Learning Management Based on the Concept of STEM Education Promoting Systemic Thinking Skills and Academic Achievement of Science Teacher Students Undertaking Computational Science for Science Teachers

Abstract

This research aims to develop a learning management system based on the STEM education concept that promotes systematic thinking in science teachers, compare the systemic thinking skills of science teacher students before and after they engage in STEM-based learning activities, and compare the academic achievement of the teacher students before and after engaging in learning activities based on the STEM education concept. The participants in this study were 33 students studying computational science for science teachers. In order to promote systematic thinking skills, four learning management plans based on the STEM education model, seven open-ended questions of the systematic thinking skill test, and ten open-ended questions of the learning achievement test were employed as research instruments. The collected data were analyzed using descriptive statistics including mean score, standard deviation, and t-test (dependent sample). The research findings revealed that the efficiency score of the STEM-based learning management plans was 81.50/81.25, which is close to the standard requirement of 80/80, suggesting that this learning management plan is effective. Furthermore, the participating teacher students' systematic thinking abilities were found to be statically increasing at p-value=0.05, and the teacher students' academic achievement after receiving a STEM-based learning management that promotes systemic thinking skills in computational science courses was significantly higher than before at the 0.05 level.