LEARNING MANAGEMENT BASED ON STEM EDUCATION FOR THE DEVELOPMENT OF PROBLEM-SOLVING THINKING (HOT: PRB) IN GRADE 10 STUDENTS

Abstract

The objectives of this study are (1) to compare the students’ learning achievements before and after experiencing a lesson on chemical reactions based on STEM Education, and (2) to investigate the students’ development of problem-solving thinking (HOT-PRB) within the lesson on chemical reactions.  The study is among grade 10 students who experienced the learning management based on STEM Education. Through sampling, the samples are a group of grade 10 students who studied at Assumption College. The current study adopted a one-group pretest design. The research instruments are (1) lesson plans based on STEM Education under the topic “chemical reactions”, (2) tests of learning achievement on the topic, and (3) evaluation forms for problem-solving thinking. Regarding data analysis, the statistics used are (1) mean, (2) standard deviation, and (3) dependent t-test. The results of the study revealed that (1) learning achievement after experiencing STEM-based learning management was significantly higher than before studying using this system at .05, and (2) the overall development of problem-solving thinking was at a good level. Considering each lesson plan, the researcher found that, for the first lesson on chemical reactions, the level of development of problem-solving thinking was only fair. For the second lesson on types of chemical reactions, the level was found to be good, and for the third lesson on chemical reactions in daily life, the level was very good. Students’ experience and opportunity to practice could be the reason for the increase in levels of development of problem-solving thinking.