Abstract
The purpose of this study is to describe the results of the Define stage in the development of STEM (Science, Technology, Engineering and Mathematics) -based learning devices to improve students' higher order thinking skills. The learning device development model used is the four D model (Define, Design, Develop, Disseminate). The Define stage is carried out to define and define learning requirements. The steps that have been taken at the Define stage are front end analysis, student analysis, task analysis, concept analysis, and formulation of learning objectives. The results of the research for needs analysis are a description of the competencies that students must have after taking physics lectures, the learning approach used is based on STEM, the profile of graduates to answer future challenges and demands. The results of research for student analysis are descriptions of student characteristics which include reasoning abilities, background knowledge, and levels of student cognitive development. The results of research for task analysis are in the form of module position maps. The results of the research for concept analysis are in the form of a concept map about oscillations. The results of the study for the formulation of learning objectives were a description of the competencies consisting of attitudes, knowledge and skills. The conclusion from this research is that the Define Stage has been completed so that the development stage of learning devices can be carried out to the next stage, namely the Design stage
Highlights
Define Stage in the Development of STEM-Based Learning Devices to Improve Students' Higher Order Thinking Skills
The purpose of this study is to describe the results of the Define stage in the development of STEM (Science, Technology, Engineering and Mathematics) -based learning devices to improve students' higher order thinking skills
Implementasi Metode Scaffolding Melalui Pendekatan Problem Based Learning (PBL) Untuk Meningkatkan Kemampuan Berpikir Kritis Pada Mata Kuliah Fisika Statistik
Summary
Undang-Undang Nomor 12 Tahun 2012 Pasal 35 ayat 2 mengamanatkan bahwa Kurikulum Pendidikan Tinggi dikembangkan oleh setiap Perguruan Tinggi dengan mengacu pada Standar Nasional Pendidikan Tinggi untuk setiap Program Studi yang mencakup pengembangan kecerdasan intelektual, akhlak mulia, dan keterampilan. E. Menguasai konsep umum dan prinsip manajemen (perencanaan, operasional, pengawasan, evaluasi, dan perbaikan) laboratorium fisika untuk sekolah. A. Mampu membuat perangkat pembelajaran fisika secara mandiri sesuai dengan kebutuhan pengguna baik sekolah maupun masyarakat umum dengan menggunakan kaidah keilmuan dan prinsip desain instruktusional; b. Mampu membuat perangkat pembelajaran fisika sekolah menengah melalui analisis materi subyek (pedagogical content knowledge) secara mandiri sesuai dengan kurikulum yang berlaku, prinsip- prinsip desain instruksional, pendekatan saintifik, memanfaatkan IPTEKS, dan lingkungan alam sekitar. C. Mampu menganalisis masalah, menemukan sumber masalah, dan menyelesaikan masalah instrumentasi fisika dalam proses pembelajaran fisika dan masalah manajemen laboratorium fisika sesuai dengan kaidah keilmuan fisika. F. Mampu mempromosikan pentingnya pembelajaran fisika bagi siswa, orang tua siswa, maupun masyarakat umum dengan menggunakan media komunikasi konvensional atau mutakhir yang efektif dan relevan bagi sasaran. Memiliki kemampuan membangun usaha sendiri dan mampu berkolaborasi dengan mitra usaha
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