Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response

This research aims to analyze students' perceptions and responses to STEM-based inquiry learning. This research used a quantitative and qualitative survey method. The subjects of this study were 25 first-semester students who took the General Chemistry course in the chemistry education study pr...

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Main Authors: Pohan, Lisa A., Suyanti, Retno Dwi, Nugraha, Asep Wahyu, Pebrianti, Dwi, Panjaitan, Rahmadatina, Hasibuan, Selamat Husni
格式: Article
語言:English
出版: Universitas Negeri Semarang 2024
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在線閱讀:http://irep.iium.edu.my/116512/1/2024%20implementation%20of%20stem%20based%20inquiry%20in%20learning%20fundamental%20laws.pdf
http://irep.iium.edu.my/116512/
https://journal.unnes.ac.id/journals/jpii/article/view/3431/1857
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spelling my.iium.irep.1165122024-12-10T04:19:22Z http://irep.iium.edu.my/116512/ Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response Pohan, Lisa A. Suyanti, Retno Dwi Nugraha, Asep Wahyu Pebrianti, Dwi Panjaitan, Rahmadatina Hasibuan, Selamat Husni L Education (General) T Technology (General) This research aims to analyze students' perceptions and responses to STEM-based inquiry learning. This research used a quantitative and qualitative survey method. The subjects of this study were 25 first-semester students who took the General Chemistry course in the chemistry education study program. The research instruments used were questionnaires, interviews, and learning observation sheets. Meanwhile, the quantitative technique used is descriptive analysis. Quantitative data analysis found that 72% of students were actively involved in learning when formulating questions and investigations. STEM-based inquiry learning in observing, measuring, and analyzing data helped 72% of students understand the basic laws of chemistry. Most students benefit from STEM-based inquiry learning because this model triggers curiosity, the ability to formulate scientific questions, and the ability to evaluate and utilize information that helps determine experimental procedures. In conclusion, the learning experience using the STEM-based inquiry learning model on the basic laws of chemistry positively impacts students' perceptions and responses. Universitas Negeri Semarang 2024-08-29 Article PeerReviewed application/pdf en http://irep.iium.edu.my/116512/1/2024%20implementation%20of%20stem%20based%20inquiry%20in%20learning%20fundamental%20laws.pdf Pohan, Lisa A. and Suyanti, Retno Dwi and Nugraha, Asep Wahyu and Pebrianti, Dwi and Panjaitan, Rahmadatina and Hasibuan, Selamat Husni (2024) Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response. Jurnal Pendidikan IPA Indonesia, 13 (3). pp. 447-458. ISSN 2339-1286 E-ISSN 2089-4392 https://journal.unnes.ac.id/journals/jpii/article/view/3431/1857 10.15294/jpii.v13i3.3431
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
topic L Education (General)
T Technology (General)
spellingShingle L Education (General)
T Technology (General)
Pohan, Lisa A.
Suyanti, Retno Dwi
Nugraha, Asep Wahyu
Pebrianti, Dwi
Panjaitan, Rahmadatina
Hasibuan, Selamat Husni
Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response
description This research aims to analyze students' perceptions and responses to STEM-based inquiry learning. This research used a quantitative and qualitative survey method. The subjects of this study were 25 first-semester students who took the General Chemistry course in the chemistry education study program. The research instruments used were questionnaires, interviews, and learning observation sheets. Meanwhile, the quantitative technique used is descriptive analysis. Quantitative data analysis found that 72% of students were actively involved in learning when formulating questions and investigations. STEM-based inquiry learning in observing, measuring, and analyzing data helped 72% of students understand the basic laws of chemistry. Most students benefit from STEM-based inquiry learning because this model triggers curiosity, the ability to formulate scientific questions, and the ability to evaluate and utilize information that helps determine experimental procedures. In conclusion, the learning experience using the STEM-based inquiry learning model on the basic laws of chemistry positively impacts students' perceptions and responses.
format Article
author Pohan, Lisa A.
Suyanti, Retno Dwi
Nugraha, Asep Wahyu
Pebrianti, Dwi
Panjaitan, Rahmadatina
Hasibuan, Selamat Husni
author_facet Pohan, Lisa A.
Suyanti, Retno Dwi
Nugraha, Asep Wahyu
Pebrianti, Dwi
Panjaitan, Rahmadatina
Hasibuan, Selamat Husni
author_sort Pohan, Lisa A.
title Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response
title_short Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response
title_full Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response
title_fullStr Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response
title_full_unstemmed Implementation of STEM-based inquiry in learning fundamental laws of chemistry: students’ perception and response
title_sort implementation of stem-based inquiry in learning fundamental laws of chemistry: students’ perception and response
publisher Universitas Negeri Semarang
publishDate 2024
url http://irep.iium.edu.my/116512/1/2024%20implementation%20of%20stem%20based%20inquiry%20in%20learning%20fundamental%20laws.pdf
http://irep.iium.edu.my/116512/
https://journal.unnes.ac.id/journals/jpii/article/view/3431/1857
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score 13.250246