Instructional materials for optical matter based on STEM-CP (Science, Technology, Engineering, Mathematics-Contextual Problem) to increase student critical thinking skills in high school

Abstract

The optical matter is divided into three different points of view; there are physical optics, geometric optics, and optical tools. Three different points of view make optical matter difficult to integrate. Besides, the learning of optical matter in school mostly focuses on formulas, not the concept, so students find it difficult to apply optical matter in their daily lives. Also, critical thinking skills are needed to apply a concept to solve problems in daily life. One of the solutions to these problems is to apply optical teaching materials that discuss concepts and mathematics in a balanced, integrated, equipped by a contextual problem to increase student's critical thinking skills and make it easier to apply optical concepts in daily life. One of the suitable teaching materials is optical teaching materials based on STEM-CP (Science, Technology, Engineering, Mathematics-Contextual Problem). This study aims to measure student’s critical thinking skills after implied optical teaching materials based on STEM-CP. This research used Quasi-Pretest-Posttest Experiment without control class. Data analysis using the mixed-method, and were analyzed quantitatively. The sample used was 33 students of class XI science. The result obtained from pretest and posttest with open questions following indicators of critical thinking skills. The application of optical instrument teaching materials and function based on STEM-CP showed that student critical thinking skills increase from weak and unacceptable to strong and acceptable.