The Effect of STEM + Assesment Formative in PBL on the Ability Level of Self-Directed Learning of Prospective Physics Teacher in Mechanical Wave

DOI

10.2991/978-2-38476-481-5_10How to use a DOI?

Keywords

STEM; Assessment Formative; Mechanical Wave

Abstract

Self-directed learning abilities are important for students to study physics because learning basic physics with an applicative orientation requires students to apply knowledge in solving problems. In solving problems, it takes initiative to find solutions to problems, these initiatives are related to the ability of self-directed learning. So far, there is still little research related to self-directed learning abilities, especially in mechanical wave material. Self-directed learning abilities possessed by students can be influenced by applying the STEM approach with Assessment Formative (STEM – AF) in Problem-Based Learning (PBL). This study aimed to determine the effect of applying the STEM - AF in PBL on the level of self-directed learning of prospective physics teacher students in mechanical wave material. The research design uses a mixed method with an experimental embedded design. The study was conducted on 50 physics education students at Nusa Cendana University class of 2022. The participants were divided into two classes, an experimental class and a control class. The self-directed learning ability measurement instrument used a self-directed learning ability questionnaire adapted from Williamson. The data collected is in the form of quantitative and qualitative data from the results of the pre and post-experimental embedded design. The results showed that (1) the SDL of the experimental class (STEM – AF in PBL) had a significantly higher value than the control class (PBL), (2) the experimental class had an increase in N-gain higher by one level than the control class, (3) the highest increase in SDL in the experimental class occurred in the interpersonal skill aspect, while in the control class in the evaluation aspect. Students self-directed learning abilities show that they have effective self-directed learning abilities that must be maintained and their strengths need to be identified to be more effective. For future research, it is recommended to add “Art” in STEM which can improve the ability to learn independently by exploring, observing, and reflecting on “Art” activities in learning.

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  - Merlyn Yoan Trivosa Benu
AU  - Parno Parno
AU  - Supriyono Koes
AU  - Lia Yuliati
AU  - Maharani Putri
AU  - Marlina Ali
PY  - 2025
DA  - 2025/11/19
TI  - The Effect of STEM + Assesment Formative in PBL on the Ability Level of Self-Directed Learning of Prospective Physics Teacher in Mechanical Wave
BT  - Proceedings of the 9th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2022)
PB  - Atlantis Press
SP  - 89
EP  - 98
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-481-5_10
DO  - 10.2991/978-2-38476-481-5_10
ID  - Benu2025
ER  -