Fostering students’ mathematical critical thinking skills on number patterns through digital book STEM PjBL

Question

1. What are the advantages of using STEM approach to learning mathematics in Indonesia?

2. What model was used for developing the digital book STEM-PjBL?

3. What activities were carried out in the collecting research information stage?

4. What is the main product of the digital book STEM-PjBL?

Accepted Answer

The STEM approach to learning mathematics in Indonesia has several advantages that align with 21st-century learning. It presents students' interdisciplinary perspectives, develops 21st-century skills, enhances problem-solving abilities, fosters critical thinking, and supports digital literacy. By integrating STEM with project-based learning (PjBL), students learn concepts by creating products and produce the best product through the engineering design process (EDP). This approach prepares quality human resources who are ready to face challenges and competition in the 21st century. Additionally, the STEM approach has the potential to involve students directly and improve critical thinking by learning to solve and examine problems using technological tools and creative collaborative learning strategies. Overall, the STEM approach to learning mathematics in Indonesia is beneficial for students' holistic understanding of learning and their ability to apply knowledge in real-life contexts.

Accepted Answer

The development of the digital book STEM-PjBL employed Borg and Gall's model, as mentioned by Gall et al. (2007) and Sugiyono (2010). This model consists of nine stages and was utilized to create the digital book. The model provides a structured approach to research and development, ensuring a systematic and comprehensive process for creating the digital book. By following Borg and Gall's model, the researchers were able to effectively design and implement the STEM-PjBL digital book, which serves as the independent variable in the study. This model is widely recognized and has been successfully applied in various research and development projects, making it a reliable and effective choice for the development of the digital book STEM-PjBL.

Accepted Answer

In the collecting research information stage, activities included studying related literature, conducting needs analysis from school information related to the curriculum, students, and possible topics, and preparing a framework for indicators of mathematical critical thinking skills. Researchers collected information from relevant theories related to the design of the digital book, mathematics learning activities based on STEM-PjBL, and a framework for indicator mathematical critical thinking skills. This stage involved gathering and analyzing existing research and data to inform the development of the digital book STEM-PjBL.

Accepted Answer

The main product of the digital book STEM-PjBL is a refined prototype that includes more images related to the learning context, based on student responses from a distributed questionnaire. It was tested on a larger scale with six different students, and the results showed that the design aspect received the lowest score among the other aspects. The main product is ready to be tested again on a wider scale.

Accepted Answer

The average score for the learning aspect in the operational product revision stage is 4.4 out of 5. This score indicates that the material provided in the digital book is easy to understand and the instructions for questions/tests are clear. The overall average score of 4.6 out of 5 shows that the product is very valid and can be used with minor revisions. The improvement in this aspect is attributed to the students' questionnaire and constructive feedback from the expert validator. The high score also aligns with the validation results of other studies, such as Creswell (2014) and Sugiyono (2010 Sugiyono (, 2014), who conducted similar validation studies and achieved high validity scores for their instructional models.

Accepted Answer

The final product of the digital book STEM-PjBL was revised by incorporating feedback and suggestions from expert validators. The researchers focused on improving the quality of the digital book based on the strengths and weaknesses identified. The revision process resulted in a collection of digital book prototypes that cater to the needs of mathematical critical thinking. The final outcome consists of two categories: teachers' books and students' books. The teachers' book includes references to STEM-PjBL, critical thinking, lesson plans, project activities, evaluation methods, hypothetical learning trajectories, and rubric scores. On the other hand, the students' book contains the project plan and report activities completed using the Adobe Animate application. This comprehensive revision ensures that the digital book meets the desired standards and effectively supports STEM-PjBL learning objectives.

Accepted Answer

The instrument used Ennis' (1991) framework for determining the indicators of mathematical critical thinking. This framework was utilized to develop the instrument test, which was then tested in a trial class. The validity and reliability of the instrument were analyzed using the Rasch model with the Winstep application. The instrument was found to be valid and reliable, and it was distributed as a pretest to the students in the experiment classroom. The students then experienced the treatment, which involved using the digital book STEM-PjBL on their Chrome book and laptop. After the treatment, a post-test was conducted to measure the effect on students' mathematical critical thinking. The data collected from the pretest and posttest were analyzed for normality and homogeneity using SPSS. The N-Gain formula was used to measure the alteration in students' mathematical critical thinking skills.

Accepted Answer

The digital book STEM-PjBL project activity positively impacts student responses by enabling self-learning according to their ability (90.5%), providing independent teaching materials (85.7%), and motivating students to learn (90.5%). It also encourages student engagement in learning activities (7/13), promotes mathematical critical thinking, and encourages active participation in activities and experiments (76.2%). The project-based learning approach with a STEM approach elicits positive responses from students, aligning with previous research on the benefits of interactive digital books and digital simulations in enhancing students' reasoning abilities and critical thinking skills.

Accepted Answer

The reliability of the critical thinking test instrument is 0.76 for person reliability, 0.81 for Cronbach's alpha, and 0.72 for overall reliability. These values indicate that the instrument is consistent and reliable, meeting the requirements of >0.70. The instrument's difficulty level falls within the medium category, with values ranging from -0.32 to 0.29. One item, number 1b, has a discriminating power below the criteria and needs further review. Overall, the instrument is considered valid based on the three criteria analyzed.

Accepted Answer

The purpose of the homogeneity test is to determine whether the data obtained is homogeneous. According to the criteria, data is considered homogeneous if it is greater than 0.05. In the context of the study, the homogeneity test was conducted to analyze the results of the critical thinking pretest and posttest on number pattern material. The test results showed that the data was homogeneous, indicating that the use of digital books based on STEM-PjBL improved students' mathematical critical thinking skills in number patterns material.

Accepted Answer

The digital book STEM-PjBL promotes mathematical critical thinking skills by incorporating mathematical critical thinking skills indicators and STEM-PjBL aspects. It provides students with activities and exercises that stimulate their critical thinking skills. The validity and reliability of each item were checked using Rasch model analysis. The implementation of the digital book showed a significant gain in fostering students' critical thinking skills. Additionally, it stimulates 21st-century learning skills such as creative thinking, collaboration, and communication. Students are interested in acquiring knowledge through active teaching and learning methods that incorporate ICT tools and STEM-PjBL aspects. The findings suggest that the mathematics learning process should accommodate the necessity of 21st-century skill learning abilities. Incorporating technology and 4C skills through the use of digital books STEM-PjBL could be an alternative solution to facilitate students' needs. However, further research is needed to expand the research sample and mathematical topics in the junior high school curriculum.

Fostering students’ mathematical critical thinking skills on number patterns through digital book STEM PjBL

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Most frequently asked questions

1. What are the advantages of using STEM approach to learning mathematics in Indonesia?

2. What model was used for developing the digital book STEM-PjBL?

3. What activities were carried out in the collecting research information stage?

4. What is the main product of the digital book STEM-PjBL?

5. What is the average score for the learning aspect in the operational product revision stage?

6. How was the final product of the digital book STEM-PjBL revised?

7. What framework was used for the mathematical critical thinking instrument?

8. How does the digital book STEM-PjBL project activity impact student responses?

9. What is the reliability of the critical thinking test instrument?

10. What is the purpose of homogeneity test?

11. How does the digital book STEM-PjBL promote mathematical critical thinking skills?

Citations

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The influence of E-PjBL and student learning interest on critical thinking skills

References

Pengembangan e-modul berorientasi pemecahan masalah untuk meningkatkan keterampilan berpikir kritis mahasiswa

The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi

Pengaruh Project Based Learning Terintegrasi Stem Terhadap Literasi Sains, Kreativitas dan Hasil Belajar Peserta Didik

The impact of a STEM program on academic achievement of eighth grade students in a South Texas middle school

Development of Mathematics Learning Media E- Comic Based on Flip Book Maker to Increase the Critical Thinking Skill and Character of Junior High School Students

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