Students’ Scientific Argumentation Ability on Optical Instrument Material Through PBL-STEM with E-Authentic Assessment

DOI

10.2991/978-2-38476-410-5_39How to use a DOI?

Keywords

optical instruments; scientific argumentation; PBL-STEM model

Abstract

Optical instruments are considered complex and abstract and students still find it difficult to understand them. However, this material important because the phenomenon is often encountered in everyday life and is taught from elementary school to university level. Practicing scientific argumentation can increase students’ understanding of the phenomena they experience and shape students to be able to provide structured scientific explanations. Meanwhile, the PBLSTEM model with E-AA is still not widely applied to this material. The aim of this research is to investigate the effect of PBL-STEM with E-AA to support the improvement of scientific arguments on optical instrument material. This research uses mixed methods with an experimental embedded design. Students make miniature technology in the form of simple loupe and binoculars at the end of the lesson. Research was conducted on 36 eleventh grade high school students in the city of Malang, Indonesia. The instrument for obtaining quantitative data is in the form of 6 essay questions on the Scientific Argumentation Test on Optical Instruments, while the instrument for obtaining qualitative data is in the form of interviews. Quantitative data were analyzed using the Wilcoxon test, N-gain and effect size, while qualitative data were analyzed through the steps of exposure, reduction, coding, data presentation and conclusions. The research results showed that PBL-STEM with EAA had a significant effect on increasing students’ scientific argumentation, from level 2 during the pretest to level 3 during the posttest with a category that was almost close to moderate. Practical implications in schools also show a medium effect. The levels of scientific argumentation in sub-materials from highest to lowest level are microscopes, eyes and glasses, and cameras, respectively. Overall, students still have difficulty making scientific arguments because they do not understand the components of scientific argumentation well, especially the aspects of warrant and rebuttal. It is recommended that future research add an “Art” aspect to the STEM approach so that the AI component is more developed.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Rais Muktamar Amin
AU  - Parno Parno
AU  - Sentot Kusairi
AU  - Nasikhudin Nasikhudin
AU  - Merlyn Yoan Trivosa Benu
AU  - Muhammad Abd Hadi Bunyamin
PY  - 2025
DA  - 2025/07/28
TI  - Students’ Scientific Argumentation Ability on Optical Instrument Material Through PBL-STEM with E-Authentic Assessment
BT  - Proceedings of the 2nd International Conference on Sciences, Mathematics, and Education 2023 (ICOSMED 2023)
PB  - Atlantis Press
SP  - 386
EP  - 392
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-410-5_39
DO  - 10.2991/978-2-38476-410-5_39
ID  - Amin2025
ER  -