Maretha Zahara, MZ and Abdurrahman, Abdurrahman and Chandra Ertikanto, CE and Agus Suyatna, AS
(2018)
IMPLEMENTATION OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)LEARNING APPROACH TO REDUCE GENDER DISPARITY IN SCIENCE LEARNING ACHIEVEMENT.
International Journal of Advanced Research (IJAR), 6 (4).
pp. 308-316.
ISSN 2320-5407
Abstract
The learning activities in the classroom cannot be separated from their
models and approaches for the launch learning activities and improve
the understanding of the concept and the intelligence of learners must
be balanced with utilizing learning approach. One form of approach
that supports independent learning process is Integrated Approach
Science, Technology, Engineering, and Mathematics (STEM). This
research is a quasi-experimental study. Results of samples paired t-test
showed Sig.(2-tailed) 0.000 means there are differences in results
pretest and posttest supported the test results that show the value of the
effect size effect size of 0.90 for the experimental class men and 0.99
for women classified experimental large class. The test results
independent sample t-test showed Sig.(p-value) to 0.782 posttest and
0.392 for N-Gain, showed no difference in the average understanding
of the concept and according to test results. Analysis of Covariance
Data posttest Sig.(p-value) 0.782 and N-Gain Sig.(p-value) 0.392, there
was no difference in average learners' understanding of the concept of
male and female. Thus, it can be concluded that with STEM-based
approach to Problem Based Learning which have been tested can be
used as an approach to reduce gender disparities and enhance
participants understanding of the science concept
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IMPLEMENTATION OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)LEARNING APPROACH TO REDUCE GENDER DISPARITY IN SCIENCE LEARNING ACHIEVEMENT. (deposited 21 Jun 2021 01:06)
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