Conducting STEM-Based Learning through Hydraulic Bridge Project to Teach the Pascal Law in Secondary School
Hanifah Mulyani (a*), Harry Firman (b), Irma Rahma Suwarma (c)
a) Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
b) Department of Chemistry, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
c) Department of Physics, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
Abstract
This article exposes how STEM-based learning is applied in science class to give students meaningful learning experience in the topic of Pascal Law. This study is motivated by the demand of 21st century skill which expect people to have 4C skills; critical thinking, creativity, collaboration, and communication. In this study, STEM-based learning is conducted at a private secondary school located in Bandung with 28 students of grade 8 as the subjects. Students are provided a problem related to the application of Pascal Law namely hydraulic bridge. They are challenged to design their own hydraulic bridge which can be lifted with maximum angle but in minimum time. A descriptive study is taken where all the data is obtained through direct observation and students- interview. Based on cognitive test, there is difference on pre-test and post-test score that resulting in the number of gain. Based on direct observation, none of students just sitting on their seat without activities and all are on collaboration to reach their goal. Students- interview indicates they enjoy learning process as it is their first experience accomplishing a project and it makes them more understand the concept through the real application. Overall of the study, STEM-based learning through hydraulic bridge project stimulates students to be able to think critically, to be creative, to collaborate, and to communicate.
Keywords: Pascal Law, hydraulic bridge, 4C skills, STEM-based learning
Topic: STEM Education