Jambi, Indonesia
  • Devie Novallyan UIN Sulthan Thaha Saifuddin Jambi, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v16i1.4364

Keywords:

electronics, learning environment, project, STEM

Abstract

The learning setting refers to the combined social, psychological, and pedagogical circumstances which have the potential to impact students' learning, accomplishments, and attitudes. This research aims to analyze the STEM-Project Based Learning environment in the Basic Electronics course. The research method used is quantitative with a survey design. The research subjects are 65 students enrolled in the Basic Electronics course in the Physics Education program at the University of Jambi. Data collection is conducted through surveys. The survey instrument uses the WIHIC instrument. The research findings indicate that out of the 7 WIHIC indicators, namely student cohesiveness, teacher support, involvement, order and organization, task orientation, cooperation, and equity, data reveals that there are still issues in the implementation of STEM-Project Based Learning, particularly in the areas of teacher support and involvement. As an illustration, data indicates that 42.9% of students perceive that the teacher occasionally succeeds in engaging their attention during STEM-Project Based Learning. On the other hand, positive aspects are frequently observed in the equity indicator. This is evident in STEM-Project Based Learning, where 50% of the students feel they are given equal opportunities to answer questions during discussions.

References

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267. https://doi.org/10.15294/jpii.v5i2.5493

Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213–227. https://doi.org/10.1080/10382046.2014.927167

Anazifa, R. D., & Djukri. (2017). Project- based learning and problem- based learning: Are they effective to improve student’s thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100

Baird, W. H., Richards, C., & Godbole, P. (2012). Advanced Imaging of Elementary Circuits. The Physics Teacher, 50(9), 561–562. https://doi.org/10.1119/1.4767496

Barak, M., & Assal, M. (2018). Robotics and STEM learning: students’ achievements in assignments according to the P3 Task Taxonomy—practice, problem solving, and projects. International Journal of Technology and Design Education, 28(1), 121–144. https://doi.org/10.1007/s10798-016-9385-9

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415

Bennett, M. B., Fiedler, B., & Finkelstein, N. D. (2020). Refining a model for understanding and characterizing instructor pedagogy in informal physics learning environments. Physical Review Physics Education Research, 16(2), 20137. https://doi.org/10.1103/PhysRevPhysEducRes.16.020137

Breukelen, D. H. J., Vries, M. J., & Schure, F. A. (2016). Concept learning by direct current design challenges in secondary education. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-016-9357-0

Brookes, D. T., Yang, Y., & Nainabasti, B. (2021). Social positioning in small group interactions in an investigative science learning environment physics class. Physical Review Physics Education Research, 17(1), 10103. https://doi.org/10.1103/PhysRevPhysEducRes.17.010103

Campos, E., Hernandez, E., Barniol, P., & Zavala, G. (2021). Phenomenographic analysis and comparison of students’ conceptual understanding of electric and magnetic fields and the principle of superposition. Physical Review Physics Education Research, 17(2), 20117. https://doi.org/10.1103/PhysRevPhysEducRes.17.020117

Chang, L. C., & Lee, G. C. (2010). A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. Computers and Education, 55(3), 961–969. https://doi.org/10.1016/j.compedu.2010.04.007

Ding, L., Chabay, R., Sherwood, B., & Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment. Physical Review Special Topics - Physics Education Research, 2(1), 1–7. https://doi.org/10.1103/PhysRevSTPER.2.010105

Engelhardt, P. V., & Beichner, R. J. (2004). Students’ understanding of direct current resistive electrical circuits. American Journal of Physics, 72(1), 98–115. https://doi.org/10.1119/1.1614813

Goodhew, L. M., Robertson, A. D., Heron, P. R. L., & Scherr, R. E. (2019). Student conceptual resources for understanding mechanical wave propagation. Physical Review Physics Education Research, 15(2), 20127. https://doi.org/10.1103/PhysRevPhysEducRes.15.020127

Gracia, A., Andrian, D., Yuniati, D., Palupi, R., Hidayati, T., Mulyati, E., Maharani, D., Mahmudah, D., Adawiyah, R., & Rodiah, S. (2022). Pelatihan Pembelajaran Berbasis Proyek dengan Kegiatan Eco-enzyme di Gugus Lebah Kecamatan Pancoran Jakarta Selatan. E-DIMAS: Jurnal Pengabdian Kepada Masyarakat, 13(4), 773–779.

Gümüş, S., & Okur, M. R. (2010). Using multimedia objects in online learning environment. Procedia - Social and Behavioral Sciences, 2(2), 5157–5161. https://doi.org/10.1016/j.sbspro.2010.03.838

Hall, W., Palmer, S., & Bennett, M. (2012). A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programme. European Journal of Engineering Education, 37(2), 155–165. https://doi.org/10.1080/03043797.2012.674489

Hong, J. C., Chen, M. Y., Wong, A., Hsu, T. F., & Peng, C. C. (2012). Developing physics concepts through hands-on problem solving: A perspective on a technological project design. In International Journal of Technology and Design Education (Vol. 22, Issue 4, pp. 473–487). https://doi.org/10.1007/s10798-011-9163-7

Jaime, A., Blanco, J. M., Domínguez, C., Sánchez, A., Heras, J., & Usandizaga, I. (2016). Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course. Journal of Science Education and Technology, 25(3), 439–449. https://doi.org/10.1007/s10956-016-9604-x

Kilinc, A., Kelly, T., Eroglu, B., Demiral, U., Kartal, T., & Sonmez, A. (2017). Stickers to Facts , Imposers , Democracy Advocators , and Committed Impartialists : Preservice Science Teachers ’ Beliefs About Teacher ’ s Roles in Socioscientific Discourses. International Journal of Science and Mathematics Education, 195–213. https://doi.org/10.1007/s10763-015-9682-x

Kock, Z. J., Taconis, R., Bolhuis, S., & Gravemeijer, K. (2014). Creating a Culture of Inquiry in the Classroom While Fostering an Understanding of Theoretical Concepts in Direct Current Electric Circuits: a Balanced Approach. International Journal of Science and Mathematics Education, 13(1), 45–69. https://doi.org/10.1007/s10763-014-9535-z

Korur, F., Efe, G., Erdogan, F., & Tunç, B. (2017). Effects of Toy Crane Design-Based Learning on Simple Machines. International Journal of Science and Mathematics Education, 15(2), 251–271. https://doi.org/10.1007/s10763-015-9688-4

Kyza, E. A., & Georgiou, Y. (2019). Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments, 27(2), 211–225. https://doi.org/10.1080/10494820.2018.1458039

MacLeod, C., & Fraser, B. J. (2010). Development, validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire. Learning Environments Research, 13(2), 105–125. https://doi.org/10.1007/s10984-008-9052-5

Margianti, E. S. (2001). Learning Environment , Mathematics Achievement and Student Attitudes Among University Computing Students in Indonesia. October, xiii + 184.

Martin-Hansen, L. (2018). Examining ways to meaningfully support students in STEM. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0150-3

Minich, T. (2005). Conceptualizing Series and Parallel Circuits Through 3-D Modeling. The Physics Teacher, 43(7), 448–451. https://doi.org/10.1119/1.2060644

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495

Nehru, Riantoni, C., Rasmi, D. P., Kurniawan, W., & Iskandar. (2020). “Knowledge in pieces†view: Conceptual understanding analysis of pre-service physics teachers on direct current resistive electrical circuits. Journal for the Education of Gifted Young Scientists, 8(2), 723–730. https://doi.org/10.17478/jegys.695853

Pedersen, M. K., Skyum, B., Heck, R., Müller, R., Bason, M., Lieberoth, A., & Sherson, J. F. (2016). Virtual learning environment for interactive engagement with advanced quantum mechanics. Physical Review Physics Education Research, 12(1), 1–6. https://doi.org/10.1103/PhysRevPhysEducRes.12.013102

Riantoni, C., Yuliati, L., Mufti, N., & Nehru, N. (2017). Problem solving approach in electrical energy and power on students as physics teacher candidates. Jurnal Pendidikan IPA Indonesia, 6(1), 55–62. https://doi.org/10.15294/jpii.v6i1.8293

Shadinger, D., & Toomey, D. (2014). Knacktive: Answering a Call for More Interdisciplinary, Collaborative, Educational Experiences. College Teaching, 62(January 2015), 55–61. https://doi.org/10.1080/87567555.2014.885875

Siew, N. M., & Ambo, N. (2018). Development and evaluation of an integrated project-based and stem teaching and learning module on enhancing scientific creativity among fifth graders. Journal of Baltic Science Education, 17(6), 1017–1033. https://doi.org/10.33225/jbse/18.17.1017

Smith, D. P., & van Kampen, P. (2011). Teaching electric circuits with multiple batteries: A qualitative approach. Physical Review Special Topics - Physics Education Research, 7(2), 020115. https://doi.org/10.1103/PhysRevSTPER.7.020115

Smith, E. M., & Holmes, N. G. (2020). Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills. Physical Review Physics Education Research, 16(2), 20150. https://doi.org/10.1103/PhysRevPhysEducRes.16.020150

Sormunen, K., Juuti, K., & Lavonen, J. (2020). Maker-Centered Project-Based Learning in Inclusive Classes: Supporting Students’ Active Participation with Teacher-Directed Reflective Discussions. International Journal of Science and Mathematics Education, 18(4), 691–712. https://doi.org/10.1007/s10763-019-09998-9

Tekbıyık, A., Baran Bulut, D., & Sandalcı, Y. (2022). Effects of a summer robotics camp on students STEM career interest and knowledge structure. Journal of Pedagogical Research, 6(2), 91–109. https://doi.org/10.33902/jpr.202212606

Tekerek, B., & Karakaya, F. (2018). STEM Education Awareness of Pre-service Science Teachers. International Online Journal of Education and Teaching, 5(2), 348–359. http://www.iojet.org/index.php/IOJET/article/view/310

Thao-do, T. H. I. P., Bac-ly, D. T. H. I., & Yuenyong, C. (2016). Learning environment in vietnamese physics teacher education programme through the lens of constructivism: a case study of a state university in mekong delta region, vietnam. 2011, 55–79.

Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., De Cock, M., & Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Educational Technology Research and Development, 64(3), 481–505. https://doi.org/10.1007/s11423-015-9417-2

Tseng, C. H., Tuan, H. L., & Chin, C. C. (2013). How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers. Research in Science Education, 43(2), 809–825. https://doi.org/10.1007/s11165-012-9292-3

Wang, X. (2013). Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support. American Educational Research Journal, 50(5), 1081–1121. https://doi.org/10.3102/0002831213488622

Yuliati, L., Riantoni, C., & Mufti, N. (2018). Problem solving skills on direct current electricity through inquiry-based learning with PhET simulations. International Journal of Instruction, 11(4), 123–138. https://doi.org/10.12973/iji.2018.1149a

Zacharia, Z. C., & de Jong, T. (2014). The Effects on Students’ Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives Within a Physical Manipulatives-Oriented Curriculum. Cognition and Instruction, 32(2), 101–158. https://doi.org/10.1080/07370008.2014.887083

Downloads

Published

2024-03-31

How to Cite

Nehru, N., Purwaningsih, S., Riantoni, C., & Novallyan, D. (2024). Energizing Education: Fostering Interactive Engagement in Basic Electronics through STEM-Project Based Learning. AL-ISHLAH: Jurnal Pendidikan, 16(1), 630–639. https://doi.org/10.35445/alishlah.v16i1.4364

Issue

Vol. 16 No. 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.