Project-Oriented Problem-Based Learning through SR-STEM to Foster Students' Critical Thinking Skills in Renewable Energy Material
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| Title: | Project-Oriented Problem-Based Learning through SR-STEM to Foster Students' Critical Thinking Skills in Renewable Energy Material |
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| Language: | English |
| Authors: | Iqbal Ainur Rizki (ORCID |
| Source: | Journal of Science Education and Technology. 2024 33(4):526-541. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Student Projects, Problem Based Learning, STEM Education, Critical Thinking, Thinking Skills, Energy, Energy Conservation, Models, High School Students, Academic Achievement, Skill Development |
| DOI: | 10.1007/s10956-024-10102-2 |
| ISSN: | 1059-0145 1573-1839 |
| Abstract: | Fostering students' critical thinking skills is an urgent issue that requires immediate attention. One viable solution to address this is the implementation of project-oriented problem-based learning (POPBL) through the SR-STEM project. This research aims to describe the implementation, effectiveness, and student perception of the POPBL model through the SR-STEM project in enhancing critical thinking skills in renewable energy materials. The study adopts a quasi-experimental design with a non-equivalent control group. The participants are 74 senior high school students in the academic year 2022/2023. Data collection employs observation sheets, written tests, and questionnaires. The data are analyzed descriptively and inferentially and using confirmatory factor analysis. The key findings of the study are as follows: (1) the model demonstrates a high level of feasibility; (2) the learning model effectively improves students' critical thinking skills; and (3) the learning model exhibits a positive correlation with student achievement, perceived control, and affective perception. This research suggests introducing innovative learning approaches to enhance students' critical thinking skills, particularly in renewable energy materials, to promote Education for Sustainable Development. Moreover, it highlights the significance of considering factors that influence the effective implementation of lessons. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429838 |
| Database: | ERIC |
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| Abstract: | Fostering students' critical thinking skills is an urgent issue that requires immediate attention. One viable solution to address this is the implementation of project-oriented problem-based learning (POPBL) through the SR-STEM project. This research aims to describe the implementation, effectiveness, and student perception of the POPBL model through the SR-STEM project in enhancing critical thinking skills in renewable energy materials. The study adopts a quasi-experimental design with a non-equivalent control group. The participants are 74 senior high school students in the academic year 2022/2023. Data collection employs observation sheets, written tests, and questionnaires. The data are analyzed descriptively and inferentially and using confirmatory factor analysis. The key findings of the study are as follows: (1) the model demonstrates a high level of feasibility; (2) the learning model effectively improves students' critical thinking skills; and (3) the learning model exhibits a positive correlation with student achievement, perceived control, and affective perception. This research suggests introducing innovative learning approaches to enhance students' critical thinking skills, particularly in renewable energy materials, to promote Education for Sustainable Development. Moreover, it highlights the significance of considering factors that influence the effective implementation of lessons. |
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| ISSN: | 1059-0145 1573-1839 |
| DOI: | 10.1007/s10956-024-10102-2 |
