EXPLORING THE TRANSFORMATIVE EFFECT OF PROBLEM-BASED LEARNING MODELS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON STUDENTS' RATIONAL THINKING ABILITY ACROSS GENDER

Abstract views: 219 , PDF downloads: 192
Keywords: Gender, Problem-Based Learning, STEM, Rational Thinking

Abstract

The rational thinking abilities of students require development through effective learning strategies. This study investigates the effectiveness of a STEM-based Problem-Based Learning (PBL) model in enhancing students' rational thinking abilities, with consideration for gender differences. This research uses a quantitative approach and a quasi-experimental design. Data analysis involved the application of Two-Way ANOVA and Scheffe tests utilizing SPSS software. Participants consisted of Class VII students from MTs Ma'arif Balong Ponorogo. The findings indicate the following: (1) the initial rational thinking abilities of the experimental and control groups were comparable; (2) the STEM-based PBL model demonstrated superior effectiveness in improving students' rational thinking skills when compared to conventional learning methods; (3) no significant disparity in rational thinking abilities were observed between male and female students; (4) an interaction effect between the learning model and gender was detected, influencing students' rational thinking abilities. Specifically, female students displayed superior rational thinking abilities when exposed to the STEM-based PBL model. Conversely, no gender-based discrepancy in rational thinking abilities was observed among students utilizing the conventional model. These findings underscore the potential of the STEM-based PBL model as an alternative approach to foster students' rational thinking abilities.

References

Alam, A. (2022). Psychological, Sociocultural, and Biological Elucidations for Gender Gap in STEM Education: A Call for Translation of Research into Evidence-Based Interventions. 95–107. https://doi.org/10.2991/ahsseh.k.220105.012

Al-Qora’n, L. F., Jawarneh, A., & Nganji, J. T. (2023). Toward Creating Software Architects Using Mobile Project-Based Learning Model (Mobile-PBL) for Teaching Software Architecture. Multimodal Technologies and Interaction, 7(3), 31. https://doi.org/10.3390/mti7030031

Awalin, N. A., & Ismono, I. (2021). The Implementation of Problem Based Learning Model with STEM (Science, Technology, Engineering, Mathematics) Approach to Train Students’ Science Process Skills of XI Graders on Chemical Equilibrium Topic. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), Article 1. https://doi.org/10.21154/insecta.v1i2.2496

Crompton, H., Bernacki, M., & Greene, J. A. (2020). Psychological Foundations of Emerging Technologies for Teaching and Learning in Higher Education. Current Opinion in Psychology, 36, 101–105. https://doi.org/10.1016/j.copsyc.2020.04.011

Dakabesi, D., & Luoise, I. S. Y. (2019). The Effectiveness of Problem-Based Learning Model to Increase the Students’ Critical Thinking Skills. Journal of Education and Learning (EduLearn), 13(4), 543–549. https://doi.org/10.11591/edulearn.v13i4.12940

De Keersmaecker, J., Dunning, D., Pennycook, G., Rand, D. G., Sanchez, C., Unkelbach, C., & Roets, A. (2020). Investigating the Robustness of the Illusory Truth Effect Across Individual Differences in Cognitive Ability, Need for Cognitive Closure, and Cognitive Style. Personality and Social Psychology Bulletin, 46(2), 204–215. https://doi.org/10.1177/0146167219853844

Handika, I., & Wangid, M. N. (2013). Pengaruh Pembelajaran Berbasis Masalah Terhadap Penguasaan Konsep dan Keterampilan Proses Sains Siswa Kelas V. Jurnal Prima Edukasia, 1(1), 85–93.

Howitt, D., & Cramer, D. (2017). Understanding Statistics in Psychology with SPSS (Seventh Edition). Pearson.

Ibrahim, M. E., Al-Shahrani, A. M., Abdalla, M. E., Abubaker, I. M., & Mohamed, M. E. (2018). The Effectiveness of Problem-based Learning in Acquisition of Knowledge, Soft Skills During Basic and Preclinical Sciences: Medical Students’ Points of View. Acta Informatica Medica, 26(2), 119–124. https://doi.org/10.5455/aim.2018.26.119-124

Irawan, E. (2014). Pengantar Statistika Penelitian Pendidikan. Yogyakarta: Aura Pustaka.

Jabarullah, N. H., & Iqbal Hussain, H. (2019). The Effectiveness of Problem-Based Learning in Technical and Vocational Education in Malaysia. Education+ Training, 61(5), 552–567. https://doi.org/10.1108/ET-06-2018-0129

Kong, L.-N., Qin, B., Zhou, Y., Mou, S., & Gao, H.-M. (2014). The Effectiveness of Problem-Based Learning on Development of Nursing Students’ Critical Thinking: A Systematic Review and Meta-Analysis. International Journal of Nursing Studies, 51(3), 458–469. https://doi.org/10.1016/j.ijnurstu.2013.06.009

Matsunaga, K., Barnes, M. M., & Saito, E. (2021). Exploring, Negotiating and Responding: International Students’ Experiences of Group Work at Australian Universities. Higher Education, 81, 989–1006. https://doi.org/10.1007/s10734-020-00592-5

Mulyani, D. F., & Arif, S. (2021). Implementation of Project Based Learning (PJBL) Based on Science, Technology, Engineering and Mathematics (STEM) to Improve Metacognitive Thinking Ability. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), Article 1. https://doi.org/10.21154/insecta.v2i1.2931

Nair, S. S., Smritika, S. P., & Thomas, K. A. (2020). Revitalizing Education through Problem Based Learning Practices. Shanlax International Journal of Education, 9(1), 109–117. https://doi.org/10.34293/education.v9i1.3436

Nasir, M., Cari, C., Sunarno, W., & Rahmawati, F. (2022). The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. EURASIA Journal of Mathematics, Science and Technology Education, 18(11), em2175. https://doi.org/10.29333/ejmste/12499

Nida’ul Khairiyah, S. P. (2019). Pendekatan Science, Technology, Engineering Dan Mathematics (STEM). SPASI MEDIA.

Nuayi, A. W., Supartin, S., & Buhungo, T. J. (2018). Stimulation of Pressure on Liquid Concept in Stad Learning Model to Improve Rational Thinking Skills and Learning Outcomes of Student. Jurnal Pendidikan Fisika Indonesia, 14(2), 83–91.

Nurachman, D. E., & Irawan, E. (2020). Effectiveness Of Blended Learning Based On Constructive Feedback In Improving Rational Thingking Ability Of Students. INSECTA: Integrative Science Education and Teaching Activity Journal, 1(1), 34–44.

Putri, E. A., & Fadly, W. (2022). Analysis of Student’s Rational Thinking Ability in a Career Perspective in the Field of Science, Technology, Engineering, Mathematics (STEM). INSECTA: Integrative Science Education and Teaching Activity Journal, 3(2), Article 2. https://doi.org/10.21154/insecta.v3i2.5138

Rahman, Md. M. (2019). 21st Century Skill “Problem Solving”: Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74.

Rashidov, A. S. (2022). Using of Problem Educational Technologies in the Development of Students’creative and Logical Thinking Skills. Berlin Studies Transnational Journal of Science and Humanities, 2(1.5 Pedagogical sciences).

Rogers, J., & Revesz, A. (2020). Experimental and quasi-experimental designs. Routledge.

Roshayanti, F., Wijayanti, A., & Purnamasari, V. (2022). Model Pembelajaran Berbasis STEAM Berorientasi Life Skills. Penerbit NEM.

Rusmansyah, R., Yuanita, L., Ibrahim, M., Isnawati, I., & Prahani, B. K. (2019). Innovative Chemistry Learning Model: Improving the Critical Thinking Skill and Self-Efficacy of Pre-Service Chemistry Teachers. JOTSE: Journal of Technology and Science Education, 9(1), 59–76.

Sagala, R., Umam, R., Thahir, A., Saregar, A., & Wardani, I. (2019). The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding. European Journal of Educational Research, 8(3), 753–761.

Salam, H. (2023). Stem Education: Its Effects on the Quality of Teachers and Students in the 21st Century. International Conference on Education 2022 (ICE 2022), 31–39. https://doi.org/10.2991/978-2-38476-020-6_4

Saputri, R. R., Sugiarti, T., Murtikusuma, R. P., Trapsilasiwi, D., & Yudianto, E. (2018). Analisis kesalahan siswa dalam menyelesaikan soal materi fungsi berdasarkan kriteria watson ditinjau dari perbedaan gender siswa SMP kelas VIII. Kadikma, 9(2), 59–68.

Sholihah, T. M., & Lastariwati, B. (2020). Problem Based Learning to Increase Competence of Critical Thinking and Problem Solving. Journal of Education and Learning (EduLearn), 14(1), 148–154. https://doi.org/10.11591/edulearn.v14i1.13772

Siagan, M. V., Saragih, S., & Sinaga, B. (2019). Development of Learning Materials Oriented on Problem-Based Learning Model to Improve Students’ Mathematical Problem Solving Ability and Metacognition Ability. International Electronic Journal of Mathematics Education, 14(2), 331–340.

Siregar, S. (2013). Metode Penelitian Kuantitatif Dilengkap dengan Perbandingan Perhitungan Manual dan SPSS. Prenadaa Media Group.

Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice. Education Sciences, 12(10), Article 10. https://doi.org/10.3390/educsci12100728

Sundari, R., Ahmed, O. S., Abdurrahman, A., & Herlina, K. (2021). Application of Inquiry Based Learning Model Using STEM Approach to Reduce Students’ Intrinsic Cognitive Load. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), Article 1. https://doi.org/10.21154/insecta.v2i1.2482

Sürücü, L., & Maslakçi, A. (2020). Validity and Reliability in Quantitative Research. Business & Management Studies: An International Journal, 8(3), Article 3. https://doi.org/10.15295/bmij.v8i3.1540

Thahir, A., Anwar, C., Saregar, A., Choiriah, L., Susanti, F., & Pricilia, A. (2020). The Effectiveness of STEM Learning: Scientific Attitudes and Students’ Conceptual Understanding. Journal of Physics: Conference Series, 1467(1), 012008. https://doi.org/10.1088/1742-6596/1467/1/012008

Topsakal, İ., Yalçın, S. A., & Çakır, Z. (2022). The Effect of Problem-based STEM Education on the Students’ Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills. Science Education International, 33(2), 136–145. https://doi.org/10.33828/sei.v33.i2.1

Tseng, K.-H., Chang, C.-C., Lou, S.-J., & Chen, W.-P. (2013). Attitudes Towards Science, Technology, Engineering and Mathematics (STEM) In A Project-Based Learning (PjBL) Environment. International Journal of Technology and Design Education, 23(1), 87–102.

Tzu-Ling, H. (2019). Gender Differences in High-School Learning Experiences, Motivation, Self-Efficacy, and Career Aspirations Among Taiwanese STEM College Students. International Journal of Science Education, 41(13), 1870–1884. https://doi.org/10.1080/09500693.2019.1645963

Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM Enactment Effectiveness in Asian Student Learning Outcomes. International Journal of STEM Education, 7, 1–18. https://doi.org/10.1186/s40594-020-00236-1

Wardani, I. (2018). Efektivitas STEM (Science, Technology, Engineering and Mathematics) Terhadap Pemahaman Konsep Fisika Ditinjau dari Perbedaan Gender Peserta didik. UIN Raden Intan Lampung.

Yang, B., & Mattila, A. S. (2020). How Rational Thinking Style Affects Sales Promotion Effectiveness. International Journal of Hospitality Management, 84, 102335. https://doi.org/10.1016/j.ijhm.2019.102335

Zulva, R. (2016). Hubungan Antara Keterampilan Berpikir Rasional Siswa SMA dengan Hasil Belajar dalam Pembelajaran Kooperatif Menggunakan Constructive Feedback. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(1), 61–69. https://doi.org/10.24042/jpifalbiruni.v5i1.106

PlumX Metrics

Published
2023-05-31
Section
Articles