The Implementation of the Dilemma-STEAM Model in Fluid Dynamics Subjects through the Archimedes Screw Project
DOI:
https://doi.org/10.21009/1.10116Keywords:
archimedes screw, dilemma steam, dynamic fluidAbstract
Physics is one of the sciences that is closely related to daily life, one example being fluid material material. However, the understanding of physics, especially fluid material, is still relatively low. These problems can be overcome by applying a learning model that is integrated with teaching materials that have developed over time. The dilemma STEAM learning model is a learning model that can help students to understand physics based on students' experiences. The dilemma STEAM learning model has five learning stages that can make learners recognize the problem, find solutions, and then solve the problem. This study aims to develop teaching materials based on the dynamic dilemma STEAM learning model based on the dilemma STEAM learning model. The development of the Archimedes Screw Project equipped with E-Modules as teaching materials was developed using the ADDIE development model. The ADDIE development model has several stages, namely Analysis, Design, Development, Implementation, and Evaluation. E-Modules are made using the Canva application which can be accessed anywhere and anytime. After the E-Module was developed, the next stage was the feasibility test of the E-Module by experts. The results of the feasibility test by media experts obtained a result of 88.3% with a very feasible category. Meanwhile, the results of the feasibility test by material experts obtained a result of 84% with a very feasible category. And the results of the feasibility test by learning experts obtained a result of 83.3%. And the readability of the E-Modul by the student after using it is 72.4% with a good read, which is demonstrated by the success of the student assembling Archimedes Screw by following five stages of the dilemma STEAM learning model.
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Batlolona, J.R., Jamaludin, J. and Kalean, A. (2023). The Effect of Psycho Cognition Homogeneity Strategies on Students’ Understanding of Physics Concepts in Static Fluid Topics. Jurnal Pendidikan Fisika Indonesia, 19(1), pp.89–100. doi:https://doi.org/10.15294/jpfi.v19i1.40325.
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M. and Jarrah, A. (2021). At The Dawn of Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education: Prospects, Priorities, Processes, and Problems. International Journal of Mathematical Education in Science and Technology, 53(11), pp.2919–2955. doi:https://doi.org/10.1080/0020739X.2021.1922943
Bourke, R., Pullen, R. and Mincher, N. (2021). Understanding Ethical Drift in Professional Decision Making: Dilemmas in Practice. International Journal of Inclusive Education, pp.1–18. doi:https://doi.org/10.1080/13603116.2021.1992679.
Chong, P.K. (2021). Dilemma Work: Problem-Solving Multiple Work Roles Into One Work Life. Work and Occupations, 48(4), p.073088842110176. doi:https://doi.org/10.1177/07308884211017623.
Conradty, C. and Bogner, F.X. (2020). STEAM Teaching Professional Development Works: Effects on Students’ Creativity and Motivation. Smart Learn. Environ. 7, p.26 doi: https://doi.org/10.1186/s40561-020-00132-9
Dao, T. (2022). STEAM Teaches Soft Skills and Be A Career Guidance to Adolescents with Developmental Disorders. Khoa học Giáo dục, 67(5A), pp.236–243. doi:https://doi.org/10.18173/2354-1075.2022-0138.
Faiz, A., Hakam, K.A., Nurihsan, J. and Komalasari, K. (2022). The Use of Moral Dillematic Animation Story in Moral Cognitive Learning. Neuroquantology, 20(5), pp.290–297. doi:https://doi.org/10.14704/nq.2022.20.5.nq22173.
Fan, Y., Yang, Y., Li, W., Gong, C. and Xie, L. (2020). Exploring STEAM Education Activities Based on Project Production—A Case Study on ‘the Changeable Road’ Project. Research in Education Assessment and Learning, 5(1). doi:https://doi.org/10.37906/real.2020.1.
Jones, D. (2020). A Tool to Prepare Educators for Ethical Dilemmas. Theory & Research in Social Education, 49(1), pp.1–4. doi:https://doi.org/10.1080/00933104.2020.1793615.
Li, J., Luo, H., Zhao, L., Zhu, M., Ma, L. and Liao, X. (2022). Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study. Sustainability, [online] 14(16), p.10333. doi:https://doi.org/10.3390/su141610333.
Lin, C.L. and Tsai, C.Y. (2020). The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation. Journal of Science Education and Technology, 30(1), pp.112–124. doi:https://doi.org/10.1007/s10956-020-09885-x.
Macpherson, I., Roqué, M.V. and Segarra, I. (2020). Moral Dilemmas Involving Anthropological and Ethical Dimensions in Healthcare Curriculum. Nursing Ethics, 27(5), pp.1238–1249. doi:https://doi.org/10.1177/0969733020914382.
Mandhana, D.M. and Caruso, V. (2023). Inducing Flow in Class Activities to Promote Student Engagement. Communication Education, 72(4), pp.1–19. doi:https://doi.org/10.1080/03634523.2022.2158353.
Nainggolan, R.S.S. (2023). Implementation of Problem Based Learning (PBL) Models to Improve Student Physics Learning Outcomes. Current STEAM and Education Research, 1(2), pp.71–80. doi:https://doi.org/10.58797/cser.010205.
Natalya, E., Rahmawati, Y. and Erdawati, E. (2021). Integration dilemmas stories in STEAM project of colloid. Journal of physics. Conference Series, 1869(1), pp.012046–012046. doi:https://doi.org/10.1088/1742-6596/1869/1/012046.
Okolie, U.C., Igwe, P.A., Mong, I.K., Nwosu, H.E., Kanu, C. and Ojemuyide, C.C. (2021). Enhancing Students’ Critical Thinking Skills through Engagement with Innovative Pedagogical Practices in Global South. Higher Education Research & Development, 41(4), pp.1–15. doi:https://doi.org/10.1080/07294360.2021.1896482.
Perry-Hazan, L. and Somech, A. (2021). Conceptualising Student Participation in School Decision Making: An Integrative Model. Educational Review, 75(6), pp.1–22. doi:https://doi.org/10.1080/00131911.2021.1976113.
Priyadi, R., Putri, A.G.E., Kusairi, S. and Sutopo, N. (2021). Are Pre-Service Teachers’ Still Having Misconceptions? Study in Static Fluid Topic. AIP conference proceedings, 2330(1). doi:https://doi.org/10.1063/5.0043441.
Rahmawati, Y. (2023). Pre-Service Teachers’ Engagement in Education as Sustainability: Integrating Dilemma-STEAM Teaching Model in Chemistry Learning. AIP conference proceedings, 2569(1). doi:https://doi.org/10.1063/5.0113080.
Rahmawati, Y., Ridwan, A., Mardiah, A. and Afrizal, A. (2020). Students’ Chemical Literacy Development through STEAM Integrated with Dilemmas Stories on Acid and Base Topics. Journal of Physics: Conference Series, 1521(4), p.042076. doi:https://doi.org/10.1088/1742-6596/1521/4/042076.
Rahmawati, Y., Taylor, E., Taylor, P.C. and Mardiah, A. (2023). Environmental Sustainability in Education: Integration of Dilemma Stories into a STEAM Project in Chemistry Learning. Aip Conference Proceedings, 2540(1). doi:https://doi.org/10.1063/5.0106208.
Rahmawati, Y., Taylor, E., Taylor, P.C., Ridwan, A. and Mardiah, A. (2022). Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning. Sustainability, 14(6), p.3554. doi:https://doi.org/10.3390/su14063554.
Ramey, K.E. and Stevens, R. (2023). Dilemmas Experienced by Teachers in Adapting to The Role of Facilitator in the STEAM Classroom, Teaching and Teacher Education, 133, doi:https://doi.org/10.1016/j.tate.2023.104271
Roblin, N.P., Schunn, C. and McKenney, S. (2018). What are Critical Features of Science Curriculum Materials that Impact Student and Teacher Outcomes? Science Education, 102(2), pp.260–282. doi:https://doi.org/10.1002/sce.21328.
Speirs, J.C., Leuteritz, R., Lê, T.K., Deng, R. and Ell, S.W. (2023). Investigating the efficacy of attending to reflexive cognitive processes in the context of Newton’s second law. Physical review. Physics education research, 19(1). doi:https://doi.org/10.1103/physrevphyseducres.19.010108.
Taylor, E. and Taylor, P.C. (2022). Transformative STEAM education for sustainable development. Leiden, Netherlands: Brill.
Wallis, A.K., Westerveld, M.F., Waters, A.M. and Snow, P.C. (2021). Investigating Adolescent Discourse in Critical Thinking: Monologic Responses to Stories Containing a Moral Dilemma. Language, Speech, and Hearing Services in Schools, 52(2), pp.630–643. doi:https://doi.org/10.1044/2020_lshss-20-00134.
Zhan, Z., Hu, Q., Liu, X. and Wang, S. (2023). STEAM Education and the Innovative Pedagogies in the Intelligence Era. Applied Sciences, [online] 13(9). doi:https://doi.org/10.3390/app13095381.
Zhang, Y. and Song, X. (2022). A Multi-Strategy Adaptive Comprehensive Learning PSO Algorithm and Its Application. Entropy, 24(7). doi:https://doi.org/10.3390/e24070890.
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Published
2024-06-30
How to Cite
Nasbey, H., Sabrina, P. M., Sari, N. L. K., & Muliyati, D. (2024). The Implementation of the Dilemma-STEAM Model in Fluid Dynamics Subjects through the Archimedes Screw Project. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(1), 185–200. https://doi.org/10.21009/1.10116
