Enhancing Chemistry Instruction through the Integration of STEM-Based Learning and Lesson Study: A Practice-Based Investigation
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Abstract
This study investigates the integration of STEM-based learning with Lesson Study (LS) as a strategic instructional model aimed at enhancing chemistry education. A quasi-experimental design with a non-equivalent control group was employed to evaluate the effectiveness of this approach. The study involved 72 tenth-grade students in two Indonesian high school classes: one experimental group (n = 36) receiving STEM-LS instruction and one control group (n = 36) receiving conventional instruction. The intervention utilized the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate) and was executed through three iterative Lesson Study cycles. Critical thinking and academic achievement were measured using pre-test - post-test assessments. The results showed significantly higher gains in the experimental group compared to the control group, with N-Gain scores of 0.76 (critical thinking) and 0.72 (achievement) for the experimental group, and 0.45 and 0.41 respectively for the control group. An independent samples t-test confirmed statistically significant differences (p < 0.01) in favor of the experimental group. A positive correlation (r = 0.68, p < 0.01) was also found between critical thinking and academic performance. These findings underscore the pedagogical value of integrating STEM instruction with collaborative professional development models like Lesson Study. The study suggests that this integrative approach fosters higher-order thinking and improves student learning outcomes in chemistry education.
Keywords:
5E instructional model Chemistry instruction Critical thinking Lesson study Quasi-experimental design STEM educationReferences
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