Abdurrahman Abdurrahman, Maulina Hervin, Nurulsari Novinta, Sukamto Ismu, Umam Ahmad Naufal, Mulyana Karlina Maya
Physics Education Department, University of Lampung, Indonesia.
Elementary Education Department, University of Lampung, Indonesia.
Heliyon. 2023 Apr 1;9(4):e15100. doi: 10.1016/j.heliyon.2023.e15100. eCollection 2023 Apr.
Currently, science education systems around the world are faced with global challenges, especially in anticipating environmental changes related to sustainable development programs. Complex system problems related to climate change, reduced fossil-based energy reserves, and social environmental problems that have an impact on the economy have made stakeholders aware of the Education for Sustainability Development (ESD) program. This study aims to examine the effectiveness of STEM-PBL integrated Engineering Design Process (EDP) in renewable energy learning units to improve students' system thinking skills. The quantitative experimental research with a non-equivalent control group design was conducted on 67 high school students in XI grades. The results showed that the performance of students who were taught with STEM-EDP was better than students who studied with traditional STEM learning approach. In addition, this learning strategy also encourages students to be actively involved in every EDP process so that they show good performance in mind-on and hands-on activities which have an impact on increasing students' system thinking abilities. Furthermore, the STEM-EDP learning is implemented to develop students' ability to design through applied technology and engineered activities, paying special attention to design-based theory. It does not require students and teachers to prepare super-sophisticated technology, because the integration of technology in this learning design used cheap, simple and 'easy to find' equipments, to create more meaningful learning packages. In the critical pedagogy, STEM-PBL integrated EDP can be used to systematically foster students' STEM literacy and thinking skills through the engineering design thinking process, thus expanding students' cognitive building and perspectives in reducing the routine in conventional pedagogy.
目前，世界各地的科学教育系统都面临着全球性挑战，尤其是在预测与可持续发展计划相关的环境变化方面。与气候变化、化石能源储备减少以及对经济有影响的社会环境问题相关的复杂系统问题，已使利益相关者意识到可持续发展教育（ESD）计划。本研究旨在检验将STEM - PBL与工程设计过程（EDP）相结合在可再生能源学习单元中提高学生系统思维能力的有效性。采用非等效控制组设计的定量实验研究对67名十一年级的高中生进行了测试。结果表明，采用STEM - EDP教学的学生表现优于采用传统STEM学习方法的学生。此外，这种学习策略还鼓励学生积极参与每个EDP过程，从而在思维和实践活动中表现出色，这对提高学生的系统思维能力有帮助。此外，实施STEM - EDP学习是为了通过应用技术和工程活动培养学生的设计能力，特别注重基于设计的理论。它不要求学生和教师准备超复杂的技术，因为这种学习设计中的技术整合使用了廉价、简单且“容易找到”的设备，以创建更有意义的学习包。在批判性教学法中，STEM - PBL整合的EDP可用于通过工程设计思维过程系统地培养学生的STEM素养和思维能力，从而在减少传统教学常规性的同时扩展学生的认知构建和视野。
