Developing the curriculum content of life-based learning through the implementation of STEM-Based MOOCS to enhance generic science and curiosity skills

Abstract

This study aims at (1) producing the curriculum content of life-based learning through the application of STEM-based MOOCS which is valid and practical to use, and (2) determine the effectiveness of the developed model to enhance the generic science skills and the curiosity among prospective science teachers. The research design used is a 4-D development model (define, design, develop, and disseminate). The product trial design used the pretest-posttest control group design. The trial subjects were selected using cluster random sampling technique of which two groups of trial subjects were obtained in the Biophysics class of Science Education Study Program from Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta (UNY) in the academic year of 2019/2020. The number of students was 32 people for the experimental class and the control class, respectively. The validity and practicality of the developed curriculum content were analyzed with descriptive quantitative based on the assessment from the experts and the practitioners, while its effectiveness to enhance generic science skills and curiosity was analyzed using the MANOVA test. The results showed that (1) the developed curriculum content of the life-based learning curriculum was valid and practical for science learning with "very good" category and (2) the content of the life based learning curriculum was effective in improving generic science skills and the curiosity among prospective science teachers.