1. Home
  2. Vol 4, No 1 (2020)
  3. Nurramadhani

ANALYSIS OF STUDENTS STEM LITERACY BASED ON GENDER DIFFERENCES IN SCIENCE LEARNING

Annisa Nurramadhani

Abstract


STEM literacy can be defined as an ability to identify, apply, and to integrate the concept of science, technology, engineering, and mathematics to innovate and solve the complex problem. Especially in science learning that approached by the strategies like STEM. Because this revolution industry 4.0 era, students are demand to workface in integrate to their living life. So, they are asked can solved the problem properly, giving the solution for global problem wisely. In the process of learning science with project, somehow students show their own performance. The results of project-based learning pointing the different result of performing based on gender differences. The method that is used is descriptive. The subject in this research is the students preservice teacher of science and biology education study program for about 21 students with 4 boys and 17 girls in the second semester of the freshmen. The research is conducted in basic physic laboratory. The laboratory activity is using STEM approach with project. The students are divided into 4 groups and each group consist of boys students. The research instrument to take the data that is used are observation sheet for students performance in laboratory activity and questionnaire of students for their laboratory activity per-aspect that describes their competences in science, technology, engineering, and mathematics. The technique to take the data that is used in this research are video recording, observation, and informal interview. The results are students STEM literacy has different score based on the gender differences. In the first project, sailor boat, boys reach the higher percentages in aspect science, engineering, and technology, while girls reach the higher percentages in science and technology. The second project, lets fun with music, boys reach the higher percentages in aspect science, engineering, and technology, while girls reach the higher percentages in science and engineering. In both of project, boys and girls reach the lowest percentages in mathematics aspect. But, in whole score boys has reached higher than girls.  It can be concluded that boys are outperformed than girls in STEM literacy in science learning especially in basic physics laboratory activity.

Keywords


STEM literacy; science learning; gender differences; project based learning

References


Ratelle, C.F., Larose, S., Guay, F., & Senécal, C. 2005. Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum. Journal of Family Psychology, 19(2), 286293.. 19.2.286.

Kennedy, T,J. and Odell, M, R,L. 2014. Engaging Students in STEM Education. Science Education International. 25 (3). 246-258.

Joyce, A. & Dzoga, M.2011. Science, technology, engineering and mathematics education: Overcoming challenges in Europe. Intel Educator Academy EMEA.

Tati, T, Firman, H, and Riandi, R. 2017. The Effect of STEM Learning Through The Project of Designing Boat Model Toward Student STEM Literacy. International Conference on Mathematics and Science Education. 2-8. doi :10.1088/1742-6596/895/1/012157

Gonzalez, H.B. & Kuenzi J. 2012. Congressional Research Service Science, Technology, Engineering, and Mathematics (STEM) Education:A Primer, p. 2. Retrieved: http://www.stemedcoalition.org/wp-cont ent/uploads/2010/05/STEM-Education-Primer.pdf.

Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. 2010. Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study. Journal of Educational Psychology, 102(4), 860-871. Retrieved from EBSCOhost.

Leon, J, Nunez, J, L., and Liew, J. 2015. Self-determination and STEM Education: Effect of Autonomy, Motivation, and Self-regulated Learning on High School Math Achievement. Learning and Individual Differences. Retrieved: journal homepage: www.elsevier.com/locate/lindif.

Moore TJ.; Glancy AW.; Tank, KM, Kersten, JA, Smith KA, and Stohlmann MS. 2014. A framework for quality k-12 engineering education: Research and development. (J-PEER), 4 (2). PDCA12-70 data sheet,†Opto Speed SA, Mezzovico, Switzerland.

Stohlmann, M.; Moore, T. J.; & Roehrig, G. H. 2012. Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research (J-PEER), 2 (1), 4.

Balka, D.2011.Standards of mathematical practice and STEM, Math-science connector newsletter. School Science and Mathematics Association. pp 6-7.

Bybee.2010. What is STEM Education?.Science.329. www.sciencemag.org.

Zolman, A. 2012. Learning for STEM Literacy: STEM Literacy for Learning. School Science and Mathematics. 112 (1).12-19.

Aninda, A, Permanasari, A, and Ardianto, D. 2019. Implementasi Pembelajaran Berbasis Proyek Pada Materi Pencemaran Lingkungan untuk Meningkatkan Literasi STEM Siswa SMA. Journal of Science Education and Practice. 3 (2). 1-16.

Sookpatdhe T and Soranastaporn S 2016 Simulation and Project Based Learning for Developing Creativity: From Classroom to Real Life TSJLD 1 (1) pp 85 105

Munakata M and Vaidya A 2015 Using Project- and Theme-Based Learning to Encourage Creativity in Science Journal of College Science Teaching 45 (2) pp 48-53.

Ergül N R and Kargın E K 2014 The Effect Of Project-Based Learning On Students Science Success. Procedia - Social and Behavioral Sciences 136 pp 537 541

Baran, M. & Maskan, A. 2010. The Effect of Project-Based Learning On Pre- Service Physics Teachers Electrostatic Achievements. Cypriot Journal of Educational Sciences , 5, 243-257

Kılınç, A. 2010. Can Project-Based Learning Close the Gap?. Turkish Student Teachers and Proenvironmental Behaviours. International Journal of Environmental & Science Education, 5, 495-509.

Tseng, et al. 2013. Attitudes Towards Science, Technology, Engineering and Mathematics (STEM) in a Project Based Learning (PjBL) Environment. International Journal Technology and Design Education, 23, 87102.

Özer, D., Z., & Özkan, M. 2012. The Effect of the Project Based Learning on the Science Process Skills of the Prospective Teachers of Science. Journal of Turkish Science Education, 9 (3), 131-136.

Septiani, A. and Rustaman, N, Y. 2017. Implementation of Performance Assessment in STEM (Science, Technology, Engineering, Mathematics) Education to Detect Science Process Skill. Journal of Physics: Conference Series. doi:10.1088/1742-6596/812/1/012052.

Cook. 2012. Preparing Biology Teachers to Teach Evolution in a Project- Based Approach. Winter, 21 (2).18-30

Hyde, S, J. and Mertz, J, E. 2009. Gender, Culture, and Mathematics Performance. PNAS. 106 (22). 8801-8807.

Konak, S, K., DAllegro, M, L., and Dickinson, S. 2011. Review of Gender Differences in Learning Styles: Suggestion for STEM Education. Contemporary Issues in Education Research. 4 (3). 9-18

Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. and Carberry, A. 2011. Infusing Engineering Design into High School STEM Courses. Retrieved from http://ncete.org/flash/pdfs/Infus ing %20Engineering%20Hynes.pdf

Ganley, M , C. and Vasilyeva, M. 2011. Sex Differences in The Relation Between Math Performance, Spatial Skills, and Attitudes. Journal of Applied Developmental Psychology. 32. 235-242.

Nurramadhani, A, Utari, S., and Widodo, A. 2013. Gender Differences and Junior High School Students Conceptual mastery by Using Virtual Laboratory Media on Optic Topics. Proceeding of International Seminar on Mathematics, Science, and Computer Science Education. 11-16.

Hyde, J. S., Lindberg, S.M., Linn, M. C., Ellis, A. B., &Williams, C. C. 2008. Gender Similarities Characterize Math Performance. Science, 321, 494495.


Full Text: PDF

DOI: 10.33751/jhss.v4i1.1903

Refbacks

  • There are currently no refbacks.


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