Developing biology students’ worksheet based on STEAM to empower science process skills

Authors

  • Indri Patresia Bilingual Biology Education Study Program, Faculty of Mathematics and Sciences, Universitas Negeri Medan, Jl. William Iskandar Ps. V Deli Serdang, North Sumatera 20221
  • Melva Silitonga Biology Education Study Program, Faculty of Mathematics and Sciences, Universitas Negeri Medan, Jl. William Iskandar Ps. V Deli Serdang, North Sumatera 20221 http://orcid.org/0000-0001-9888-5596
  • Aminata Ginting SMA Negeri 1 Berastagi (State Senior High School), Jl. Jamin Ginting No.12 Karo, North Sumatera 22152

DOI:

https://doi.org/10.22219/jpbi.v6i1.10225

Keywords:

Science process skill, STEAM, students’ worksheet

Abstract

Students’ worksheets, as learning material, is important to achieve learning outcomes. This study aimed to develop students’ worksheet, based on STEAM (Science, Technology, Engineering, Art, and Mathematics), on ecosystem topics to empower students’ science process skills. The Research and Development used 4D model by Thiagarajan. Students’ worksheet validity was determined by conducting expert appraisal consisting of instructional review (material and learning expert) and technical review (biology teacher). The product trial was carried out by testing the science process skills of tenth graders. The students’ science process skills were measured using pre-test and post-test, which then were analyzed using N-gain calculation. The results showed that the students’ worksheet based on STEAM was categorized as feasible (material expert) and highly feasible (learning expert and teacher). The N-gain score of students’ science process skills after using student worksheet based on STEAM was 0.5 which categorized as medium. It can be concluded that the students’ worksheet developed is feasible and able to empower the students’ science process skills.

Downloads

Download data is not yet available.

Author Biographies

Indri Patresia, Bilingual Biology Education Study Program, Faculty of Mathematics and Sciences, Universitas Negeri Medan, Jl. William Iskandar Ps. V Deli Serdang, North Sumatera 20221

Melva Silitonga, Biology Education Study Program, Faculty of Mathematics and Sciences, Universitas Negeri Medan, Jl. William Iskandar Ps. V Deli Serdang, North Sumatera 20221

Aminata Ginting, SMA Negeri 1 Berastagi (State Senior High School), Jl. Jamin Ginting No.12 Karo, North Sumatera 22152

References

Allina, B. (2018). The development of STEAM educational policy to promote student creativity and social empowerment. Arts Education Policy Review, 119(2), 77–87. doi: https://doi.org/10.1080/10632913.2017.1296392

Ayva, O. (2012). Developing students’ ability to read, understand and analyze scientific data through the use of worksheets that focus on studying historical documents. Procedia - Social and Behavioral Sciences, 46, 5128–5132. doi: https://doi.org/10.1016/j.sbspro.2012.06.395

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2014). Defining twenty-first century skills. In Assessment and teaching of 21st century skills. doi: https://doi.org/10.1007/978-94-007-2324-5_2

Bolat, M., Türk, C., Turna, Ö., & Altinbaş, A. (2014). Science and technology teacher candidates’ use of integrated process skills levels: A simple electrical circuit sample. Procedia - Social and Behavioral Sciences, 116, 2660–2663. doi: https://doi.org/10.1016/j.sbspro.2014.01.631

Candrasekaran, S. (2014). Developing scientific attitude, critical thinking and creative intelligence of higher secondary school biology students by applying synectics techniques. International Journal of Humanities and Social Science Invention, 3(6), 1–8. Retrieved from http://www.ijhssi.org/papers/v3(6)/Version-2/A03620108.pdf

Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the code? How creativity & motivation interacts with inquiry-based learning. Creativity Research Journal, 31(3), 284–295. doi: https://doi.org/10.1080/10400419.2019.1641678

Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. doi: https://doi.org/10.1080/10632913.2017.1292973

Darling-hammond, L. (2014). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi: https://doi.org/10.1177/0022487105285962

Durmaz, H., & Mutlu, S. (2017). The effect of an instructional intervention on elementary students’ science process skills. Journal of Educational Research, 110(4), 433–445. doi: https://doi.org/10.1080/00220671.2015.1118003

Dyer, M. (2019). STEAM without hot air: Strategy for educating creative engineers. Australasian Journal of Engineering Education, 24(2), 74–85. doi: https://doi.org/10.1080/22054952.2019.1693122

Fajriyanti, Z. D., Ernawati, T., & Sujatmika, S. (2018). Pengembangan LKS berbasis project based learning untuk meningkatkan keterampilan proses sains siswa SMP. JIPVA (Jurnal Pendidikan IPA Veteran), 2(2), 149–161. doi: https://doi.org/10.31331/jipva.v2i2.691

Farida, Supriadi, N., & Kurniawati, N. (2019). Developing student worksheet assisted with geogebra on derivative materials. Journal of Physics: Conf. Series, 1155, 1–10. doi: https://doi.org/10.1088/1742-6596/1155/1/012096

Febriani, S., Sudomo, J., & Setianingsih, W. (2017). Development of student worksheet based on problem based learning approach to increase 7th grade student’s creative thinking skills. Journal of Science Education Research, 1(1). doi: https://doi.org/10.21831/jser.v1i1.16179

Gates, A. E. (2017). Benefits of a STEAM collaboration in Newark, New Jersey: Volcano simulation through a glass-making experience. Journal of Geoscience Education, 65(1), 4–11. doi: https://doi.org/10.5408/16-188.1

Grant, J., & Patterson, D. (2016). Innovative arts programs require innovative partnerships: A case study of STEAM partnering between an art gallery and a natural history museum. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4–5), 144–152. doi: https://doi.org/10.1080/00098655.2016.1170453

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. California United State of America: Corwin Press. Retrieved from https://us.corwin.com/en-us/nam/assessing-21st-century-skills/book237748

Guevera, C. A. (2015). Science process skills development through innovations in science teaching. Research Journal of Educational Sciences, 3(2), 6–10. Retrieved from www.isca.in/EDU_SCI/Archive/v3/i2/2.ISCA-RJEduS-2015-003.pdf%0A

Gultepe, N. (2016). High school science teachers’ views on science process skills. International Journal of Environmental & Science Education, 11(5), 779–800. doi: https://doi.org/10.12973/ijese.2016.348a

Handayani, G., Adisyahputra, A., & Indrayanti, R. (2018). Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students. Biosfer: Jurnal Pendidikan Biologi, 11(1), 22–32. doi: https://doi.org/10.21009/biosferjpb.11-1.3

Haviz, M., Karomah, H., Delfita, R., Umar, M. I. A., & Maris, I. M. (2018). Revisiting generic science skills as 21st century skills on biology learning. Jurnal Pendidikan IPA Indonesia, 7(3), 355–363. doi: https://doi.org/10.15294/jpii.v7i3.12438

Hodosyová, M., Útla, J., MonikaVanyová, Vnuková, P., & Lapitková, V. (2015). The development of science process skills in physics education. Procedia - Social and Behavioral Sciences, 186, 982–989. doi: https://doi.org/10.1016/j.sbspro.2015.04.184

Hunter-Doniger, T., & Sydow, L. (2016). A journey from STEM to STEAM: A middle school case study. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4–5), 159–166. doi: https://doi.org/10.1080/00098655.2016.1170461

Jacques, L. A., Cian, H., Herro, D. C., & Quigley, C. (2019). The impact of questioning techniques on STEAM instruction. Action in Teacher Education. doi: https://doi.org/10.1080/01626620.2019.1638848

Karamustafaoğlu, S. (2011). Improving the science process skills ability of science student teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1), 26–38. Retrieved from www.acarindex.com/dosyalar/makale/acarindex-1423880494.pdf

Kelton, M. L., & Saraniero, P. (2018). STEAM-y partnerships: A case of interdisciplinary professional development and collaboration. Journal of Museum Education, 43(1), 55–65. doi: https://doi.org/10.1080/10598650.2017.1419772

Kibar, Z. B., & Ayas, A. (2010). Developing a worksheet about physical and chemical event. In Procedia - Social and Behavioral Sciences (Vol. 2, pp. 739–743). doi: https://doi.org/10.1016/j.sbspro.2010.03.094

Kolomuc, A., Ozmen, H., Metin, M., & Acisli, S. (2012). The effect of animation enhanced worksheets prepared based on 5E model for the grade 9 students on alternative conceptions of physical and chemical changes. Procedia - Social and Behavioral Sciences, 46, 1761–1765. doi: https://doi.org/10.1016/j.sbspro.2012.05.374

Lee, C.-D. (2014). Worksheet usage, reading achievement, classes’ lack of readiness, and science achievement: A cross-country comparison. International Journal of Education in Mathematics, Science and Technology, 2(2), 96–106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1066356.pdf

Liao, C., Motter, J. L., & Patton, R. M. (2016). Tech-Savvy girls: Learning 21st-century skills through STEAM digital artmaking. Art Education, 69(4), 29–35. doi: https://doi.org/10.1080/00043125.2016.1176492

Long, R. L. I., & Davis, S. S. (2017). Using STEAM to increase engagement and literacy across disciplines. The STEAM Journal, 3(1), 1–11. doi: https://doi.org/10.5642/steam.20170301.07

Maryuningsih, Y., Hidayat, T., Riandi, R., & Rustaman, N. Y. (2019). Critical thinking skills of prospective biology teacher on the chromosomal basic of inheritance learning through online discussion forums. In IOP Conf. Series: Journal of Physics: Conf. Series (Vol. 1157, pp. 1–6). doi: https://doi.org/10.1088/1742-6596/1157/2/022090

Mora, H., Signes-Pont, M. T., Fuster-Guilló, A., & Pertegal-Felices, M. L. (2020). A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior, 103, 140–150. doi: https://doi.org/10.1016/j.chb.2019.09.008

Nyamupangedengu, E., & Lelliott, A. (2012). An exploration of learners’ use of worksheets during a science museum visit. African Journal of Research in Mathematics, Science and Technology Education, 16(1), 82–99. doi: https://doi.org/10.1080/10288457.2012.10740731

Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265–279. doi: https://doi.org/10.1016/j.tsc.2013.07.006

Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31–43. doi: https://doi.org/10.1016/j.tsc.2018.10.002

Ransom, M., & Manning, M. (2013). Teaching strategies: Worksheets, worksheets, worksheets. Childhood Education, 89(3), 188–190. doi: https://doi.org/10.1080/00094056.2013.792707

Rolling, J. H. (2016). Reinventing the STEAM engine for art + design education. Art Education. Routledge. doi: https://doi.org/10.1080/00043125.2016.1176848

Santoso, S. H., & Mosik, M. (2019). Kefektifan LKS berbasis STEM (Science, Technology, Engineering and Mathematic) untuk melatih keterampilan berpikir kritis siswa pada pembelajaran fisika SMA. Unnes Physics Education Journal, 8(3), 248–253. Retrieved from https://journal.unnes.ac.id/sju/index.php/upej/article/view/35622/14661

Saputro, R., Setiawan, D., & Saragih, D. (2019). The development of students worksheet (SW) based on inquiry to improve activity and learning outcomes in civic lesson of students Grade VII. In Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018). Atlantis Press. doi: https://doi.org/10.2991/icssis-18.2019.62

Sari, Y. S., Selisne, M., & Ramli, R. (2019). Role of students worksheet in STEM approach to achieve competence of physics learning. Journal of Physics: Conference Series, 1185, 1–7. doi: https://doi.org/10.1088/1742-6596/1185/1/012096

Septiani, A., & Rustaman, N. Y. (2017). Implementation of performance assessment in STEM (Science, Technology, Engineering, Mathematics) education to detect science process skill. Journal of Physics: Conf. Series, 812, 1–6. doi: https://doi.org/10.1088/1742-6596/812/1/012052

Subhan, M., & Oktolita, N. (2018). Developing worksheet (LKS) based on process skills in Curriculum 2013 at Elementary School Grade IV, V, VI. In IOP Conference Series: Materials Science and Engineering (pp. 1–8). IOP Publishing. doi: https://doi.org/10.1088/1757-899X/335/1/012108

Sulistiyowati, S., Abdurrahman, A., & Jalmo, T. (2018). The effect of STEM-based worksheet on students’ science literacy. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 3(1), 89–96. doi: https://doi.org/10.24042/tadris.v3i1.2141

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Council for Exceptional. Children, 1920 Association Drive, Reston, Virginia 22091. Retrieved from https://files.eric.ed.gov/fulltext/ED090725.pdf

Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153–160. doi: https://doi.org/10.1016/j.tsc.2018.07.003

Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia - Social and Behavioral Sciences, 59, 110–116. doi: https://doi.org/10.1016/j.sbspro.2012.09.253

Wandari, G. A., Wijaya, A. F. C., & Agustin, R. R. (2018). The effect of STEAM-based learning on students’ concept mastery and creativity in learning light and optics. Journal of Science Learning, 2(1), 26–32. doi: https://doi.org/10.17509/jsl.v2i1.12878

Yoon, M. B., & Baek, J. E. (2018). Development and application of the STEAM education program based on the soccer robot for elementary students. International Journal of Mobile and Blended Learning, 10(3), 11–22. doi: https://doi.org/10.4018/IJMBL.2018070102

Downloads

Published

2020-03-31

Issue

Vol. 6 No. 1 (2020): MARCH

Section

Holistic Learning

License

Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:

  1. For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.