The effect of STEAM learning to students’ achievement on molecular models learning

• Published in: AIP conference proceedings Vol. 2331; no. 1
• Main Authors: Sukro, Afrizal, Inayati
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 02.04.2021
• Subjects: Design of experiments; Learning; Random sampling; Statistical tests; Students
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0045583

This study investigated the effects of Science, Technology, Engineering, Art, and Mathematics (STEAM) learning to student's achievement in chemistry learning of molecular models topic. The quantitative method of true experimental design was implemented in this study. The random sampling required 80 students in two classes with STEAM learning and the other class with the inquiry. Student's achievements were obtained after the learning process using the essay test. The essay test was consist of seven structured questions that valid and reliable. The findings showed that there were no significant differences in the post-test score between STEAM and inquiry classes. The average score of the STEAM post-test was 44.28 while the inquiry class is 43.65. Statistical test results with t-test also show no difference between STEAM and inquiry classes. Both STEAM learning and inquiry give the same result of students’ achievement on the molecular models subject.