Using STEM Plus Astro Activity for Developing True Concept of Astronomy for Teaching Professional Students

Abstract

This article aimed to 1) design STEM Plus Astro activities that can develop correct astronomical concepts among pre-service teachers; 2) analyze misconceptions in astronomy among pre-service teachers; and 3) examine the effectiveness of STEM Plus Astro activities in correcting these misconceptions. The research model was quantitative research, with a sample group of 30 pre-service teachers selected through cluster random sampling. The research instruments included five lesson plans totaling 15 hours and an astronomical concept assessment. Analyze data using mean, standard deviation, and dependent t-tests. The research findings revealed that 1) the STEM Plus Astro activities demonstrated effectiveness according to the standard criterion of 75/75 (E1 = 76.90 and E2 = 78.35), with an Effectiveness Index (E.I.) of 0.6667 or 66.67%, which exceeded the minimum threshold. 2) The pre-test results indicated that the most common misconception among students was about seasonal changes, with a 60% misconception rate. Many believed that seasons were caused by the Earth's distance from the Sun and were also confused about the tilt of the Earth's axis. The misconception about the moon phases had a 56% rate, with students incorrectly believing that they result from the Earth's shadow covering the Moon. Misconceptions about the Sun’s motion were observed in 50% of students, with some still believing that the Sun orbits the Earth. The misconception about solar and lunar eclipses had a 46% rate, with students struggling to correctly identify the positions of the Earth, Moon, and Sun. 3) After learning through STEM Plus Astro activities, the participants’ average post-test score on correct astronomical concepts was 22.85, with a standard deviation of 2.85, compared to a pre-test average score of 8.75, with a standard deviation of 3.15. The t-test statistic was 26.45.