The impact of engineering design process in teaching and learning to enhance students’ science problem-solving skills

Muhammad Syukri, S. Soewarno, Lilia Halim, Lilia Ellany Mohtar

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

Original languageEnglish
Pages (from-to)66-75
Number of pages10
JournalJurnal Pendidikan IPA Indonesia
Volume7
Issue number1
DOIs
Publication statusPublished - 1 Mar 2018

Fingerprint

engineering
physics
Teaching
science
learning
secondary school
student
Indonesia
Group
planning
teacher

Keywords

  • Engineering design
  • Magnetic field
  • Physics teaching and learning module
  • Science problem solving

ASJC Scopus subject areas

  • Education

Cite this

The impact of engineering design process in teaching and learning to enhance students’ science problem-solving skills. / Syukri, Muhammad; Soewarno, S.; Halim, Lilia; Mohtar, Lilia Ellany.

In: Jurnal Pendidikan IPA Indonesia, Vol. 7, No. 1, 01.03.2018, p. 66-75.

Research output: Contribution to journalArticle

@article{4a9988527ae14aa4834fe3064d0fef81,
title = "The impact of engineering design process in teaching and learning to enhance students’ science problem-solving skills",
abstract = "This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.",
keywords = "Engineering design, Magnetic field, Physics teaching and learning module, Science problem solving",
author = "Muhammad Syukri and S. Soewarno and Lilia Halim and Mohtar, {Lilia Ellany}",
year = "2018",
month = "3",
day = "1",
doi = "10.15294/jpii.v7i1.12297",
language = "English",
volume = "7",
pages = "66--75",
journal = "Jurnal Pendidikan IPA Indonesia",
issn = "2339-1286",
publisher = "Universitas Negeri Semarang (UNNES)",
number = "1",

}

TY - JOUR

T1 - The impact of engineering design process in teaching and learning to enhance students’ science problem-solving skills

AU - Syukri, Muhammad

AU - Soewarno, S.

AU - Halim, Lilia

AU - Mohtar, Lilia Ellany

PY - 2018/3/1

Y1 - 2018/3/1

N2 - This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

AB - This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

KW - Engineering design

KW - Magnetic field

KW - Physics teaching and learning module

KW - Science problem solving

UR - http://www.scopus.com/inward/record.url?scp=85044342244&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85044342244&partnerID=8YFLogxK

U2 - 10.15294/jpii.v7i1.12297

DO - 10.15294/jpii.v7i1.12297

M3 - Article

VL - 7

SP - 66

EP - 75

JO - Jurnal Pendidikan IPA Indonesia

JF - Jurnal Pendidikan IPA Indonesia

SN - 2339-1286

IS - 1

ER -