CIPP Model to Evaluate Physics STEM-Based Learning Activities (STEM-bLA)

Abstract

The purpose of this study is to evaluate a series of STEM-based learning activities, STEM-bLA, in gaining students’ interests towards the topic of Force and Motion. In developing the STEM-bLA the researcher explores the characteristics of learning activities that can attract students’ interest, especially among form four secondary physics students in an ordinary daily school in a rural area of Sabah. Then based on identified learning activities, the researcher planned a series of STEM-bLA, which aim to project changes in students’ conceptual understanding of the topic of Force and Motion. This evaluatin research adopts a case study approach to explore the real context bounded such as informants, place, and time. This qualitative study took place at one of the science stream classes consist of 17 students in an ordinary B school in a rural area of Sabah. Data were collected through observation, conversation in the classroom, student’s responses in the activities task given, diagnostic test, pre and post-test used the STEM-based learning activities. The result shows that this STEM-bLA gain students’ interests in learning Physics. Besides that, there were changes in student’s physics conceptual understanding. The prior misconception manages to be fixed. At the same time, a new misconception is being discovered. As an educational practitioner, this STEM-bLA is found as teaching aids, especially for selected physics concepts. Besides that, this STEM-bLA act as an ‘engagement tool’ to catch students’ interest to learn. Finally, this STEM-bLA can be used as a ‘learning probe’ to monitor the development in conceptual understanding among the physics students for selected physics concepts. However, there were only a few physics concepts and topics of Force and Motion involved in this study. As a result, the qualitative findings later were used to develop a framework that helps teachers implement STEM-bLA in teaching and learning physics concepts for the topic of Forces and Motion. The framework can be used effectively to allow meaningful science learning, develop conceptual understanding, and nurture students’ HOTS. Due to that reason, as suggested for further study, more STEMbLA will be designed. The activities will cover other topics and more physics concepts. Soon this effort can produce more attractive physics learning activities among the students and helps in developing student’s physics conceptual understanding.