December 27, 2022

Exploring Middle School Student Response and Attitudes Toward Stem on Heat and Temperature Topic

LJLola JovitaMulawarman University NSNurul Fitriyah SulaemanMulawarman University SEShelly EfwindaMulawarman University

Key Points

STEM learning is shown to significantly improve student attitudes toward heat and temperature topics, indicating a positive shift.
The coefficient of determination in the analysis indicates that 39.6% of the variance in attitudes is explained by the STEM intervention.
A quasi-experimental design was used, with 31 seventh-grade students participating in a one-shot case study format.
Findings underline the importance of using the Engineering Design Process in STEM education to shape student perspectives.

Abstract

This study explores the effect of STEM (Science, Technology, Engineering, and Mathematics) learning using the EDP (Engineering Design Process) model on the attitudes of seventh-grade junior high school students on heat and temperature. This research is quantitative. The method used in this study is a quasi-experimental study with a one-shot case study design. The sample is 31 students from class VII-11 Public Junior High School at Samarinda City. Data collection techniques using a questionnaire technique. The results of the data analysis of the value of R square, the coefficient of determination is 39,6%, and the significant value in the simple linear regression test is 0,000. These results indicate that STEM learning with the EDP model affects student attitudes, so applying STEM to shape students' attitudes towards STEM is essential.

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