The effect of STEM-based guided inquiry on light concept understanding and scientific explanation

Muhammad Nasir; Cari Cari; Widha Sunarno; Fitria Rahmawati

doi:10.29333/ejmste/12499

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Muhammad Nasir ¹ ^* , Cari Cari ¹ , Widha Sunarno ¹ , Fitria Rahmawati ¹

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¹ Sebelas Maret University, Surakarta, INDONESIA^* Corresponding Author

Abstract

This study aims to determine the effect of STEM-based guided inquiry (STEM-BGI) on light concept understanding and scientific explanation. The design of this research is a quasi-experimental pre-test-post-test control group design. The difference in effect between STEM-BGI and guided inquiry design (GID) is analyzed using the one-way MANOVA. The impact of the STEM-BGI on light concept understanding and scientific explanation is analyzed using effect size. The correlation between conceptual understanding and scientific explanation is tested by bivariate correlation analysis. The result of this study indicates that the STEM-BGI learning model is more effective in enhancing light concept understanding than the GID with an effect size coefficient of 0.81 in the high category. The STEM-BGI learning model is more effective in enhancing scientific explanation than the GID with an effect size coefficient of 0.78 in the medium category. There is a positive correlation between understanding the concept and scientific explanation. Mastery concepts and scientific explanations can help students to solve more complex problems using multidisciplinary STEM.

Keywords

effectiveness
guided inquiry
STEM approach
concept understanding
scientific explanation

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 11, Article No: em2175

https://doi.org/10.29333/ejmste/12499

Publication date: 02 Oct 2022

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Article Downloads: 1036

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How to cite this article

APA

Nasir, M., Cari, C., Sunarno, W., & Rahmawati, F. (2022). The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2175. https://doi.org/10.29333/ejmste/12499

Vancouver

Nasir M, Cari C, Sunarno W, Rahmawati F. The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. EURASIA J Math Sci Tech Ed. 2022;18(11):em2175. https://doi.org/10.29333/ejmste/12499

AMA

Nasir M, Cari C, Sunarno W, Rahmawati F. The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. EURASIA J Math Sci Tech Ed. 2022;18(11), em2175. https://doi.org/10.29333/ejmste/12499

Chicago

Nasir, Muhammad, Cari Cari, Widha Sunarno, and Fitria Rahmawati. "The effect of STEM-based guided inquiry on light concept understanding and scientific explanation". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 11 (2022): em2175. https://doi.org/10.29333/ejmste/12499

Harvard

Nasir, M., Cari, C., Sunarno, W., and Rahmawati, F. (2022). The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2175. https://doi.org/10.29333/ejmste/12499

MLA

Nasir, Muhammad et al. "The effect of STEM-based guided inquiry on light concept understanding and scientific explanation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 11, 2022, em2175. https://doi.org/10.29333/ejmste/12499