Enhancing Students' Explanatory Skills through the Implementation of STEM-Based Student Worksheets

Authors

  • Zulfa Rizka Universitas Syiah Kuala, Indonesia
  • Muhammad Syukri Universitas Syiah Kuala, Indonesia http://orcid.org/0000-0003-0405-3145
  • Saminan Saminan Universitas Syiah Kuala, Indonesia
  • Siti Maghfirah Universitas Syiah Kuala, Indonesia
  • Elmi Mahzum Universitas Syiah Kuala, Indonesia
  • Muhammad Syukri Universitas Syiah Kuala, Indonesia
  • Lilia Ellany Mohtar Universiti Pendidikan Sultan Idris, Malaysia

DOI:

https://doi.org/10.35445/alishlah.v18i1.9288

Keywords:

STEM education, student worksheet (LKPD), scientific explanation, critical thinking, engineering design process

Abstract

Critical thinking skills, particularly scientific explanation abilities, remain inadequately developed among Indonesian secondary students, as evidenced by PISA 2023 results. While STEM-based learning shows promise for developing critical thinking, few studies have specifically examined its impact on the explanation indicator students' ability to construct coherent scientific arguments using claim-evidence-reasoning frameworks.  This study investigated whether STEM-based student worksheets (LKPD) incorporating the Engineering Design Process could improve students' explanation indicator scores in physics learning. A one-group pretest-posttest pre-experimental design was employed with 35 grade XI students at SMAN 2 Banda Aceh. Data were collected using a validated explanation ability test (covering claim-evidence-reasoning dimensions), student response questionnaires, and observation sheets aligned with Facione's critical thinking indicators. Paired samples t-test and N-Gain analysis were conducted to examine score changes. Pretest scores averaged 30.35±4.91%, while posttest scores reached 84.52±10.63% (t(34)=-27.427, p<0.001, d=0.77, 95% CI [49.13, 59.21]). The N-Gain value of 0.77 indicated high improvement. Observation data showed explanation indicator performance at 89.2%, second only to self-regulation (97.14%). STEM-based LKPD was associated with substantial improvements in students' scientific explanation abilities. However, the one-group pretest-posttest design limits causal inferences; findings suggest correlation rather than definitive causation. The Engineering Design Process appears to provide structured opportunities for claim-evidence-reasoning practice essential for explanation development.

Author Biographies

Zulfa Rizka, Universitas Syiah Kuala

Student at Postgraduate School, Department of Science Education, Syiah Kuala University, Banda Aceh, Indonesia

Muhammad Syukri, Universitas Syiah Kuala

Lecturer at Department of Physics Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, Indonesia

Saminan Saminan, Universitas Syiah Kuala

Lecturer at Department of Physics Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, Indonesia

Siti Maghfirah, Universitas Syiah Kuala

An Alumnus of the Postgraduate School, Department of Science Education, Syiah Kuala University, Banda Aceh, Indonesia

Elmi Mahzum, Universitas Syiah Kuala

Lecturer at Department of Physics Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, Indonesia

Muhammad Syukri, Universitas Syiah Kuala

Lecturer at Department of Physics, Faculty of Mathematics and Natural Sciences, Syiah Kuala University, Banda Aceh, Indonesia

Lilia Ellany Mohtar, Universiti Pendidikan Sultan Idris

Lecturer at Sultan Idris Education University

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Published

2026-04-02

How to Cite

Rizka, Z., Syukri, M., Saminan, S., Maghfirah, S., Mahzum, E., Syukri, M., & Mohtar, L. E. (2026). Enhancing Students’ Explanatory Skills through the Implementation of STEM-Based Student Worksheets. AL-ISHLAH: Jurnal Pendidikan, 18(1), 958–967. https://doi.org/10.35445/alishlah.v18i1.9288

Issue

Vol. 18 No. 1 (2026): MARCH 2026

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Articles

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