Research Article
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Year 2021, Volume 8, Issue 1, 14 - 26, 31.03.2021
https://doi.org/10.33200/ijcer.820898

Abstract

References

  • Akdağ, F. T., & Güneş, T. (2016). Assessment Of Stem Applicatons In Terms of Students’ Opinions. Participatory Educational Research, Special Issues 2016-III, 161–169.
  • Batdi, V., Talan, T., & Semerci, Ç. (2019). Meta-Analytic and Analysis of STEM Education To cite this article : Meta-Analytic and Meta-Thematic Analysis of STEM Education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(4), 382–399.
  • Bright Horizons Education Team. (2020). How to Incorporate STEM in the Kitchen. Bright Horizons Family Solutions. https://www.brighthorizons.com/family-resources/incorporate-stem-kitchen
  • Burke, R., & Danaher, P. (2018). Interdisciplinary Teaching and Learning within Molecular Gastronomy Education: Does it Benefit Students? International Journal of Molecular Gastronomy, 1, 1–12.
  • Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70, 30–35.
  • Colella, J. (2020). Beyond the Kitchen: Cooking in the STEM Classroom. The Cook’s Cook LLC. https://thecookscook.com/columns/the-kids-cook/beyond-the-kitchen-cooking-in-the-stem-classroom/
  • Dickinson, E. (2015). Colloids in food: Ingredients, structure, and stability. The Annual Review of Food Science and Technology, 6(November), 211–233. https://doi.org/10.1146/annurev-food-022814-015651
  • Dugger, W. E. (2010). Evolution of STEM in the United States. 6Th Biennial International Conference on Technology Education Research, March, 1–8. http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf
  • Eshiet, I. T. (1996). Improvisation in Science Teaching-Philosophy and Practice. Abak Belpot (Nig.) Co.
  • Fürst, E. L. orang. (1997). Cooking and femininity. Women’s Studies International Forum, 20(3), 441–449. https://doi.org/10.1016/S0277-5395(97)00027-7
  • Glass, S. (2005). Integrating Educational Technologies into the Culinary Classroom and Instructional Kitchen. Online Submission, 1–15. https://files.eric.ed.gov/fulltext/ED495295.pdf
  • Grosser, A. E. (1984). Cooking with chemistry. Journal of Chemical Education, 61(4), 362–363. https://doi.org/10.1021/ed061p362
  • Gülen, S. (2019). The effect of STEM education roles on the solution of daily life problems. Participatory Educational Research, 6(2), 37–50. https://doi.org/10.17275/per.19.11.6.2
  • Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 1–14. https://doi.org/10.1186/s40064-016-1725-4
  • Hahn, K. (2017). Making science concepts real with cooking and school gardens. Michigan State University. https://www.canr.msu.edu/news/making_science_concepts_real_with_cooking_and_school_gardens
  • Han, S., & Carpenter, D. (2014). Construct validation of student attitude toward science, technology, engineering, and mathematics project-based learning. Middle Grades Research Journal, 9(3), 27–41.
  • Hayward, D. (1992). Do it your self Chemistry for Elementary Schools. , 37 (99) 1-3. International Newsletter on Chemical Education. . IUPAC (UK), 37(99), 1–3.
  • Hidayah, N., & Belajar, A. (2017). Pengembangan model project based learning terhadap motivasi dan aktivitas belajar siswa [Development of a project based learning model on students’ motivation and learning activities]. AdMathEdu, 7(2), 157–176.
  • Jacobsen, E. K. (2011). The kitchen is your laboratory: A research-based term-paper assignment in a science writing course. Journal of Chemical Education, 88, 1018–1019. https://doi.org/10.1021/ed1011184
  • Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The Seven Steps of Project Based Learning Model to Enhance Productive Competences of Vocational Students. January. https://doi.org/10.2991/ictvt-17.2017.43
  • Karisan, D., Macalalag, A., & Johnson, J. (2019). The effect of methods course on pre-service teachers’ awareness and intentions of teaching science, technology, engineering, and mathematics (STEM) subjects. International Journal of Research in Education and Science, 5(1), 22–35.
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441
  • Meli, P. (2020). Teaching and Learning in a Project-Based World. https://blog.100mentors.com/teaching-and-learning-pbl-4/
  • Milani, J. M., & Golkar, A. (2019). Introductory Chapter: Some New Aspects of Colloidal Systems in Foods. In J. M. Milani (Ed.), Some New Aspects of Colloidal Systems in Foods (pp. 1–9). IntechOpen. https://doi.org/10.1016/j.colsurfa.2011.12.014
  • Milani, J., & Maleki, G. (2012). Hydrocolloids in Food Industry. In B. Valdez (Ed.), Food Industrial Processes - Methods and Equipment (Issue February, p. 38). InTech. https://doi.org/10.5772/32358
  • Mills, M. A. (2010). Cooking with Love: Food, Gender, and Power [Georgia State University]. https://scholarworks.gsu.edu/anthro_theses/38
  • Morrison, J. S. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institude for Excellence in STEM), 47(7–8), 1–7. http://www.ncbi.nlm.nih.gov/pubmed/9793365
  • Neuman, N., Gottzén, L., & Fjellström, C. (2017). Narratives of progress: cooking and gender equality among Swedish men. Journal of Gender Studies, 26(2), 151–163. https://doi.org/10.1080/09589236.2015.1090306
  • Nja, C. O., & Idoha, K. (2013). Kitchen Resources Classroom Interaction and Academic Performance and Retention of SS2 Chemistry Students in Thermochemistry. Journal of Education and Practice, 4(8), 169–173.
  • Nja, C. O., & Neji, H. A. (2013). A chemistry class with kitchen resources and students’ entrepreneurial ability. British Journal of Education, 1(1), 1–6.
  • Nuora, P., & Välisaari, J. (2019). Kitchen chemistry course for chemistry education students: influences on chemistry teaching and teacher education – a multiple case study. Chemistry Teacher International, 0(0), 1–10. https://doi.org/10.1515/cti-2018-0021
  • Pfaff, T. J., & Weinberg, A. (2009). Do hands-on activities increase student understanding?: A case study. Journal of Statistics Education, 17(3). https://doi.org/10.1080/10691898.2009.11889536
  • Pierce, S. J. (2010). Kitchen Cache : the Hidden Meaning of Gender and Cooking in Twentieth-Century American Kitchens. December.
  • Puspitasari, A., Purwanto, E., & Noviyani, D. I. (2013). Self regulated learning ditinjau dari goal orientation. Educational Psychology Journal, 2(1), 1–6.
  • Roberts, A. (2012). A Justification for STEM Education. Technology and Engineering Teachere, May/June(June), 1–5. http://botbrain.com/index.
  • Santrock, J. W. (2011). Educational Psychology (Fifth edit). McGraw-Hil.
  • Schunk, H. ., Pintrich, P. R., & Mecce, L. J. (2008). Motivational in eduation: theory, research, and application. Pearson Press.
  • Seage, S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science, 6(1), 133–140. https://doi.org/10.46328/ijres.v6i1.728
  • Sörensen, P. M., & Mouritsen, O. G. (2019). Science education and public understanding of science via food, cooking, and flavour. International Journal of Gastronomy and Food Science, 15(October 2018), 36–47. https://doi.org/10.1016/j.ijgfs.2018.11.006
  • Srikoom, W., Faikhamta, C., & Hanuscin, D. L. (2018). Dimensions of Effective STEM Integrated Teaching Practice. K-12 STEM Education, 4(2), 313–330. https://pdfs.semanticscholar.org/f70e/61c9196d3af8ae6990753d12ecbc4c0ea758.pdf?_ga=2.194362734.2132636689.1570570157-155469691.1570570157
  • Surgenor, D., Hollywood, L., Furey, S., Lavelle, F., McGowan, L., Spence, M., Raats, M., McCloat, A., Mooney, E., Caraher, M., & Dean, M. (2017). The impact of video technology on learning: A cooking skills experiment. Appetite, 114, 306–312. https://doi.org/10.1016/j.appet.2017.03.037
  • Sutaphan, S., & Yuenyong, C. (2019). STEM Education Teaching approach: Inquiry from the Context Based. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012003
  • Tkacik, D. (2010). Students can learn chemistry through cooking tasty food. The Tartan. Carnegie Mellon’s Student Newspaper. https://thetartan.org/2010/11/22/scitech/foodandchemistry
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration : Teacher Perceptions and Practice STEM Integration : Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1–13. https://doi.org/10.5703/1288284314636
  • Widarti, H. R., Rokhim, D. A., & Syafruddin, A. B. (2020). The development of electrolysis cell teaching material based on stem-pjbl approach assisted by learning video: A need analysis. Jurnal Pendidikan IPA Indonesia, 9(3), 309–318. https://doi.org/10.15294/jpii.v9i3.25199
  • Yalçin, N., Kiliç, B., & Atatay, Ç. (2016). A Model Suggestion For STEM Activity Design Within The Scope Of The Curriculum. Participatory Educational Research, Special Issue 2016-III, 95–107.
  • Yildirim, B., & Altun, Y. (2015). Investigating the Effect of STEM Education and Engineering Applications on Science Laboratory Lectures. El-Cezeri Journal of Science and Engineering, 2(2), 28–40. https://doi.org/10.13140/RG.2.1.2296.0800
  • Yildirim, Z. (2004). Relationship between Achievement Goal Orientation and Collaboration in Project-Based Learning Process. American Educational Research Association Annual Meeting, 1999. http://search.ebscohost.com.proxy-ub.rug.nl/login.aspx?direct=true&db=eric&AN=ED493521&site=ehost-live&scope=site

Students’ Attitude toward STEM Project-Based Learning in the Fun Cooking Activity to Learn about the Colloid System

Year 2021, Volume 8, Issue 1, 14 - 26, 31.03.2021
https://doi.org/10.33200/ijcer.820898

Abstract

This research revealed how the implementation of STEM Project-Based Learning (STEM PBL) in chemistry teaching on colloid system topics with heterogeneous groups of students in terms of habits, hobbies, goals, and gender-biased perceptions. Also, the research described students’ attitudes towards STEM PBL, and the linkages between their attitude and understanding. Participants consisted of 101 students of high schools. Qualitative data were obtained through documentation, and narrative responses in group reports. Quantitative data were obtained through the questionnaire of students’ attitudes toward STEM PBL and the comprehension tests. There are nine types of food products as STEM projects. The most frequent positive experience is that learning colloid topics is “fun”, while the most frequent negative experience response is “time-consuming”. The average score per item of attitude is higher in (1) the female's group, (2) the group who is used to cooking, (3) the group who has a passion, (4) the group who has a goal, and (5) groups that have gender-biased perceptions. There is no significant difference in attitude scores in the student group, except that the group with goals in the culinary field has a higher average attitude score than the group who have no aspirations. Students’ understanding is not closely related to the attitude.

References

  • Akdağ, F. T., & Güneş, T. (2016). Assessment Of Stem Applicatons In Terms of Students’ Opinions. Participatory Educational Research, Special Issues 2016-III, 161–169.
  • Batdi, V., Talan, T., & Semerci, Ç. (2019). Meta-Analytic and Analysis of STEM Education To cite this article : Meta-Analytic and Meta-Thematic Analysis of STEM Education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(4), 382–399.
  • Bright Horizons Education Team. (2020). How to Incorporate STEM in the Kitchen. Bright Horizons Family Solutions. https://www.brighthorizons.com/family-resources/incorporate-stem-kitchen
  • Burke, R., & Danaher, P. (2018). Interdisciplinary Teaching and Learning within Molecular Gastronomy Education: Does it Benefit Students? International Journal of Molecular Gastronomy, 1, 1–12.
  • Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70, 30–35.
  • Colella, J. (2020). Beyond the Kitchen: Cooking in the STEM Classroom. The Cook’s Cook LLC. https://thecookscook.com/columns/the-kids-cook/beyond-the-kitchen-cooking-in-the-stem-classroom/
  • Dickinson, E. (2015). Colloids in food: Ingredients, structure, and stability. The Annual Review of Food Science and Technology, 6(November), 211–233. https://doi.org/10.1146/annurev-food-022814-015651
  • Dugger, W. E. (2010). Evolution of STEM in the United States. 6Th Biennial International Conference on Technology Education Research, March, 1–8. http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf
  • Eshiet, I. T. (1996). Improvisation in Science Teaching-Philosophy and Practice. Abak Belpot (Nig.) Co.
  • Fürst, E. L. orang. (1997). Cooking and femininity. Women’s Studies International Forum, 20(3), 441–449. https://doi.org/10.1016/S0277-5395(97)00027-7
  • Glass, S. (2005). Integrating Educational Technologies into the Culinary Classroom and Instructional Kitchen. Online Submission, 1–15. https://files.eric.ed.gov/fulltext/ED495295.pdf
  • Grosser, A. E. (1984). Cooking with chemistry. Journal of Chemical Education, 61(4), 362–363. https://doi.org/10.1021/ed061p362
  • Gülen, S. (2019). The effect of STEM education roles on the solution of daily life problems. Participatory Educational Research, 6(2), 37–50. https://doi.org/10.17275/per.19.11.6.2
  • Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 1–14. https://doi.org/10.1186/s40064-016-1725-4
  • Hahn, K. (2017). Making science concepts real with cooking and school gardens. Michigan State University. https://www.canr.msu.edu/news/making_science_concepts_real_with_cooking_and_school_gardens
  • Han, S., & Carpenter, D. (2014). Construct validation of student attitude toward science, technology, engineering, and mathematics project-based learning. Middle Grades Research Journal, 9(3), 27–41.
  • Hayward, D. (1992). Do it your self Chemistry for Elementary Schools. , 37 (99) 1-3. International Newsletter on Chemical Education. . IUPAC (UK), 37(99), 1–3.
  • Hidayah, N., & Belajar, A. (2017). Pengembangan model project based learning terhadap motivasi dan aktivitas belajar siswa [Development of a project based learning model on students’ motivation and learning activities]. AdMathEdu, 7(2), 157–176.
  • Jacobsen, E. K. (2011). The kitchen is your laboratory: A research-based term-paper assignment in a science writing course. Journal of Chemical Education, 88, 1018–1019. https://doi.org/10.1021/ed1011184
  • Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The Seven Steps of Project Based Learning Model to Enhance Productive Competences of Vocational Students. January. https://doi.org/10.2991/ictvt-17.2017.43
  • Karisan, D., Macalalag, A., & Johnson, J. (2019). The effect of methods course on pre-service teachers’ awareness and intentions of teaching science, technology, engineering, and mathematics (STEM) subjects. International Journal of Research in Education and Science, 5(1), 22–35.
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441
  • Meli, P. (2020). Teaching and Learning in a Project-Based World. https://blog.100mentors.com/teaching-and-learning-pbl-4/
  • Milani, J. M., & Golkar, A. (2019). Introductory Chapter: Some New Aspects of Colloidal Systems in Foods. In J. M. Milani (Ed.), Some New Aspects of Colloidal Systems in Foods (pp. 1–9). IntechOpen. https://doi.org/10.1016/j.colsurfa.2011.12.014
  • Milani, J., & Maleki, G. (2012). Hydrocolloids in Food Industry. In B. Valdez (Ed.), Food Industrial Processes - Methods and Equipment (Issue February, p. 38). InTech. https://doi.org/10.5772/32358
  • Mills, M. A. (2010). Cooking with Love: Food, Gender, and Power [Georgia State University]. https://scholarworks.gsu.edu/anthro_theses/38
  • Morrison, J. S. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institude for Excellence in STEM), 47(7–8), 1–7. http://www.ncbi.nlm.nih.gov/pubmed/9793365
  • Neuman, N., Gottzén, L., & Fjellström, C. (2017). Narratives of progress: cooking and gender equality among Swedish men. Journal of Gender Studies, 26(2), 151–163. https://doi.org/10.1080/09589236.2015.1090306
  • Nja, C. O., & Idoha, K. (2013). Kitchen Resources Classroom Interaction and Academic Performance and Retention of SS2 Chemistry Students in Thermochemistry. Journal of Education and Practice, 4(8), 169–173.
  • Nja, C. O., & Neji, H. A. (2013). A chemistry class with kitchen resources and students’ entrepreneurial ability. British Journal of Education, 1(1), 1–6.
  • Nuora, P., & Välisaari, J. (2019). Kitchen chemistry course for chemistry education students: influences on chemistry teaching and teacher education – a multiple case study. Chemistry Teacher International, 0(0), 1–10. https://doi.org/10.1515/cti-2018-0021
  • Pfaff, T. J., & Weinberg, A. (2009). Do hands-on activities increase student understanding?: A case study. Journal of Statistics Education, 17(3). https://doi.org/10.1080/10691898.2009.11889536
  • Pierce, S. J. (2010). Kitchen Cache : the Hidden Meaning of Gender and Cooking in Twentieth-Century American Kitchens. December.
  • Puspitasari, A., Purwanto, E., & Noviyani, D. I. (2013). Self regulated learning ditinjau dari goal orientation. Educational Psychology Journal, 2(1), 1–6.
  • Roberts, A. (2012). A Justification for STEM Education. Technology and Engineering Teachere, May/June(June), 1–5. http://botbrain.com/index.
  • Santrock, J. W. (2011). Educational Psychology (Fifth edit). McGraw-Hil.
  • Schunk, H. ., Pintrich, P. R., & Mecce, L. J. (2008). Motivational in eduation: theory, research, and application. Pearson Press.
  • Seage, S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science, 6(1), 133–140. https://doi.org/10.46328/ijres.v6i1.728
  • Sörensen, P. M., & Mouritsen, O. G. (2019). Science education and public understanding of science via food, cooking, and flavour. International Journal of Gastronomy and Food Science, 15(October 2018), 36–47. https://doi.org/10.1016/j.ijgfs.2018.11.006
  • Srikoom, W., Faikhamta, C., & Hanuscin, D. L. (2018). Dimensions of Effective STEM Integrated Teaching Practice. K-12 STEM Education, 4(2), 313–330. https://pdfs.semanticscholar.org/f70e/61c9196d3af8ae6990753d12ecbc4c0ea758.pdf?_ga=2.194362734.2132636689.1570570157-155469691.1570570157
  • Surgenor, D., Hollywood, L., Furey, S., Lavelle, F., McGowan, L., Spence, M., Raats, M., McCloat, A., Mooney, E., Caraher, M., & Dean, M. (2017). The impact of video technology on learning: A cooking skills experiment. Appetite, 114, 306–312. https://doi.org/10.1016/j.appet.2017.03.037
  • Sutaphan, S., & Yuenyong, C. (2019). STEM Education Teaching approach: Inquiry from the Context Based. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012003
  • Tkacik, D. (2010). Students can learn chemistry through cooking tasty food. The Tartan. Carnegie Mellon’s Student Newspaper. https://thetartan.org/2010/11/22/scitech/foodandchemistry
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration : Teacher Perceptions and Practice STEM Integration : Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1–13. https://doi.org/10.5703/1288284314636
  • Widarti, H. R., Rokhim, D. A., & Syafruddin, A. B. (2020). The development of electrolysis cell teaching material based on stem-pjbl approach assisted by learning video: A need analysis. Jurnal Pendidikan IPA Indonesia, 9(3), 309–318. https://doi.org/10.15294/jpii.v9i3.25199
  • Yalçin, N., Kiliç, B., & Atatay, Ç. (2016). A Model Suggestion For STEM Activity Design Within The Scope Of The Curriculum. Participatory Educational Research, Special Issue 2016-III, 95–107.
  • Yildirim, B., & Altun, Y. (2015). Investigating the Effect of STEM Education and Engineering Applications on Science Laboratory Lectures. El-Cezeri Journal of Science and Engineering, 2(2), 28–40. https://doi.org/10.13140/RG.2.1.2296.0800
  • Yildirim, Z. (2004). Relationship between Achievement Goal Orientation and Collaboration in Project-Based Learning Process. American Educational Research Association Annual Meeting, 1999. http://search.ebscohost.com.proxy-ub.rug.nl/login.aspx?direct=true&db=eric&AN=ED493521&site=ehost-live&scope=site

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Muhamad IMADUDDİN (Primary Author)
Institut Agama Islam Negeri Kudus
0000-0002-3619-9985
Indonesia


Dwi Novita Warih PRAPTANİNGRUM
SMA Negeri 1 Kudus
0000-0003-3243-5191
Indonesia


Dyah Ayu SAFİTRİ
Institut Agama Islam Negeri Kudus
0000-0002-6921-1987
Indonesia

Supporting Institution Institut Agama Islam Negeri Kudus & SMA Negeri 1 Kudus
Thanks We thank you for the participation of the students of SMA Negeri 1 Kudus, as well as the institutions that have provided support facilities during the research data collection process.
Publication Date March 31, 2021
Published in Issue Year 2021, Volume 8, Issue 1

Cite

APA Imaduddin, M. , Praptaningrum, D. N. W. & Safitri, D. A. (2021). Students’ Attitude toward STEM Project-Based Learning in the Fun Cooking Activity to Learn about the Colloid System . International Journal of Contemporary Educational Research , 8 (1) , 14-26 . DOI: 10.33200/ijcer.820898

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