Available online at

http://www.pancaranpendidikan.or.id Pancaran Pendidikan

Pancaran Pendidikan FKIP Universitas Jember DOI:10.25037/pancaran.v6i4.86

Vol. 6, No. 4, Page 69-80, November, 2017
ISSN 0852-601X
e-ISSN 2549-838X

Stem-Based Science Learning In Junior High School: Potency

For Training Students’ Thinking Skill
Septian Murnawianto1, Sarwanto2, Sentot Budi Rahardjo3

123
Science Education Department of Postgraduate Program, Universitas Sebelas Maret,
St. Ir. Sutami 36 A Kentingan, Surakarta, Indonesia 57126
Email : murnawianto@student.uns.ac.id

ARTICLE INFO ABSTRACT

Article History: STEM (Science, Technology, Engineering, and Mathematic)
Received Date: 15th April 2017 education including science learning, is needed to face 21st century
Received in Revised Form Date: development, especially for training thinking skill. STEM is
30th April 2017 believed to increase students’ thinking skill, interest, and STEM
Accepted Date: 15th May 2017 literacy. This study aims to know the extent of thinking skill trained
Published online Date: 01st August through science learning in Junior High School, and to know
2017 challenges and potencies of developing STEM-based science
learning. The study was conducted in SMP N 1 Masaran through
Key Words: various data collection methods. Data were collected by in-depth
Roundtable, Cognitive Style, interviews to 7 science teachers, observation, documentation, and
STEM-based Science Learning; literature study about plan and process of science lesson, also
Thinking Skill; Training STEM education as an approach. And then, data were analyzed
Thinking Skill. reflectively toward various documents and literatures. Assessments
which categorized "higher order thinking skill" were below 5% of
all assessments provided to students. There is potencies that able to
develop to train students’ thinking skill through STEM-based
science learning which appropriate with national curriculum in
Indonesia. Teachers can innovate in developing strategies and
lesson plans to incorporate content Technology, Engineering, and
Mathematic in science lesson for train students’ thinking skill.

Copyright © Septian Murnawianto et al, 2017, this is an open access article distributed under the terms
of the Pancaran Pendidikan Journal license, which permits unrestricted use, distribution and reproduction
in any medium, provided the original work is properly cited

INTRODUCTION
Indonesia as a developing country needs many professional workforce to compete
at global economics and facing 21st century challenges. Various skills needed to
prepare professional workforce. Workforce skills and demands have changed
70 ___________ ©Pancaran Pendidikan, Vol. 6, No. 4, Page 69-80, November, 2017

dramatically in the last 20 years. There has been a rapid increase in jobs involving
nonroutine, analytic, and interactive communication skills (National Education
Association, n.d). Employers report that a significant percentage of graduates lack the
skills required in the labor market in Indonesia. Skills gaps exist in terms of basic skills,
but even more so in terms of soft skills such as thinking and behavioral skills
(LaRocque, 2015).
Twenty-first century’s skills such as ability to think (logical, analytical, critical,
and creative), ability to solving problems, comunication skills, and collaboration skills
become important to be pay attention at its developments (Pacific Policy Research
Center, 2010). Indonesian education is still under-develop in increasing the thinking
skills and soft skills. Science literacy, include science concept on Indonesian students
still relatively low. In 2009, Indonesia got rank 57 from 65 countries and 64 from 65
countries in the 2012 (OECD, 2013).
In global competition, Indonesia need to raise Human Resources’ skills in having
an ability to good think, also need to raise workforce in STEM field. STEM education
need to be pay attentionat to applicated at schools. National curriculum can be
maximised by inserting STEM characteristics without changing the curriculum itself.
Science teachers at junior high schools important to be motivated to be the driving force
of the traditional learning transition into STEM-based science learning. The transition
will be a bottom-up movement and bring a good impact.

STEM Education
STEM as an acronym of science, technology, engineering, and mathematics
became international concerns at job field as well as education to prepare STEM
workforce. STEM based education built Human Resource (HR) that abel to reasoning
and think critically, logics and systematic so they ready to face global competition also
able to raise country’s economy (Asmuniv, 2015). STEM education engages students in
metacognitive activities. Implementation of STEM education in the classroom provides
opportunities to students for understanding the importance of the integration of different
disciplines and its applications. Students can improve their logical thinking through it
all (Anwari et al., 2015). STEM education has comprehensive characteristics in giving
chances for students to train their ability to think. The application of STEM education
have a big chances to train students' thinking skills through its characteristics.
STEM’s perceived potential fulfill a student’s learning experience by aiding him
or her in ability to transfer learning (Berry, Reed, Ritz, Lin, Hsiung, and Frazier, 2004).
STEM as education has characteristics which integrate among STEM subjects in
collaborative learning and student-centered by inquiry and engineering design process
to find the solution of real-world problems. Student can solve new problems and draw
conclusion based upon previously learned priciples applied through science, technology
and engineering, and mathematics (Roberts, 2012). High quality STEM education
programs should include (a) integration of technology and engineering into science and
math curriculum at a minimum; (b) promote scientific inquiry and engineering design,
include rigorous mathematics and science instruction; (c) collaborative approaches to
learning, connect students and educators with STEM fields and professionals; (d)
provide global and multiperspective viewpoint; (e) incorporate strategies such as
project-based learning, provide formal and informal learning experiences; (f)
Septian Murnawianto: Stem-Based Science Learning In Junior...... _________ 71

incorporate appropriate technologies to enhance learning (Kennedy and Odell, 2014;

Kelley and Knowles, 2016).
One of main STEM education characteristics is integrate science, technology,
engineering and mathematics in learning process to find the solution of real-world
problems (Firman, 2015). This interdisciplinary bridging among discrete disciplines is
now treated as an entity, STEM. It offers a chance for students to make sense of the
world rather than learn isolated bits and pieces of phenomena (Morrison, 2006).

STEM Integration
Integrated STEM education continues to rise more questions than there are
presently answers (English, 2016). Bybee (2013) conceptualize integration of STEM to
several pattern from the simplest on, where S-T-E-M as "silo" and taught in separated,
up to STEM as a transdiscipline subject. The degree to which STEM is integrated is
dependent upon many factors, including the level of education (Roberts, 2012).
Roberts and Cantu (2012) illustrate three approaches that can be used in STEM
education (Silo, Embedded, and Integration). The disciplines of silo approach are taught
separately which keeps the domain knowledge within the confines of each discipline. In
embedded approach, domain knowledge from at least one discipline is placed within the
context of another. The embedded components are not usually evaluated or assessed. In
integration approach, the STEM content areas are taught as though they were one
subject. Integration can be done with a minimum of two disciplines but is not limited to
two disciplines. A more comprehensive perspective on STEM integration divided to 4
integration class from the lowest to the highest, (1) Disciplinary, (2) Multidisciplinary,
(3) Interdisciplinary, and (4) Transdisciplinary (Vasquez, Sneider, and Comer, 2013;
English, 2016).

STEM-Based Science Learning

T E M

Figure 1. STEM-Based Science Learning as Embedded Approach to STEM Education

(Source: Roberts and Cantu, 2012; Firman, 2015)

High integration of STEM into transdicipline subject form requires

comprehensive restructuring of the curriculum, making it relatively difficult to
implement in the context of the conventional curriculum in Indonesia (Firman, 2015). A
fully integrated STEM curriculum is most easily achieved at the elementary level,
which the student is still taught by a class teacher with a large portion. An embedded
STEM curriculum is perhaps more feasible at the secondary level (Junior high school)
(Roberts, 2012). Embedded STEM education as described by Roberts and Cantu (2012)
and Firman (2015) as in Figure 1. It has possibility to be conducted without
72 ___________ ©Pancaran Pendidikan, Vol. 6, No. 4, Page 69-80, November, 2017

restructuring junior school curriculum in Indonesia.. This integration applied by

incorporate the content of technology, engineering, and mathematics in STEM-based
science learning (Firman,2015).

Thinking Skills
Refer to Piaget, Suharnan (2005) has divided cognitive development into 4 levels,
i.e., motoric sensory level (0-2 years), pre-operational level (2-7 years), concret
operation level (7-11 years), and formal operation level (11 years and more). The time
when children turn 11 is a time when children begin to leave primary education and go
to secondary education. Adolescence is a transitional of thinking level. Piaget (1965)
divide adolescence into three levels of thinking, (1) concrete operation thinking level,
(2) transitional thinking level, dan (3) formal operation thinking level.
According to Minderovic (2006), humans have a universal nature to think
logically and follow logical inference. It is commonly defined as higher cognitive skills.
The ability to think logically is the foundation of thinking skills. The better the students
ability to think logically, the better the student's ability in analyzing, constructing, and
concluding, a concept (Usdiyana, Purniati, Yulianti, and Harniningsih, 2009). Albrecth
(1984) argues that logical thinking is not obtained magically or genetically, this ability
is the process of organizing information obtained from learning process. This statement
is in line with Lawson dan Blake (1974) which believe that the school system not only
focuses on teaching facts and concepts from the knowledge domain only, but is more
important to help students acquire the ability to think.
Problem-based learning as one of characteristics of STEM learning, present a real-
world problem to encourage students for creating the solution. Engaging students to
solve a problem, or run a project to solve problems in learning process can improve
their thinking skills. King, Godson, and Rohani (1998) state that often facing problems
and dilemmas can train students to think logically. Yaman (2005), claimed that the
implementation of the PBL in the science lessons succeeded in improving the logical
thinking ability required to gain high-level reasoning ability.
Other than problem-based learning, application of STEM education in learning as
an integration could optimize students' thinking skills. This opinion stated based on
Pursitasari, Nuryanti, and Rede's research (2015), that the integrated-thematic learning
can optimize students' thinking skills.
The questions that arise in this study are (1) how far thinking skills was trained by
the curriculum, strategy, lesson plan, and assessment in the science learning process in
SMP N 1 Masaran ? and (2) how transition potentions of science learning process from
traditional become STEM-based science learning implemented to train students’
thinking skills ? This study exploring the effort to improve students' thinking skills
through students’ activity in science learning process at junior high school. Also
exploring STEM characteristics as an education as well as learning process and its
impacts in students' thinking skills.

METHODOLOGY
The study used qualitative descriptive method. The process of qualitative research
involves emerging questions and procedures; Collecting data in the participants' setting;
Analyzing the data; And making interpretations (Creswell, 2009). The study was
Septian Murnawianto: Stem-Based Science Learning In Junior...... _________ 73

conducted to explore informations that related to preparation and process of learning

science about training students' thinking skills in SMP N 1 Masaran, Sragen regency. In
addition, this study also explore the potencies of reformation (transition) on learning
science from traditional approach to STEM-based science learning for training students'
thinking skills more intensively than before.
Participant
This study involves 7 in-service science teachers and 69 students. The science
teacher consists of 5 males (Mr. Ramlan, Mr. Hariyanto, Mr. Aris, Mr. Sutejo, Mr.
Azim) and 2 females (Mrs. Rifat, and Mrs. Norma). Students were divided 3 grades
(grade 7, grade 8, and grade 9).
Data Collection and Analysis
Data were collected by various methods such as documentation, observation, and
indepth interview. Documentation method aim to collect data of curriculum learning,
including teaching materials, syllabus, learning strategy and model, lesson plan, and
also assessment. Observations method was conducted in 3 classes to look into process
of learning science in the classroom. Indepth interview method was conducted to each
science teachers to explore the potencies and challenges of train students' thinking skill,
including by STEM-based learning. And then, data were analyzed reflectively toward
various documents and literatures, and described specifically (Sugiyono, 2015).

RESULTS AND DISCUSSION

Learning process is the main concern of this study to explore the train of students'
thinking skill. The learning that is deemed appropriate to the characteristics and needs
of the students and is proven to increase the critical and creative thinking skills is
learning that contain learning activities together, read, ask, and look for possible
answers, in the tournament and ends with a reflection group (Wulandari, Hamidah, and
Setiawan, 2014). Based on the data obtained from archieves and interview results, the
strategy of learning science in SMP N 1 Masaran has been in accordance with national
curriculum in Indonesia (Curriculum 2013), which all the process of learning science
used scientific approach. Learning process with scientific approach is an active learning
process which oriented on students as center of learning. The process of scientific
learning is a combination of learning process that previously focused to exploration,
elaboration, and confirmation equipped with observing, asking, reasoning, trying, and
communicating (Ministry of Education and Culture, 2013).
Problem and project based learning are in accordance with the scientific approach
and suggested to do in Curriculum 2013. However, 4 of 7 teachers have not understood
and used that model learnings in a past year yet. While 3 other teachers, they could
design the learning strategy of that models, but they admitted applying in learning
process in classroom rarely. The responsibilities of positions as school principal (Mr.
Ramlan), as well as the vice principal (Mr. Hariyanto and Mr. Aris) is one of the
obstacles.
The result of observation of learning process on science in classroom that was
done on grade 7, 8, and 9 showed that there is a gap between practice on learning and
lesson plan that has been made by techers. The learning activity should contain
scientific approach, but the components of it have not been implemented in learning
process. Learning process has not been oriented on students. Learning activity of
scientific approach aims to train thinking skill that was categorized low.
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The train of students' thinking skill can be done by familiarizing students to face
the learning problems (King, Godson, and Rohani, 1998), both presented in the lesson
and the questions on assessment. Refering to Cottrell’s idea (2005: 1) who argued that
“Critical thinking is a cognitive activity, associated with using the mind”, so, students
will be commoned to solve problems with a certain level that rely on their thinking
skill, then students’ thinking skill will increase.
Schraw and Robinson (2011) classified the thinking skills on Bloom's Taxonomy
into two levels: Lower Order Thinking Skills consist of knowledge, comprehension and
application, and Higher Order Thinking Skills consist of analysis, synthesis and
evaluation. Lorin Anderson revised the "synthesis" part into "creating" and put it as the
highest part in cognitive thinking skill proces. Based on the classification that has been
done, The revised Bloom’s Taxonomy has six levels squence of: (1) remembering, (2)
understanding, and (3) applying for Lower Order Thinking Skills, and (4) Analyzing,
(5) evaluating, and (6) creating for Higher Order Thinking Skills (HOTS) (Schraw and
Robinson, 2011; Anderson and Krathwohl, 2001; Yulaelawati, 2004).
Based on the results of data analysis on Table 1. that was obtained from 7
assessments made by science teachers grade 7, 8 and 9, the questions of assessment
were categorized low on improving students' thinking skill. The high-level of
cognitive’s issues have a percentage below 5% of all questions in the assessment were
given to students. The questions are still oriented on the “remembering” level and have
not reached “evaluating” level yet and at all on “creating” level.

Table 1. Percentage of Cognitive Level in Assessments

Percentage (%)
Cognitive Level
Grade 7 Grade 8 Grade 9 Total
Remembering 77,4 76 73 75,5
Understanding 18,0 19 23 20,0
Applying 3,3 4 3 3,4
Analyzing 1,3 1 1 1,1
Evaluating 0 0 0 0
Creating 0 0 0 0

Masaran, one of sub-district in Sragen, Central Java - Indonesia should not left
behind on educational developing, if they want to improve the nation's competitiveness
in the global economy. Malaysia, as a country bordering on Indonesia and having strong
cultural links has started research to develop STEM since 1999 by involving various
participant from students (school), graduates (university), practitioners, and adult
(Jayarajah, Saat, and Rauf, 2014). The STEM education which is the concern of the
education world in both the western and the ASEAN countries (Malaysia, Thailand,
Singapore, dan Philippines) needs to be considered to be gradually applied to
Indonesian education.
Compared to Technology and Engineering, Science and Mathematics are two
strong domains in Indonesian education, especially in junior high school level. So
STEM is usually interpreted to mean science or mathematics. STEM could mean
increasing the recognition of engineering in K-12 education including junior high
school level (Bybee, 2010). Amidst the realization that the T and E will play a critical
role with regard to our welfare in the 21st century, need supports and attempts a
Septian Murnawianto: Stem-Based Science Learning In Junior...... _________ 75

trantition from “science and mathematics” to “STEM and STEM education” (Sanders,
2009).
The development of STEM literacy in Indonesia is needed, although it is not an
easy case. It takes at least one decade to develop education of STEM (Bybee, 2010;
Firman, 20015). However, the development of STEM especially in education, will
gradually bring a good change for the people's STEM literacy. Beside of other
stakeholders, the contribution of science teachers is a main key to suppor developing
STEM on educational, especially in science domain. Science teachers should have a
strong enthusiasm to begin integrating science learning with others STEM subjects.
STEM education is an unfamiliar thing to science teachers in SMP N 1 Masaran.
Teachers have not known its concept yet. Although one of all teachers has heard it, but
he did not know the characteristics and the implementation of it. Embedded STEM-
based science learning can be a preliminary to start developing STEM education in
SMP N 1 Masaran, while still follow national curriculum (curriculum 2013), without
restructure it (Firman, 2015).
Based on the study, we found potencies that can be empowered in developing of
STEM in Masaran, especially SMP N 1 Masaran. The potencies were classified into 2
main groups, that is internal potencies of the school, and the external potencies that
around the school. Internal potencies needs to be developed first. Development can start
from within the classroom by entering technology, engineering, and or mathematics
contents into science learning process.
Five from seven in-service science teachers that owned by SMP N 1 Masaran
have reached master degree in education and one of them is head of MGMP-IPA
(Musyawarah Guru Mata Pelajaran IPA) or science teachers forum for Sragen regency
and also as instructor for the Curriculum 2013 (national curriculum) implementation.
This potential can used by teachers to maximize the MGMP-IPA as a Professional
Development (PD) sessions for teachers start from school-level, then regency-level. PD
experiences for in-service teachers could also provide a strong conceptual framework of
an integrated STEM approach and build their confidence in teaching from an integrated
STEM approach (Kelley and Knowles, 2016). Development of instructional models
which will implement on STEM-based science learning such as problem-based and
project-based learning (PBL) can also be done in PD sessions. PD sessions were
effective in communicating several important concepts about STEM PBL and also can
help teachers acquire the necessary pedagogical skills to implement STEM PBL (Han,
Yalvac, Capraro, M.M., and Capraro, R.M., 2014).
All students must be a part of the STEM vision, and all teachers must be provided
with the proper professional development opportunities preparing them to guide all their
students toward acquiring STEM literacy (Kennedy and Odell, 2014). The teachers can
use all of the potential both inside and outside school area to be a source to design
STEM-based learning strategies. In collaboration with Information Technology (IT)
teachers, science teachers can use internet access and school computers to train
technological skills such as students' design skills utilize Computer-Aided Design
(CAD). Teachers can also maximize problem-based learning by encouraging students to
reviewing information actively using library facilities and internet access. In the purpose
of provide opportunities for students to build strong connections between concepts in
learning and real-world phenomena, teachers can collaborates with industrial activity
76 ___________ ©Pancaran Pendidikan, Vol. 6, No. 4, Page 69-80, November, 2017

around schools, such as factories, handicraft industry, and technopark in the STEM-
based science learning strategies.
Masaran is one of the industrial sites of both large and small industries (BPS,
Kabupaten Sragen, 2016). Its location nearby from Sragen Technopark, as well as Solo
Technopark. Industrial activities and also the technopark are potentially empowered in
the development of STEM education. Through various research and study, higer
eucation such as Sebelas Maret University, and other colleges in central Java, especially
Soloraya (Surakarta, Karanganyar, Sragen, Boyolali, Sukoharjo, and Klaten) can
participate collaboratively in the development of STEM education. By focusing on
student engagement, educators from institutions of higer education and K-12 schools
can work together to develop pedagogical models that provide rigorous, well-rounded
education and outstanding STEM instruction (Kennedy and Odell, 2014).
STEM education provides students with knowledge and concepts that have
relationships and applications in everyday life. Students can improve their logical
thinking through engineering design processes based on scientific knowledge (Anwari
et al., 2015). STEM Learning also can improve students’ scientific literacy
(Khaeroningtyas, Permanasari, and Hamidah, 2016). Although the learning results
obtained take a long time, at least in a short time, STEM education can increase
students’ interest in science lessons (Anwari et al., 2015). It is important for STEM
fields development and to answer problem that “too many students lose interest in
science and mathematics at an early age” (Sanders, 2009).

CONCLUSION
Science learning that is able to improve thinking skills is needed to prepare
students to face the challenges of the 21st century. The current science lessons in SMP
N 1 Masaran are still not maximal in training students' thinking skills, either it is logical,
critical, analytical, creative thinking, or problem-solving ability. STEM-based science
learning can be a good choice to apply STEM to science learning gradually and of
course to train students' thinking skills.
SMP N 1 Masaran has potentcies that can be empowered to apply STEM
education starting from science lesson. By developing STEM education consistently,
SMP N 1 Masaran can be a role model in STEM-based science teaching for other
schools, especially in Sragen regency. Training, seminars, and conferences themed of
STEM education needed to be held continuously to improve teachers' skills in STEM
and learning strategies. Musyawarah Guru Mata Pelajaran (MGMP) as teachers forum
can be upgraded to be Professional Development as a forum for teachers to develop
skills in STEM learning. While it is not an easy task to play the role of a teacher in
STEM learning (Han, Yalvac, Capraro, M.M., and Capraro, R.M., 2014), teachers
especially science teachers are expected to participate actively in prepare students to
facing 21st century through the field of Science, Technology , Engineering, and
Mathematics.
Septian Murnawianto: Stem-Based Science Learning In Junior...... _________ 77

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